Do children's attention processes mediate the link between family predictors and school readiness?

被引：195

作者：

Allhusen, V

Belsky, J

Kersey, HB

Booth, C

Bradley, R

Brownell, CA

Burchinal, M

Caldwell, B

Campbell, SB

Clarke-Stewart, KA

Cox, M

Friedman, SL

Hirsh-Pasek, K

Houts, R

Huston, A

Jaeger, E

Kelly, JF

Knoke, B

Kochanoff, A

Marshall, N

McCartney, K

McLeod, L

Morrison, FJ

O'Brien, M

Owen, MT

Payne, C

Phillips, D

Pianta, R

Robeson, WW

Spieker, S

Vandell, DL

Wallner-Allen, KE

机构：

[1] NICHD, Early Child Care Res Network, Off Extramural Policy, Off Director, Rockville, MD 20852 USA

[2] Univ Calif Irvine, Irvine, CA USA

[3] Univ London, Birkbeck Coll, London, England

[4] Soc Res Child Dev Policy Fellowship Program, Ann Arbor, MI USA

[5] Univ Washington, Seattle, WA 98195 USA

[6] Univ Arkansas, Little Rock, AR 72204 USA

[7] Univ Pittsburgh, Pittsburgh, PA 15260 USA

[8] Univ N Carolina, Chapel Hill, NC USA

[9] Univ Arkansas Med Sci, Little Rock, AR 72205 USA

[10] Univ Calif Irvine, Irvine, CA USA

[11] Temple Univ, Philadelphia, PA 19122 USA

[12] Res Triangle Inst, Res Triangle Pk, NC 27709 USA

[13] Univ Texas, Austin, TX 78712 USA

[14] St Josephs Univ, Philadelphia, PA 19131 USA

[15] Univ Washington, Seattle, WA 98195 USA

[16] Wellesley Coll, Wellesley, MA 02181 USA

[17] Harvard Univ, Cambridge, MA 02138 USA

[18] Univ Michigan, Ann Arbor, MI 48109 USA

[19] Georgetown Univ, Washington, DC 20057 USA

[20] Univ Virginia, Charlottesville, VA 22903 USA

[21] Univ Wisconsin, Madison, WI USA

[22] Temple Univ, Philadelphia, PA 19122 USA

来源：

DEVELOPMENTAL PSYCHOLOGY | 2003年 / 39卷 / 03期

关键词：

D O I：

10.1037/0012-1649.39.3.581

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The role of attention processes as possible mediators between family environment and school readiness was analyzed with data from 1,002 children and their families. Data on children's sustained attention, impulsivity, and school readiness (i.e., cognitive, achievement, language, and social development) were obtained at 54 months of age, and quality of the family environment was assessed throughout the first 54 months. Mediation tests showed that children's sustained attention partially accounted for the link between family environment and achievement and language outcomes. Impulsivity partially accounted for the link between family environment and achievement, social competence, and externalizing behaviors. The roles of sustained attention and of inhibition of impulsive responding in the relation between family characteristics and school readiness are discussed.

引用

页码：581 / 593

页数：13

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