The Experts below are selected from a list of 240 Experts worldwide ranked by ideXlab platform
Rowell L Huesmann - One of the best experts on this subject based on the ideXlab platform.
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long term effects of parents education on children s educational and Occupational Success mediation by family interactions child aggression and teenage aspirations
Merrill-palmer Quarterly, 2009Co-Authors: Eric F Dubow, Paul Boxer, Rowell L HuesmannAbstract:Parental educational level is an important predictor of children’s educational and behavioral outcomes (Davis-Kean, 2005; Dearing, McCartney, & Taylor, 2002; Duncan, Brooks-Gunn, & Klebanov, 1994; Haveman & Wolfe, 1995; Nagin & Tremblay, 2001; Smith, Brooks-Gunn, & Klebanov, 1997). The majority of research on the ways in which parental education shapes child outcomes has been conducted through cross-sectional correlational analyses or short-term longitudinal designs in which parents and children are tracked through the child’s adolescent years. Our main goals in the current study were to examine long-term effects on children’s educational and Occupational Success of their parents’ educational level while controlling for other indices of family socioeconomic status and the children’s own intelligence, and to examine possible mediators of the effects of parents’ education on children’s educational and Occupational outcomes. Following theory and research on family process models (e.g., Conger et al., 2002; McLoyd, 1989), we expected that indices of family socioeconomic status, including parent education, would predict the quality of family interactions and child behavior. Next, based on social-cognitive-ecological models (e.g., Guerra & Huesmann, 2004; Huesmann, 1998; Huesmann, Eron, & Yarmel, 1987), we expected parental education, the quality of family interactions, and child behavior would shape, by late adolescence, educational achievement and aspirations for future educational and Occupational Success. Finally, following Eccles’ expectancy-value model (Eccles, 1993; Frome & Eccles, 1998), we predicted that late adolescent aspirations for future Success would affect actual educational and Occupational Success in adulthood. We use data from the Columbia County Longitudinal Study, a 40-year developmental study initiated in 1960 with data collected most recently in 2000 (Eron, Walder, & Lefkowitz, 1971; Lefkowitz, Eron, Walder, & Huesmann, 1977; Huesmann, Dubow, Eron, Boxer, Slegers, & Miller, 2002; Huesmann, Eron, Lefkowitz, & Walder, 1984).
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long term effects of parents education on children s educational and Occupational Success mediation by family interactions child aggression and teenage aspirations
Merrill-palmer Quarterly, 2009Co-Authors: Eric F Dubow, Paul Boxer, Rowell L HuesmannAbstract:We examine the prediction of individuals' educational and Occupational Success at age 48 from contextual and personal variables assessed during their middle childhood and late adolescence. We focus particularly on the predictive role of the parents' educational level during middle childhood, controlling for other indices of socioeconomic status and children's IQ, and the mediating roles of negative family interactions, childhood behavior, and late adolescent aspirations. Data come from the Columbia County Longitudinal Study, which began in 1960 when all 856 third graders in a semi-rural county in New York State were interviewed along with their parents; participants were reinterviewed at ages 19, 30, and 48 (Eron et al, 1971; Huesmann et al., 2002). Parents' educational level when the child was 8 years old significantly predicted educational and Occupational Success for the child 40 years later. Structural models showed that parental educational level had no direct effects on child educational level or Occupational prestige at age 48 but had significant indirect effects that were independent of the other predictor variables' effects. These indirect effects were mediated through age 19 educational aspirations and age 19 educational level. These results provide strong support for the unique predictive role of parental education on adult outcomes 40 years later and underscore the developmental importance of mediators of parent education effects such as late adolescent achievement and achievement-related aspirations.
Joshua J Jackson - One of the best experts on this subject based on the ideXlab platform.
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the long reach of one s spouse spouses personality influences Occupational Success
Psychological Science, 2014Co-Authors: Brittany C Solomon, Joshua J JacksonAbstract:You marry your spouse “for better, for worse” and “for richer, for poorer,” but does your choice of partner make you richer or poorer? It is unknown whether people’s dispositional characteristics can seep into their spouses’ workplace. Using a representative, longitudinal sample of married individuals (N = 4,544), we examined whether Big Five personality traits of participants’ spouses related to three measures of participants’ Occupational Success: job satisfaction, income, and likelihood of being promoted. For both male and female participants, partner conscientiousness predicted future job satisfaction, income, and likelihood of promotion, even after accounting for participants’ conscientiousness. These associations occurred because more conscientious partners perform more household tasks, exhibit more pragmatic behaviors that their spouses are likely to emulate, and promote a more satisfying home life, enabling their spouses to focus more on work. These results demonstrate that the dispositional chara...
Eric F Dubow - One of the best experts on this subject based on the ideXlab platform.
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long term effects of parents education on children s educational and Occupational Success mediation by family interactions child aggression and teenage aspirations
Merrill-palmer Quarterly, 2009Co-Authors: Eric F Dubow, Paul Boxer, Rowell L HuesmannAbstract:Parental educational level is an important predictor of children’s educational and behavioral outcomes (Davis-Kean, 2005; Dearing, McCartney, & Taylor, 2002; Duncan, Brooks-Gunn, & Klebanov, 1994; Haveman & Wolfe, 1995; Nagin & Tremblay, 2001; Smith, Brooks-Gunn, & Klebanov, 1997). The majority of research on the ways in which parental education shapes child outcomes has been conducted through cross-sectional correlational analyses or short-term longitudinal designs in which parents and children are tracked through the child’s adolescent years. Our main goals in the current study were to examine long-term effects on children’s educational and Occupational Success of their parents’ educational level while controlling for other indices of family socioeconomic status and the children’s own intelligence, and to examine possible mediators of the effects of parents’ education on children’s educational and Occupational outcomes. Following theory and research on family process models (e.g., Conger et al., 2002; McLoyd, 1989), we expected that indices of family socioeconomic status, including parent education, would predict the quality of family interactions and child behavior. Next, based on social-cognitive-ecological models (e.g., Guerra & Huesmann, 2004; Huesmann, 1998; Huesmann, Eron, & Yarmel, 1987), we expected parental education, the quality of family interactions, and child behavior would shape, by late adolescence, educational achievement and aspirations for future educational and Occupational Success. Finally, following Eccles’ expectancy-value model (Eccles, 1993; Frome & Eccles, 1998), we predicted that late adolescent aspirations for future Success would affect actual educational and Occupational Success in adulthood. We use data from the Columbia County Longitudinal Study, a 40-year developmental study initiated in 1960 with data collected most recently in 2000 (Eron, Walder, & Lefkowitz, 1971; Lefkowitz, Eron, Walder, & Huesmann, 1977; Huesmann, Dubow, Eron, Boxer, Slegers, & Miller, 2002; Huesmann, Eron, Lefkowitz, & Walder, 1984).
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long term effects of parents education on children s educational and Occupational Success mediation by family interactions child aggression and teenage aspirations
Merrill-palmer Quarterly, 2009Co-Authors: Eric F Dubow, Paul Boxer, Rowell L HuesmannAbstract:We examine the prediction of individuals' educational and Occupational Success at age 48 from contextual and personal variables assessed during their middle childhood and late adolescence. We focus particularly on the predictive role of the parents' educational level during middle childhood, controlling for other indices of socioeconomic status and children's IQ, and the mediating roles of negative family interactions, childhood behavior, and late adolescent aspirations. Data come from the Columbia County Longitudinal Study, which began in 1960 when all 856 third graders in a semi-rural county in New York State were interviewed along with their parents; participants were reinterviewed at ages 19, 30, and 48 (Eron et al, 1971; Huesmann et al., 2002). Parents' educational level when the child was 8 years old significantly predicted educational and Occupational Success for the child 40 years later. Structural models showed that parental educational level had no direct effects on child educational level or Occupational prestige at age 48 but had significant indirect effects that were independent of the other predictor variables' effects. These indirect effects were mediated through age 19 educational aspirations and age 19 educational level. These results provide strong support for the unique predictive role of parental education on adult outcomes 40 years later and underscore the developmental importance of mediators of parent education effects such as late adolescent achievement and achievement-related aspirations.
Jenny Wagner - One of the best experts on this subject based on the ideXlab platform.
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the joint power of personality and motivation dynamics for Occupational Success bridging two largely separated fields
European Journal of Personality, 2021Co-Authors: Naemi D Brandt, Anne Israel, Michael Becker, Jenny WagnerAbstract:When establishing a career in adulthood, two major socioemotional ingredients are expected to affect people’s Success: how people act (personality) and what motivates them to act this way (motivati...
Michael Becker - One of the best experts on this subject based on the ideXlab platform.
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the joint power of personality and motivation dynamics for Occupational Success bridging two largely separated fields
European Journal of Personality, 2021Co-Authors: Naemi D Brandt, Anne Israel, Michael Becker, Jenny WagnerAbstract:When establishing a career in adulthood, two major socioemotional ingredients are expected to affect people’s Success: how people act (personality) and what motivates them to act this way (motivati...
