Emily C. Merz|Susan H. Landry|Jeffrey M. Williams|Marcia A. Barnes|Nancy Eisenberg|Tracy L. Spinrad|Carlos Valiente|Michael Assel|Heather B. Taylor|Christopher J. Lonigan|Beth M. Phillips|Jeanine Clancy?Menchetti
Associations among parental education, home environment quality, effortful control, and preacademic knowledge
The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|Arizona State University|Arizona State University|Arizona State University|The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|Florida State University|Florida State University|Florida State University
study used longitudinal design examine whether effortful control mediated associations parental education home environment quality preacademic knowledge toddlers young preschoolers sample consisted 226 children 2 4 years age t1 socioeconomically disadvantaged backgrounds parents provided data parent education home environment quality children completed effortful control early literacy early math assessments t2 effortful control partially mediated associations t1 parental education t1 home environment quality t3 emergent literacy accounting child age gender raceethnicity t1 effortful control t2 early literacy t2 effortful control partially mediated association t1 parental education t3 emergent math accounting child age gender raceethnicity t1 effortful control t2 early math prior entry preschool parental education home environment quality may shape effortful control turn influences preacademic knowledge