title: The effect of family processes on school achievement as moderated by socioeconomic context.
abstract: This longitudinal study examined a model of early school achievement in reading and math, as it varies by socioeconomic context, using data from the NICHD Study of Early Child Care and Youth Development. A conceptual model was tested that included features of family stress, early parenting, and school readiness, through both a single-group analysis and also a multiple-group analysis. Latent profile analysis was used to identify subgroups of more advantaged and less advantaged families. Family stress and parenting were shown to operate differently depending on the socioeconomic context, whereas child-based school readiness characteristics were shown to operate similarly across socieodemographic contexts. Implications for intervention are discussed.
authors.affiliation: Department of Family and Child Nursing at the University of Washington, School of Social Work, Box 357920, Seattle, WA 98195, USA. mloxford@uw.edu
authors.forename: Monica L
authors.initials: ML
authors.lastname: Oxford
authors.forename: Jungeun Olivia
authors.initials: JO
authors.lastname: Lee
mesh_terms: D000124:Achievement; D000293:Adolescent; D002648:Child; D002657:Child Development; D004522:Educational Status; D005190:Family / Q000523:psychology*; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D016487:Parenting / Q000523:psychology*; D012574:Schools; D012931:Social Environment; D012959:Socioeconomic Factors