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Abstract
Studies have demonstrated the association between parenting style and children's academic achievement, but the specific mechanisms underlying this relationship remain unclear. The development of skills that lay the foundation for academic success might be found in early parent–child interactions that foster language competence. Early negative parenting beliefs, characterised by a lack of reciprocal parent–child interactions may put a child's developing language at risk, which then compromises a child's subsequent academic success. The present study investigated this idea by using longitudinal data and structural equation modelling on a sample of 1364 children at 1 month and 36 months and in kindergarten and grade 1 (National Institute of Child Health and Human Development study of Early Child Care and Youth Development). Authoritarian beliefs were measured at 1 month and in grade 1. Language competence was measured at 36 months and in kindergarten, and academic achievement in kindergarten and grade 1. We found that children's language functioning at 36 months fully mediates the association between early negative parenting beliefs and children's subsequent academic achievement.
Notes on contributors
Nancie Im-Bolter is an associate professor in the Department of Psychology at Trent University and an adjunct professor in the Department of Psychology at Queen's University. She received her MA and PhD at York University. Her research focuses on language and its relationship to other domains of functioning in a diverse population of children and adolescents, including those with typical and atypical development.
Zohreh Yaghoub Zadeh is a principal research scientist with the Directions Evidence and Research Policy Group. She holds a PhD degree in applied developmental psychology from the University of Toronto. Following completion of her PhD, she pursued post-doctoral studies in applied developmental psychopathology of children and adolescents at the University of Toronto and York University.
Daphne Ling recently graduated with her BSc in psychology from Trent University and is currently working as a research assistant/technician in the Developmental Cognitive Neuroscience Lab at the University of British Columbia. The work on this manuscript was undertaken during her time as an undergraduate in Trent University in the research lab of Dr Nancie Im-Bolter.