Child Characteristics and Parental Educational Expectations: Evidence for Transmission With Transaction.
Parents’ expectations for their children’s ultimate educational attainment have been hypothesized to play an instrumental role in socializing academically relevant child behaviors, beliefs, and abilities. In addition to social transmission of educationally relevant values from parents to children, p...
| Published in: | Developmental Psychology Vol. 50; no. 12; pp. 2614 - 2633 |
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| Main Authors: | , , |
| Format: | Article |
| Published: |
American Psychological Association
Dec2014
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=99738206&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 99738206 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: Dec2014 vid: 50 iid: 12 pid: 34 pub: American Psychological Association artinfo: ui: 99738206 10.1037/a0038094 ppf: 2614 ppct: 19 formats: tig: atl: Child Characteristics and Parental Educational Expectations: Evidence for Transmission With Transaction. aug: au: Briley, Daniel A. Harden, K. Paige Tucker-Drob, Elliot M. affil: University of Texas, Austin su: Academic achievement Child behavior Education Genetics Health attitudes Parent-child relationships Parent attitudes Longitudinal method Research funding Statistical models sug: subj: Academic achievement Child behavior Education Genetics Health attitudes Parent-child relationships Parent attitudes Administration of Education Programs All Other Miscellaneous Schools and Instruction Educational Support Services Longitudinal method Research funding Statistical models keyword: Academic Achievement Behavior Genetics Educational Expectations expectancy-value model transactional processes Academic Achievement Behavior Genetics Educational Expectations expectancy-value model transactional processes ab: Parents’ expectations for their children’s ultimate educational attainment have been hypothesized to play an instrumental role in socializing academically relevant child behaviors, beliefs, and abilities. In addition to social transmission of educationally relevant values from parents to children, parental expectations and child characteristics may transact bidirectionally. We explore this hypothesis using both longitudinal and genetically informative twin data from the Early Childhood Longitudinal Study-Birth and Kindergarten cohorts. Our behavior genetic results indicate that parental expectations partly reflect child genetic variation, even as early as 4 years of age. Two classes of child characteristics were hypothesized to contribute to these child-to-parent effects: behavioral tendencies (approaches toward learning and problem behaviors) and achievement (math and reading). Using behavior genetic models, we find within-twin-pair associations between these child characteristics and parental expectations. Using longitudinal cross-lagged models, we find that initial variation in child characteristics predicts future educational expectations above and beyond previous educational expectations. These results are consistent with transactional frameworks in which parent-to-child and child-to-parent effects co-occur. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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