Martin Anne, Gardner Margo, Petitclerc Amélie
National Center for Children and Families Teachers College, Columbia University Thorndike Hall 525 W. 120 Street New York, NY 10027.
Northwestern University 633 N. St Clair, 19 Floor Chicago, IL 60611.
Child Youth Serv Rev. 2019 Nov;106. doi: 10.1016/j.childyouth.2019.104470. Epub 2019 Aug 19.
This study tests whether young adolescents' achievement and behavior are associated with their mother's entry into post-secondary education (PSE) during their middle childhood years. It also examines five family processes that may link maternal PSE to development in middle childhood (income, home learning environment, mother's educational expectations for child, maternal presence, and family affective climate). The sample selects low-income families from the National Longitudinal Survey of Youth of 1979. Propensity score weighting adjusts for mothers' self-selection into PSE. We find that adolescents whose mothers entered PSE in their middle childhood scored higher than their peers on math, but similarly on reading, behavior problems, delinquency, and substance use. There were no associations between mothers' PSE entry and the proposed mediators.
本研究检验了青少年中期母亲进入高等教育阶段（PSE）是否与青少年的学业成绩和行为有关。研究还考察了五个可能将母亲接受高等教育与青少年中期发展联系起来的家庭过程（收入、家庭学习环境、母亲对孩子的教育期望、母亲陪伴和家庭情感氛围）。样本选自1979年全国青年纵向调查中的低收入家庭。倾向得分加权法对母亲自我选择接受高等教育的情况进行了调整。我们发现，母亲在其青少年中期进入高等教育阶段的青少年在数学方面的得分高于同龄人，但在阅读、行为问题、犯罪和物质使用方面得分相当。母亲进入高等教育阶段与所提出的中介因素之间没有关联。
