View in EDS

Longitudinal Study of Maternal Psychosocial Characteristics and Child School Adaptation.

Saved in:
Bibliographic Details
Title: Longitudinal Study of Maternal Psychosocial Characteristics and Child School Adaptation.
Language: English
Authors: Schaefer, Earl S., Burnett, Charles K.
Peer Reviewed: N
Page Count: 15
Publication Date: 1987
Intended Audience: Researchers
Document Type: Reports - Research
Descriptors: Academic Achievement, Family Environment, Longitudinal Studies, Low Income, Psychological Characteristics, Social Behavior, Young Children
Geographic Terms: U.S.; North Carolina
Abstract: This study examined the stability of the child's behavior and psychosocial environment during the early school years. Longitudinal correlations of psychosocial environment indices with teacher ratings of child school behavior were also investigated. The original subjects of this longitudinal study consisted of 321 low-income mothers recruited from public health clinics, who were first interviewed before the birth of a child and were included in the study if the child was healthy at birth. Of this original sample 237 mothers were interviewed during their child's kindergarten year. Three years after kindergarten 212 mothers were reinterviewed. Teacher ratings of the child's school behavior were collected each year the child was in school. Results suggest that the child's environment, as measured by parent characteristics, is relatively stable from infancy through the early school years. Results also show that ratings of the child's academic competence are significantly correlated with psychosocial indices, while correlations with teacher ratings for socialization and extroversion are typically low and insignificant. (PCB)
Notes: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Baltimore, MD, April 23-26, 1987).
Journal Code: RIEFEB1988
Entry Date: 1988
Accession Number: ED286628
Database: ERIC
Description
Abstract:This study examined the stability of the child's behavior and psychosocial environment during the early school years. Longitudinal correlations of psychosocial environment indices with teacher ratings of child school behavior were also investigated. The original subjects of this longitudinal study consisted of 321 low-income mothers recruited from public health clinics, who were first interviewed before the birth of a child and were included in the study if the child was healthy at birth. Of this original sample 237 mothers were interviewed during their child's kindergarten year. Three years after kindergarten 212 mothers were reinterviewed. Teacher ratings of the child's school behavior were collected each year the child was in school. Results suggest that the child's environment, as measured by parent characteristics, is relatively stable from infancy through the early school years. Results also show that ratings of the child's academic competence are significantly correlated with psychosocial indices, while correlations with teacher ratings for socialization and extroversion are typically low and insignificant. (PCB)