Department of Clinical, Neuro- and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands; Amsterdam Public Health Research Institute, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands.
Department of Clinical, Neuro- and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands; Amsterdam Public Health Research Institute, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands; Research Centre Urban Talent, Rotterdam University of Applied Sciences, P.O. Box 25035, 3001 HA Rotterdam, the Netherlands.
J Sch Psychol. 2022 Aug;93:119-137. doi: 10.1016/j.jsp.2022.06.005. Epub 2022 Jul 26.
This study examined (a) whether growing up with lower-educated parents and attending lower parental education schools associated with children's problem development within the behavioral, emotional, and peer relationship domains; and (b) whether the association of lower individual-level parental education with children's development within these three domains depended upon school-level parental education. To this end, 698 children (M = 7.08 in first grade) from 31 mainstream elementary schools were annually followed from first grade to sixth grade. Problems within the behavioral domain included conduct problems, oppositional defiant problems, attention-deficit and hyperactivity problems, and aggression. Problems within the emotional domain included depression and anxiety symptoms. Problems within the peer relationship domain included physical victimization, relational victimization, and peer dislike. Results from multi-level latent growth models showed that, as compared to children of higher-educated parents, children of lower-educated parents generally had higher levels of problems within all three domains in first grade and exhibited a faster growth rate of problems within the behavioral domain from first to sixth grade. Furthermore, as compared to children attending higher parental education schools, children attending lower parental education schools generally had higher levels of problems within the behavioral and emotional domains in first grade and showed a faster growth rate of peer dislike over time. In addition, cross-level interaction analyses showed that in higher parental education schools, children of lower-educated parents showed a faster growth rate of depression symptom levels than children of higher-educated parents. In lower parental education schools, the growth rate of depression symptom levels did not differ between children of higher- and lower-educated parents. Results highlight that addressing the needs of lower parental education schools and children growing up with lower-educated parents may be of primary importance.
(a) 在行为、情感和同伴关系领域，成长于受教育程度较低的父母和就读于教育程度较低的学校是否与儿童的问题发展有关；以及 (b) 个体层面父母教育程度较低与儿童在这三个领域发展之间的关联是否取决于学校层面父母教育程度。为此，31 所主流小学的 698 名儿童（一年级时的平均年龄为 7.08 岁）从一年级到六年级每年进行随访。行为领域的问题包括行为问题、对立违抗性问题、注意力缺陷多动问题和攻击行为。情感领域的问题包括抑郁和焦虑症状。同伴关系领域的问题包括身体受侵害、关系受侵害和同伴不受欢迎。多层次潜在增长模型的结果表明，与受教育程度较高的父母的孩子相比，受教育程度较低的父母的孩子在所有三个领域的问题通常在一年级时水平更高，并表现出从一年级到六年级行为领域问题增长速度更快。此外，与就读于父母教育程度较高的学校的孩子相比，就读于父母教育程度较低的学校的孩子通常在一年级时在行为和情感领域的问题水平更高，并表现出随着时间的推移同伴不受欢迎程度的增长速度更快。此外，跨层次交互分析表明，在父母教育程度较高的学校中，受教育程度较低的父母的孩子的抑郁症状水平增长速度快于受教育程度较高的父母的孩子。在父母教育程度较低的学校中，受教育程度较高和较低的父母的孩子的抑郁症状水平增长速度没有差异。研究结果表明，满足父母教育程度较低的学校和受教育程度较低的父母的孩子的需求可能至关重要。
