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 language | English |
|---|---|
| Pages (from-to) | 792-803 |
| Number of pages | 12 |
| Journal | Developmental Psychology |
| Volume | 49 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2013 Apr 1 |
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All Science Journal Classification (ASJC) codes
- Demography
- Developmental and Educational Psychology
- Life-span and Life-course Studies
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Father-child transmission of school adjustment : A prospective intergenerational study. / Pears, Katherine C.; Kim, Hyoun K.; 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 journal › Article
TY - JOUR
T1 - Father-child transmission of school adjustment
T2 - A prospective intergenerational study
AU - Pears, Katherine C.
AU - Kim, Hyoun K.
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.
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UR - http://www.scopus.com/inward/citedby.url?scp=84876132595&partnerID=8YFLogxK
U2 - 10.1037/a0028543
DO - 10.1037/a0028543
M3 - Article
C2 - 22612433
AN - SCOPUS:84876132595
VL - 49
SP - 792
EP - 803
JO - Developmental Psychology
JF - Developmental Psychology
SN - 0012-1649
IS - 4
ER -