ERIC Number: EJ1291580
Record Type: Journal
Publication Date: 2021
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1522-7227
EISSN: N/A
The Influence of Parental Warmth and Stress on Reading through Approaches to Learning: Racial/Ethnic Variation
Hill, Tatiana; Palacios, Natalia
Infant and Child Development, v30 n2 e2210 Mar-Apr 2021
When identifying parental socialization processes influencing children's reading achievement, building self-regulation is a potential underlying mechanism. Yet socialization (i.e., warmth, stress) of self-regulation may vary based on the sociocultural context of ethnic minority families. Using the ECLS-K: 2011 (N = 17,020; M[subscript Age] = 73.43 mos, SD = 4.48 mos), we explored: (RQ1) Do kindergarten approaches to learning (ATL), a composite of self-regulation behaviours in the classroom context, mediate the association between parental warmth and stress and first grade reading? and (RQ2) Is mediation moderated by race/ethnicity (White, Black, Hispanic, Asian)? ATL mediated the association between parental warmth and stress and reading, such that parental warmth contributed positively to reading through higher ATL, and parental stress contributed negatively to reading through lower ATL. However, the lack of moderation suggests that the adaptiveness of parental warmth and maladaptiveness of parental stress for children's reading through ATL may be similar across race/ethnicity. Findings inform intervention and practice targeting children's school readiness.
Descriptors: Stress Variables, Parent Child Relationship, Affective Behavior, Grade 1, Elementary School Students, Reading Skills, Intervention, Metacognition, Socialization, Reading Achievement, Ethnic Groups, Minority Groups, Kindergarten, Learning Processes, White Students, African American Students, Correlation, Hispanic American Students, Asian American Students, Cognitive Style
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B140026
Data File: URL: https://nces.ed.gov/ecls/kinderdatainformation.asp