ERIC Number: EJ1049501
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 92
Child Characteristics and Parental Educational Expectations: Evidence for Transmission with Transaction
Briley, Daniel A.; Harden, K. Paige; Tucker-Drob, Elliot M.
Developmental Psychology, v50 n12 p2614-2632 Dec 2014
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.
Descriptors: Student Characteristics, Parent Aspiration, Prediction, Correlation, Educational Attainment, Longitudinal Studies, Child Behavior, Genetics, Socialization, Beliefs, Parent Child Relationship, Cognitive Style, Behavior Problems, Mathematics Achievement, Reading Achievement, Twins, Academic Aspiration
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A