Pettit Gregory S, Yu Tianyi, Dodge Kenneth A, Bates John E
Department of Human Development and Family Studies.
Merrill Palmer Q (Wayne State Univ Press). 2009 Jul 1;55(3):250-284. doi: 10.1353/mpq.0.0022.
In this prospective longitudinal study (N = 585) we examined intergenerational links in level of educational attainment. Of particular interest was whether family background characteristics, parenting in early childhood and early adolescence, and school adjustment and performance in middle childhood accounted for (i.e., mediated) continuity and amplified or attenuated (i.e., moderated) continuity. Family background data, including mother education level, were collected when the children were age 5 years; parenting was assessed at ages 5 and 12; and school adjustment data (behavior problems, peer acceptance, academic performance) were collected in the first four years of elementary school. Cross-generational continuity in educational attainment was moderate (r = .38) and largely indirect via children's academic performance in elementary school and mothers' academic involvement in early adolescence. Moderator analyses indicated greater cross-generational continuity in single-parent families; in families low in proactive teaching, monitoring, and academic involvement; and in families with lower-IQ children who performed poorly in school and were disliked by peers, These findings suggest that distal and proximal family and child characteristics may serve as crucial processes in the intergenerational transmission of low educational attainment.
在这项前瞻性纵向研究（N = 585）中，我们考察了教育程度水平上的代际联系。特别令人感兴趣的是，家庭背景特征、幼儿期和青春期早期的养育方式，以及童年中期的学校适应情况和学业表现是否能够解释（即介导）连续性，以及增强或减弱（即调节）连续性。家庭背景数据，包括母亲的教育水平，在孩子5岁时收集；养育方式在孩子5岁和12岁时进行评估；学校适应数据（行为问题、同伴接纳度、学业成绩）在小学的前四年收集。教育程度的跨代连续性适中（r = 0.38），并且很大程度上是通过孩子在小学的学业成绩以及母亲在青春期早期的学业参与间接实现的。调节分析表明，在单亲家庭、积极教学、监督和学业参与度较低的家庭，以及孩子智商较低、在学校表现不佳且不受同伴喜欢的家庭中，跨代连续性更强。这些发现表明，家庭和孩子的远端及近端特征可能是低教育程度代际传递中的关键因素。
