Father-child transmission of school adjustment

A prospective intergenerational study

Katherine C. Pears, Hyoun Kyoung Kim, Deborah Capaldi, David C R Kerr, Philip A. Fisher

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The intergenerational transmission of school adjustment was explored in a sample of 213 children and their fathers. The fathers were participants in a longitudinal study that began when they were in the 4th grade, and their children have been assessed at the ages of 21 months and 3, 5, and 7 years. Two components of school adjustment were measured: academic achievement and peer relations. Results show that the fathers' academic achievement and peer relations were directly related to the same factors in their offspring even when the fathers' educational attainment, and both the fathers' and the children's general cognitive abilities were included in the models. When potential mechanisms of intergenerational transmission were examined, father's age at the birth of the child, income, and educational expectations for the child were links in the transmission of academic achievement from one generation to the next. For peer relations across generations, income, inconsistent parenting, and educational expectations were links in transmission. Implications of these findings are considered, including the possibility that interventions to improve school adjustment in one generation might have significant and long-reaching effects for the next.

Original languageEnglish
Pages (from-to)792-803
Number of pages12
JournalDevelopmental Psychology
Volume49
Issue number4
DOIs
Publication statusPublished - 2013 Apr 1

Fingerprint

Social Adjustment
Fathers
father
Prospective Studies
academic achievement
school
income
Aptitude
Parenting
cognitive ability
Longitudinal Studies
longitudinal study
school grade
Parturition

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies
  • Demography

Cite this

Pears, Katherine C. ; Kim, Hyoun Kyoung ; Capaldi, Deborah ; Kerr, David C R ; Fisher, Philip A. / Father-child transmission of school adjustment : A prospective intergenerational study. In: Developmental Psychology. 2013 ; Vol. 49, No. 4. pp. 792-803.
@article{08fc4b3e2afb45588cb6626a68236c41,
title = "Father-child transmission of school adjustment: A prospective intergenerational study",
abstract = "The intergenerational transmission of school adjustment was explored in a sample of 213 children and their fathers. The fathers were participants in a longitudinal study that began when they were in the 4th grade, and their children have been assessed at the ages of 21 months and 3, 5, and 7 years. Two components of school adjustment were measured: academic achievement and peer relations. Results show that the fathers' academic achievement and peer relations were directly related to the same factors in their offspring even when the fathers' educational attainment, and both the fathers' and the children's general cognitive abilities were included in the models. When potential mechanisms of intergenerational transmission were examined, father's age at the birth of the child, income, and educational expectations for the child were links in the transmission of academic achievement from one generation to the next. For peer relations across generations, income, inconsistent parenting, and educational expectations were links in transmission. Implications of these findings are considered, including the possibility that interventions to improve school adjustment in one generation might have significant and long-reaching effects for the next.",
author = "Pears, {Katherine C.} and Kim, {Hyoun Kyoung} and Deborah Capaldi and Kerr, {David C R} and Fisher, {Philip A.}",
year = "2013",
month = "4",
day = "1",
doi = "10.1037/a0028543",
language = "English",
volume = "49",
pages = "792--803",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "4",

}

Father-child transmission of school adjustment : A prospective intergenerational study. / Pears, Katherine C.; Kim, Hyoun Kyoung; Capaldi, Deborah; Kerr, David C R; Fisher, Philip A.

In: Developmental Psychology, Vol. 49, No. 4, 01.04.2013, p. 792-803.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Father-child transmission of school adjustment

T2 - A prospective intergenerational study

AU - Pears, Katherine C.

AU - Kim, Hyoun Kyoung

AU - Capaldi, Deborah

AU - Kerr, David C R

AU - Fisher, Philip A.

PY - 2013/4/1

Y1 - 2013/4/1

N2 - The intergenerational transmission of school adjustment was explored in a sample of 213 children and their fathers. The fathers were participants in a longitudinal study that began when they were in the 4th grade, and their children have been assessed at the ages of 21 months and 3, 5, and 7 years. Two components of school adjustment were measured: academic achievement and peer relations. Results show that the fathers' academic achievement and peer relations were directly related to the same factors in their offspring even when the fathers' educational attainment, and both the fathers' and the children's general cognitive abilities were included in the models. When potential mechanisms of intergenerational transmission were examined, father's age at the birth of the child, income, and educational expectations for the child were links in the transmission of academic achievement from one generation to the next. For peer relations across generations, income, inconsistent parenting, and educational expectations were links in transmission. Implications of these findings are considered, including the possibility that interventions to improve school adjustment in one generation might have significant and long-reaching effects for the next.

AB - The intergenerational transmission of school adjustment was explored in a sample of 213 children and their fathers. The fathers were participants in a longitudinal study that began when they were in the 4th grade, and their children have been assessed at the ages of 21 months and 3, 5, and 7 years. Two components of school adjustment were measured: academic achievement and peer relations. Results show that the fathers' academic achievement and peer relations were directly related to the same factors in their offspring even when the fathers' educational attainment, and both the fathers' and the children's general cognitive abilities were included in the models. When potential mechanisms of intergenerational transmission were examined, father's age at the birth of the child, income, and educational expectations for the child were links in the transmission of academic achievement from one generation to the next. For peer relations across generations, income, inconsistent parenting, and educational expectations were links in transmission. Implications of these findings are considered, including the possibility that interventions to improve school adjustment in one generation might have significant and long-reaching effects for the next.

UR - http://www.scopus.com/inward/record.url?scp=84876132595&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84876132595&partnerID=8YFLogxK

U2 - 10.1037/a0028543

DO - 10.1037/a0028543

M3 - Article

VL - 49

SP - 792

EP - 803

JO - Developmental Psychology

JF - Developmental Psychology

SN - 0012-1649

IS - 4

ER -