Mothers' Early Mind-Mindedness Predicts Educational Attainment in Socially and Economically Disadvantaged British Children

被引：17

作者：

Meins, Elizabeth ^{[1
]}

Fernyhough, Charles ^{[2
]}

Centifanti, Luna C. M. ^{[3
]}

机构：

[1] Univ York, York, N Yorkshire, England

[2] Univ Durham, Durham, England

[3] Univ Liverpool, Liverpool, Merseyside, England

来源：

CHILD DEVELOPMENT | 2019年 / 90卷 / 04期

基金：

英国经济与社会研究理事会;

关键词：

ACADEMIC-ACHIEVEMENT; MATERNAL SENSITIVITY; INFANT SECURITY; ATTACHMENT; CHILDHOOD; LANGUAGE; ROLES; PERSPECTIVE; PERFORMANCE; COMPETENCE;

D O I：

10.1111/cdev.13028

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Relations between mothers' mind-mindedness (appropriate and nonattuned mind-related comments) at 8 months (N = 206), and children's educational attainment at ages 7 (n = 158) and 11 (n = 156) were investigated in a British sample. Appropriate mind-related comments were positively correlated with reading and mathematics performance at both ages but only in the low-socioeconomic status (SES) group. Path analyses showed that in the low-SES group, appropriate mind-related comments directly predicted age-11 reading performance, with age-4 verbal ability mediating the relation between appropriate mind-related comments and age-7 reading. In contrast, maternal sensitivity and infant-mother attachment security did not predict children's educational attainment. These findings are discussed in terms of genetic and environmental contributions to reading and mathematics performance.

引用

页码：E454 / E467

页数：14

共 20 条

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