TY - JOUR
T1 - Associations among parental education, home environment quality, effortful control, and preacademic knowledge
AU - Merz, Emily C.
AU - Landry, Susan H.
AU - Williams, Jeffrey M.
AU - Barnes, Marcia A.
AU - Eisenberg, Nancy
AU - Spinrad, Tracy
AU - Valiente, Carlos
AU - Assel, Michael
AU - Taylor, Heather B.
AU - Lonigan, Christopher J.
AU - Phillips, Beth M.
AU - Clancy-Menchetti, Jeanine
AU - Zucker, Tricia A.
AU - Swank, Paul R.
AU - Crawford, April
AU - Huang, Weihua
AU - de Villiers, Jill
AU - de Villiers, Peter
AU - Starkey, Prentice
AU - Klein, Alice
N1 - Funding Information:
This research was supported by a grant from the National Institute of Child Health and Human Development (NICHD), P01 HD048497 (Preschool Curricula: Outcomes and Developmental Processes). This research was also supported by the Institute of Education Sciences (IES) U.S. Department of Education through R32B110007 to the Children's Learning Institute at the University of Texas Health Science Center. The opinions expressed are those of the authors and do not represent the views of the NICHD or IES.
PY - 2014/7
Y1 - 2014/7
N2 - This study used a longitudinal design to examine whether effortful control mediated the associations of parental education and home environment quality with preacademic knowledge in toddlers and young preschoolers. The sample consisted of 226 children (2 to 4. years of age at T1) from socioeconomically disadvantaged backgrounds. Parents provided data on parent education and home environment quality. Children completed effortful control, early literacy, and early math assessments. T2 effortful control partially mediated the associations of T1 parental education and T1 home environment quality with T3 emergent literacy after accounting for child age, gender, race/ethnicity, T1 effortful control, and T2 early literacy. T2 effortful control partially mediated the association between T1 parental education and T3 emergent math after accounting for child age, gender, race/ethnicity, T1 effortful control, and T2 early math. Prior to entry into preschool, parental education and home environment quality may shape effortful control which in turn influences preacademic knowledge.
AB - This study used a longitudinal design to examine whether effortful control mediated the associations of parental education and home environment quality with preacademic knowledge in toddlers and young preschoolers. The sample consisted of 226 children (2 to 4. years of age at T1) from socioeconomically disadvantaged backgrounds. Parents provided data on parent education and home environment quality. Children completed effortful control, early literacy, and early math assessments. T2 effortful control partially mediated the associations of T1 parental education and T1 home environment quality with T3 emergent literacy after accounting for child age, gender, race/ethnicity, T1 effortful control, and T2 early literacy. T2 effortful control partially mediated the association between T1 parental education and T3 emergent math after accounting for child age, gender, race/ethnicity, T1 effortful control, and T2 early math. Prior to entry into preschool, parental education and home environment quality may shape effortful control which in turn influences preacademic knowledge.
KW - Early academic skills
KW - Early childhood
KW - Effortful control
KW - Home environment quality
KW - Socioeconomic status
UR - http://www.scopus.com/inward/record.url?scp=84904703723&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84904703723&partnerID=8YFLogxK
U2 - 10.1016/j.appdev.2014.04.002
DO - 10.1016/j.appdev.2014.04.002
M3 - Article
AN - SCOPUS:84904703723
SN - 0193-3973
VL - 35
SP - 304
EP - 315
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
IS - 4
ER -