Dodge K A, Pettit G S, Bates J E
Vanderbilt University, Nashville, TN 37203.
Child Dev. 1994 Apr;65(2 Spec No):649-65.
The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children (n = 51 from the lowest socioeconomic class) was followed from preschool to grade 3. Socioeconomic status assessed in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior in kindergarten and grades 1, 2, and 3. Socioeconomic status was significantly negatively correlated with 8 factors in the child's socialization and social context, including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stressors, mother's lack of social support, peer group instability, and lack of cognitive stimulation. These factors, in turn, significantly predicted teacher-rated externalizing problems and peer-nominated aggression and accounted for over half of the total effect of socioeconomic status on these outcomes. These findings suggest that part of the effect of socioeconomic status on children's aggressive development may be mediated by status-related socializing experiences.
研究目的是探究社会化过程，这些过程可能解释早期社会经济地位与后期儿童行为问题之间观察到的关系。对585名儿童（来自最低社会经济阶层的有51名）的代表性样本从学前班追踪到三年级。学前班评估的社会经济地位显著预测了幼儿园以及一、二、三年级教师评定的外化问题和同伴评定的攻击行为。社会经济地位与儿童社会化和社会环境中的8个因素显著负相关，这些因素包括严厉的纪律、缺乏母亲的温暖、接触攻击性的成人榜样、母亲的攻击性价值观、家庭生活压力源、母亲缺乏社会支持、同伴群体不稳定以及缺乏认知刺激。反过来，这些因素显著预测了教师评定的外化问题和同伴提名的攻击行为，并占社会经济地位对这些结果总影响的一半以上。这些发现表明，社会经济地位对儿童攻击性行为发展的部分影响可能是由与地位相关的社会化经历介导的。
