Mexican-Origin Adolescent Mothers' Beliefs and Practices Concerning Children's School Readiness

Research Findings: Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children'...

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Published inEarly education and development Vol. 34; no. 1; pp. 128 - 151
Main Authors Jahromi, Laudan B., Bravo, Diamond Y., Umaña-Taylor, Adriana J., Updegraff, Kimberly A., Hinman, Jocelyn A.
Format Journal Article
LanguageEnglish
Published United States Routledge 2023
Taylor & Francis Ltd
Subjects
Academic Achievement
Academic readiness
Adolescents
Child Development
Children & youth
Early childhood education
Early Parenthood
Economic Factors
Educational Attainment
Emotional Development
Family Environment
Hispanic people
Kindergarten students
Longitudinal Studies
Mexican Americans
Mother Attitudes
Mothers
Parent-child relations
Parents & parenting
Reading Attitudes
School Readiness
Social Development
Surveys
Teenage parents
adolescent mothers
academic socialization
school readiness
parenting daily hassles
transition to kindergarten
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Abstract Research Findings: Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (M age  = 19.94). Adolescent mothers' individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children's social emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents' perceptions of parenting daily hassles emerged as a mediator in this process. Practice or Policy: Findings underscore the importance of considering Mexican-origin adolescent mothers' strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children's school success.
AbstractList Research Findings: Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (M age  = 19.94). Adolescent mothers' individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children's social emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents' perceptions of parenting daily hassles emerged as a mediator in this process. Practice or Policy: Findings underscore the importance of considering Mexican-origin adolescent mothers' strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children's school success.
Research Findings: Parents’ academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers’ beliefs and practices concerning children’s kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (Mage = 19.94). Adolescent mothers’ individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children’s social emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents’ perceptions of parenting daily hassles emerged as a mediator in this process. Practice or Policy: Findings underscore the importance of considering Mexican-origin adolescent mothers’ strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children’s school success.
Research Findings: Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (M[subscript age] = 19.94). Adolescent mothers' individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children's social emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents' perceptions of parenting daily hassles emerged as a mediator in this process. Practice or Policy: Findings underscore the importance of considering Mexican-origin adolescent mothers' strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children's school success.
Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (M age = 19.94). Adolescent mothers' individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children's social-emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents' perception of parenting daily hassles emerged as a mediator in this process. Findings underscore the importance of considering Mexican-origin adolescent mothers' strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children's school success.
Parents’ academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers’ beliefs and practices concerning children’s kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers ( M age = 19.94). Adolescent mothers’ individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children’s social-emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents’ perception of parenting daily hassles emerged as a mediator in this process. Findings underscore the importance of considering Mexican-origin adolescent mothers’ strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children’s school success.
Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers ( = 19.94). Adolescent mothers' individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children's social-emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents' perception of parenting daily hassles emerged as a mediator in this process. Findings underscore the importance of considering Mexican-origin adolescent mothers' strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children's school success.
Author Bravo, Diamond Y.
Updegraff, Kimberly A.
Jahromi, Laudan B.
Umaña-Taylor, Adriana J.
Hinman, Jocelyn A.
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academic socialization
school readiness
parenting daily hassles
transition to kindergarten
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Snippet Research Findings: Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable...
Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The...
Research Findings: Parents’ academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable...
Parents’ academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The...
SourceID pubmedcentral
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eric
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Aggregation Database
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StartPage 128
SubjectTerms Academic Achievement
Academic readiness
Adolescents
Child Development
Children & youth
Early childhood education
Early Parenthood
Economic Factors
Educational Attainment
Emotional Development
Family Environment
Hispanic people
Kindergarten students
Longitudinal Studies
Mexican Americans
Mother Attitudes
Mothers
Parent-child relations
Parents & parenting
Reading Attitudes
School Readiness
Social Development
Surveys
Teenage parents
Title Mexican-Origin Adolescent Mothers' Beliefs and Practices Concerning Children's School Readiness
URI https://www.tandfonline.com/doi/abs/10.1080/10409289.2021.1995259
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1373248
https://www.ncbi.nlm.nih.gov/pubmed/36846485
https://www.proquest.com/docview/2758460644
https://www.proquest.com/docview/2858091592
https://search.proquest.com/docview/2780484550
https://pubmed.ncbi.nlm.nih.gov/PMC9956953
Volume 34
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