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ERIC Number: EJ932001
Record Type: Journal
Publication Date: 2010-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 96
ISSN: ISSN-0012-1649
Associations among Family Environment, Sustained Attention, and School Readiness for Low-Income Children
Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne
Developmental Psychology, v46 n6 p1528-1542 Nov 2010
In this study, we examined the developmental pathways from children's family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental health at 3 years of age were explored as independent predictors of children's observed sustained attention as well as cognitive and behavioral outcomes at 5 years of age. Children were grouped by poverty status (poor vs. near-poor). Results suggest specificity in the associations among attention (focused attention and lack of impulsivity) and its correlates, with different patterns emerging by poverty status group. Overall, the family environment was largely unrelated to children's sustained attention. For both groups, focused attention was associated with receptive vocabulary; however, it partially mediated the association between maternal lack of hostility and receptive vocabulary only among the near-poor. In addition, lack of impulsivity was associated with both receptive vocabulary and externalizing behaviors but only for the poor group. Findings indicate sustained attention as a potential target for efforts aimed at enhancing school readiness among predominantly poor children. (Contains 5 tables and 1 footnote.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A