Artículo de revista
Maternal education and children’s school achievement: the roles of values, parenting, and behavior regulation
Fecha
2022Registro en:
Journal of Child and Family Studies Volumen 32 Número 3 Página691-703 (2022)
10.1007/s10826-022-02405-y
Autor
Weis, Mirjam
Trommsdorff, Gisela
Muñoz, Lorena
González, Roberto
Institución
Resumen
The purpose of this study was to examine psychological factors that may contribute to explain the link between maternal
education and children’s school achievement. As explanatory factors, mothers’ self-transcendence values (i.e., altruism,
tolerance, and social responsibility), maternal restrictive control, and children’s behavior regulation were studied as part of
an integrative framework. The sample consisted of 167 Chilean fourth graders (age: M= 10.16; SD = 0.42), their mothers,
and their teachers. Mediation analyses using a bootstrapping method confirmed the proposed integrative model, revealing a
triple indirect effect, indicating that mothers’ self-transcendence values, maternal restrictive control, and children’s behavior
regulation mediated the positive relation between maternal education and children’s school achievement, even after
controlling for intelligence, age, and gender. Mothers with lower levels of education reported lower self-transcendence
values and used more restrictive control. Further, children of mothers who often used maternal restrictive control showed
lower behavior regulation and poorer school achievement. Thus, the results of this intracultural study contribute to a better
understanding of the relation between maternal education and children’s school achievement. Implications of these findings
for further research are addressed.