Predictors of academic motivation in first grade among children born to low-income adolescent mothers

Luster, Tom; Lekskul, Kunlakarn; Oh, Su Min

doi:10.1016/j.ecresq.2004.04.008

Cited by 18 publications

(13 citation statements)

References 21 publications

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“…In addition, as advocates, social workers can intercede on the behalf of adolescent mothers within the school system by supporting flexible administrative policies that support the unique needs of parenting students. Notably, maternal education is related to positive parenting practices (Luster & Su Min Oh, 2004) and improved child outcomes (Whitman et al, 2001), so intervention to ensure continued access to education should produce positive outcomes for both mother and child.…”

Section: Discussionmentioning

confidence: 99%

Predicting Markers of Adulthood among Adolescent Mothers

Oxford

Lee

Lohr

2010

Social Work Research

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This prospective longitudinal study examines the antecedents of adolescent mothers’ transition into adulthood and their attainment of multiple adult statuses in their early 30s in a nonclinical sample. The distribution, timing, and impact of factors in adolescence (education, employment, marriage, economic status, criminal involvement, and others) are shown relative to their impact on the transition into adulthood and attainment of typical markers of adulthood (employment, economic status, marriage, postsecondary education, and family formation). Descriptive data of demographic variables for adolescent mothers are reported from birth of child at average age 16 through 16 years postpartum at average age 32. Logistic regression results indicate that of all the factors examined in adolescence, on-time graduation from high school or receipt of a GED (by age 19) influenced the attainment of multiple markers of adulthood. Implications for intervention and policy with regard to completion of basic education are discussed.

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Section: Discussionmentioning

confidence: 99%

Predicting Markers of Adulthood among Adolescent Mothers

Oxford

Lee

Lohr

2010

Social Work Research

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“…Research with healthy children (with no history of chronic illness) suggests that home and school experiences affect later academic motivation (Luster, Lekskul, & Oh, 2004). Among children born to low-income adolescent mothers, the quality of children's enrichment experiences in the home prior to schooling is related to their cognitive development, which in turn predicts greater academic competence in school.…”

Section: Academic Motivationmentioning

confidence: 99%

“…Among children born to low-income adolescent mothers, the quality of children's enrichment experiences in the home prior to schooling is related to their cognitive development, which in turn predicts greater academic competence in school. Greater success in academic tasks predictably leads to increased achievement motivation in the elementary grades (Luster et al, 2004). Hence, it appears that working to create supportive and enriching home environments, and fostering positive parental practices, may help increase the academic motivation of children with chronic illness.…”

Section: Academic Motivationmentioning

confidence: 99%

Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Shaw

McCabe

2007

Psychology in the Schools

146

119

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Chronic illness is common and has a profound impact on the education of affected children. A variety of approaches and programs to facilitate the transition from hospital to school for children with chronic health problems has been described in the literature. Traditional transition plans may no longer be effective because medical service delivery has changed to reduce long‐term hospital stays while increasing outpatient care. As a result, comprehensive hospital‐to‐school transitions increasingly emphasize home and family involvement that includes homebound instruction strategies, flexible school days, using differentiated instructional strategies, increasing child autonomy, and addressing affective issues. This article describes the needs of children with chronic illness, identifies educational programming consistent with the current health care system, and describes current hospital‐to‐school transition plans that integrate systemic needs of schools and health care systems with the needs of children with chronic illness. © 2007 Wiley Periodicals, Inc.

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“…The cognitive stimulation experienced at home is a significant explanatory factor of disparities in children's motivations/aspirations and academic achievements (Gottfried et al 1994;Gottfried et al 1998;Bradley and Corwyn 1999;Luster et al 2004;Opdenakker and Van Damme 2005). Children who are read to and who receive help with homework and other learning tasks, have higher chances to do well in school because they will be relatively more prepared to deal with the tasks they are confronted with at school (De Graaf et al 2000).…”

Section: Hypothesesmentioning

confidence: 98%

Parent-Child Cultivation and Children’s Cognitive and Attitudinal Outcomes from a Longitudinal Perspective

Pensiero

2011

Child Ind Res

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This work adopts the concept of "concerted cultivation" (Lareau A. American Sociological Review 67 (5), 747-776, 2002, 2003) to interpret how socioeconomic differentials in child rearing practices generate unequal children's outcomes, distinguishing between children's participation in organized leisure activities and children's engagement in cognitively stimulating activities. Results show that it is the engagement in cognitively stimulating activities and not the participation in organized activities more generally that enhances children's reading ability and the locus of control. Path analyses confirm that the selected dimensions of parent-child cultivation-parental expectations, direct stimulation, parental interactions with the school and children's engagement in cognitively stimulating activities-mediate more than half of the socioeconomic gradient in children's reading ability and the locus of control, even after controlling for the previous level of abilities. In addiction, the effect of parent-child cultivation is largely independent from and stronger than parental socioeconomic characteristics. The model is assessed on a large cohort sample (British Cohort Study 1970).

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Predictors of academic motivation in first grade among children born to low-income adolescent mothers

Cited by 18 publications

References 21 publications

Predicting Markers of Adulthood among Adolescent Mothers

Predicting Markers of Adulthood among Adolescent Mothers

Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Parent-Child Cultivation and Children’s Cognitive and Attitudinal Outcomes from a Longitudinal Perspective

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