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Title: Mothers' Postsecondary Entry during Early Childhood: Short- and Long-term Effects on Children
Resulting in 1 citation.
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Gardner, Margo Martin, Anne Petitclerc, Amelie |
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Mothers' Postsecondary Entry during Early Childhood: Short- and Long-term Effects on Children Journal of Applied Developmental Psychology 62 (May-June 2019): 11-25. Also: https://www.sciencedirect.com/science/article/pii/S0193397318300856 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Elsevier Keyword(s): Behavior Problems Index (BPI); Children, Academic Development; Education, Adult; Mothers, Education; Parental Influences; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) This study explored the implications of low-income mothers' entry into post-secondary education (PSE) during their children's first five years of life. Using propensity score matching to analyze data from the National Longitudinal Survey of Youth of 1979, we examined associations between maternal entry into PSE during early childhood and children's short- and long-term (ages 7 and 13, respectively) academic and socioemotional outcomes. We found that mothers' entry into PSE during early childhood had no short-term effects on children. There were, however, long-term positive effects on academic outcomes among children with a coresident father figure, and negative effects on behavior. We also tested explanatory mechanisms and found that maternal PSE entry had positive long-term effects on household income, but income did not mediate effects on long-term child outcomes. Further, maternal PSE had no effects on the home learning environment, mothers' educational expectations for children, maternal presence at home, or family climate. |
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Bibliography Citation
Gardner, Margo, Anne Martin and Amelie Petitclerc. "Mothers' Postsecondary Entry during Early Childhood: Short- and Long-term Effects on Children." Journal of Applied Developmental Psychology 62 (May-June 2019): 11-25.
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