Socialization Mediators of the Relation between Socioeconomic Status and Child Conduct Problems
The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children (n=51 from the lowest socioeconomic class) was followed from preschool to grade 3. Socioeconomi...
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| Published in | Child development Vol. 65; no. 2; pp. 649 - 665 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
United States
University of Chicago Press
01.04.1994
University of Chicago Press for the Society for Research in Child Development, etc Blackwell Publishing Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0009-3920 1467-8624 |
| DOI | 10.2307/1131407 |
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| Abstract | The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children (n=51 from the lowest socioeconomic class) was followed from preschool to grade 3. Socioeconomic status assessed in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior in kindergarten and grades 1, 2, and 3. Socioeconomic status was significantly negatively correlated with 8 factors in the child's socialization and social context, including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stressors, mother's lack of social support, peer group instability, and lack of cognitive stimulation. These factors, in turn, significantly predicted teacher-rated externalizing problems and peer-nominated aggression and accounted for over half of the total effect of socioeconomic status on these outcomes. These findings suggest that part of the effect of socioeconomic status on children's aggressive development may be mediated by status-related socializing experiences. |
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| AbstractList | The processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems were examined. Socioeconomic status was significantly negatively correlated with eight factors in the child's socialization and social context. The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children (n = 51 from the lowest socioeconomic class) was followed from preschool to grade 3. Socioeconomic status assessed in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior in kindergarten and grades 1, 2, and 3. Socioeconomic status was significantly negatively correlated with 8 factors in the child's socialization and social context, including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stressors, mother's lack of social support, peer group instability, and lack of cognitive stimulation. These factors, in turn, significantly predicted teacher-rated externalizing problems and peer-nominated aggression and accounted for over half of the total effect of socioeconomic status on these outcomes. These findings suggest that part of the effect of socioeconomic status on children's aggressive development may be mediated by status-related socializing experiences. The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children (n = 51 from the lowest socioeconomic class) was followed from preschool to grade 3. Socioeconomic status assessed in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior in kindergarten and grades 1, 2, and 3. Socioeconomic status was significantly negatively correlated with 8 factors in the child's socialization and social context, including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stressors, mother's lack of social support, peer group instability, and lack of cognitive stimulation. These factors, in turn, significantly predicted teacher-rated externalizing problems and peer-nominated aggression and accounted for over half of the total effect of socioeconomic status on these outcomes. These findings suggest that part of the effect of socioeconomic status on children's aggressive development may be mediated by status-related socializing experiences.The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children (n = 51 from the lowest socioeconomic class) was followed from preschool to grade 3. Socioeconomic status assessed in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior in kindergarten and grades 1, 2, and 3. Socioeconomic status was significantly negatively correlated with 8 factors in the child's socialization and social context, including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stressors, mother's lack of social support, peer group instability, and lack of cognitive stimulation. These factors, in turn, significantly predicted teacher-rated externalizing problems and peer-nominated aggression and accounted for over half of the total effect of socioeconomic status on these outcomes. These findings suggest that part of the effect of socioeconomic status on children's aggressive development may be mediated by status-related socializing experiences. Explores the mediating role of socialization in the previously established relationship between socioeconomic status (SES) & the later development of child behavior problems. Longitudinal data collected over a 3-year period from peer & teacher reports & maternal interviews for 585 children living in urban or small town settings in Indianapolis (IN), & Knoxville & Nashville (TN) indicate that SES was significantly related to child behavior problems & to 8 socialization variables -- harshness of discipline, exposure to violence, peer stability, life stressors, maternal social support/ aggressive values/warmth toward child, & cognitive stimulation. These variables accounted for 50+% of the effect of SES on problem behavior. Race & gender had no significant impact on the relationship between SES & problem behavior, but gender did influence the relationship between SES & socialization. 6 Tables, 43 References. Adapted from the source document. Reports that SES assessed in preschool predicts later externalizing problems and peer-rated aggresssive behaviour. Identifies 8 factors in the child's socialization and social context, including harsh discipline and lack of maternal warmth, which negatively correlate with SES and which predict teacher-rated externalizing problems and peer-nominated aggression. (Original abstract-amended) Examined processes in socialization that might account for an observed relationship between early socioeconomic status (SES) and later child behavior problems. Subjects were 585 children, followed from preschool to grade 3. Found that SES in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior. (MDM) |
| Author | Bates, John E. Dodge, Kenneth A. Pettit, Gregory S. |
| Author_xml | – sequence: 1 givenname: Kenneth A. surname: Dodge fullname: Dodge, Kenneth A. – sequence: 2 givenname: Gregory S. surname: Pettit fullname: Pettit, Gregory S. – sequence: 3 givenname: John E. surname: Bates fullname: Bates, John E. |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ483936$$DView record in ERIC https://www.ncbi.nlm.nih.gov/pubmed/8013245$$D View this record in MEDLINE/PubMed |
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| CODEN | CHDEAW |
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| Copyright | Copyright 1994 The Society for Research in Child Development, Inc. Copyright Blackwell Publishers Inc. Apr 1994 |
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| PublicationDate | 1994-04-01 |
| PublicationDateYYYYMMDD | 1994-04-01 |
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| PublicationTitle | Child development |
| PublicationTitleAlternate | Child Dev |
| PublicationYear | 1994 |
| Publisher | University of Chicago Press University of Chicago Press for the Society for Research in Child Development, etc Blackwell Publishing Ltd |
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| Snippet | The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior... Examined processes in socialization that might account for an observed relationship between early socioeconomic status (SES) and later child behavior problems.... The processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems were examined.... Reports that SES assessed in preschool predicts later externalizing problems and peer-rated aggresssive behaviour. Identifies 8 factors in the child's... Explores the mediating role of socialization in the previously established relationship between socioeconomic status (SES) & the later development of child... |
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| SubjectTerms | Aggression Aggression - psychology Behavior Behavior Problems Child Child Behavior Disorders - prevention & control Child Behavior Disorders - psychology Child development Child discipline Child of Impaired Parents - psychology Child, Preschool Children Conduct disorders Early Childhood Education Family Environment Female Human aggression Humans Internal-External Control Life Change Events Male Mediators Minority Groups - psychology Mother-Child Relations Mothers Parenting - psychology Parents Peer Relationship Personality Assessment Poverty - psychology Predictor Variables Risk Factors Social classes Social research Social Support Socialization Socioeconomic Factors Socioeconomic Status Socioeconomics Sociometric Techniques T score Teacher Attitudes Young children |
| Title | Socialization Mediators of the Relation between Socioeconomic Status and Child Conduct Problems |
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