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Beyond Socioeconomic Status: A Strengths-Focused Structural Equation Modeling Study of Collaboration-Focused Parenting Beliefs, Interaction Quality, and Language Outcomes

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Title: Beyond Socioeconomic Status: A Strengths-Focused Structural Equation Modeling Study of Collaboration-Focused Parenting Beliefs, Interaction Quality, and Language Outcomes
Language: English
Authors: Rebecca M. Alper (ORCID 0000-0002-3192-8720), Lillian R. Masek, Rufan Luo, Ann Kaiser (ORCID 0000-0001-9406-685X), Kathy Hirsh-Pasek
Source: Journal of Speech, Language, and Hearing Research. 2025 68(8):4031-4048.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Sponsoring Agency: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
Contract Number: K23DC017763
Document Type: Journal Articles
Reports - Research
Descriptors: Parent Attitudes, Locus of Control, Child Rearing, Stress Variables, Infants, Toddlers, Language Acquisition, Language Skills, Parent Child Relationship, Parent Background, Educational Attainment, Interaction, Cooperation, Self Efficacy, Individual Characteristics, Receptive Language, Expressive Language
Assessment and Survey Identifiers: MacArthur Bates Communicative Development Inventories, Reynell Developmental Language Scales
DOI: 10.1044/2025_JSLHR-24-00430
ISSN: 1092-4388
1558-9102
Abstract: Background: Early-language skills vary and are among the best predictors of later social and academic outcomes. High-quality early interaction supports strong early-language skills. Identifying modifiable sources of variability in early interaction quality is critical to determining intervention need, developing effective caregiver coaching, and improving outcomes. The purpose of this study was to examine whether and how caregivers' parenting beliefs, locus-of-control (LoC) perceptions, and stress when the infant was 1 month old affect child language skills at 36 months via parent--child interaction quality at 24 months. Furthermore, we tested whether beliefs, LoC perceptions, and stress mediated the relationships between parent education level and interaction quality as well as child language. Method: We designed and tested a structural equation model using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Our sample included data from 180 parent-child dyads evenly distributed across income groups and matched for child expressive language at 36 months. We used data from the 1-month, 24-month, and 36-month timepoints. Results: Model fit was adequate (comparative fit index = 0.892, standardized root-mean-square residual = 0.078). We observed a significant, positive direct effect of collaboration-focused parenting beliefs on interaction quality and indirect effect on child language outcomes. Collaboration-focused parenting beliefs mediated the relationship between parent education and interaction quality significantly. Mothers' LoC perceptions and stress did not play a mediating role between parent education and child outcomes. Conclusions: Dyads in which parents have more collaboration-focused parenting beliefs tend to exhibit higher quality interaction and children tend to have stronger language skills. This has clinical implications for implementing strengths-based caregiver coaching and for improving intervention effectiveness.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482064
Database: ERIC
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  Data: Beyond Socioeconomic Status: A Strengths-Focused Structural Equation Modeling Study of Collaboration-Focused Parenting Beliefs, Interaction Quality, and Language Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Rebecca+M%2E+Alper%22">Rebecca M. Alper</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3192-8720">0000-0002-3192-8720</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lillian+R%2E+Masek%22">Lillian R. Masek</searchLink><br /><searchLink fieldCode="AR" term="%22Rufan+Luo%22">Rufan Luo</searchLink><br /><searchLink fieldCode="AR" term="%22Ann+Kaiser%22">Ann Kaiser</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9406-685X">0000-0001-9406-685X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathy+Hirsh-Pasek%22">Kathy Hirsh-Pasek</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. 2025 68(8):4031-4048.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: <searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Locus+of+Control%22">Locus of Control</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Rearing%22">Child Rearing</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink>
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  Data: Background: Early-language skills vary and are among the best predictors of later social and academic outcomes. High-quality early interaction supports strong early-language skills. Identifying modifiable sources of variability in early interaction quality is critical to determining intervention need, developing effective caregiver coaching, and improving outcomes. The purpose of this study was to examine whether and how caregivers' parenting beliefs, locus-of-control (LoC) perceptions, and stress when the infant was 1 month old affect child language skills at 36 months via parent--child interaction quality at 24 months. Furthermore, we tested whether beliefs, LoC perceptions, and stress mediated the relationships between parent education level and interaction quality as well as child language. Method: We designed and tested a structural equation model using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Our sample included data from 180 parent-child dyads evenly distributed across income groups and matched for child expressive language at 36 months. We used data from the 1-month, 24-month, and 36-month timepoints. Results: Model fit was adequate (comparative fit index = 0.892, standardized root-mean-square residual = 0.078). We observed a significant, positive direct effect of collaboration-focused parenting beliefs on interaction quality and indirect effect on child language outcomes. Collaboration-focused parenting beliefs mediated the relationship between parent education and interaction quality significantly. Mothers' LoC perceptions and stress did not play a mediating role between parent education and child outcomes. Conclusions: Dyads in which parents have more collaboration-focused parenting beliefs tend to exhibit higher quality interaction and children tend to have stronger language skills. This has clinical implications for implementing strengths-based caregiver coaching and for improving intervention effectiveness.
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Locus of Control
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      – SubjectFull: Child Rearing
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