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ERIC Number: EJ859871
Record Type: Journal
Publication Date: 2009-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-0012-1649
Assessing Differential Effects: Applying Regression Mixture Models to Identify Variations in the Influence of Family Resources on Academic Achievement
Van Horn, M. Lee; Jaki, Thomas; Masyn, Katherine; Ramey, Sharon Landesman; Smith, Jessalyn A.; Antaramian, Susan
Developmental Psychology, v45 n5 p1298-1313 Sep 2009
Developmental scientists frequently seek to understand effects of environmental contexts on development. Traditional analytic strategies assume similar environmental effects for all children, sometimes exploring possible moderating influences or exceptions (e.g., outliers) as a secondary step. These strategies are poorly matched to ecological models of human development that posit complex individual by environment interactions. An alternative conceptual framework is proposed that tests the hypothesis that the environment has differential (nonuniform) effects on children. A demonstration of the utility of this framework is provided by examining the effects of family resources on children's academic outcomes in a multisite study (N = 6,305). Three distinctive groups of children were identified, including 1 group particularly resilient to influence of low levels of family resources. Predictors of group differences including parenting and child demographics are tested, the replicability of the results are examined, and findings are contrasted with those obtained with traditional regression interaction effects. This approach is proposed as a partial solution to advance theories of the environment, social ecological systems research, and behavioral genetics to create well-tailored environments for children. (Contains 2 figures, 5 tables and 4 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A