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Author: Torres, D. Diego
Resulting in 2 citations.
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Torres, D. Diego |
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Growth Curve Analyses of the Relationship between Early Maternal Age and Children's Mathematics and Reading Performance Social Science Research 50 (March 2015): 343-366. Also: http://www.sciencedirect.com/science/article/pii/S0049089X14001744 Cohort(s): Children of the NLSY79 Publisher: Elsevier Keyword(s): Adolescent Fertility; Age at Birth; Birthweight; Delinquency/Gang Activity; Modeling, Growth Curve/Latent Trajectory Analysis; Mothers, Adolescent; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) Regarding the methods used to examine the early maternal age-child academic outcomes relationship, the extant literature has tended to examine change using statistical analyses that fail to appreciate that individuals vary in their rates of growth. Of the one study I have been able to find that employs a true growth model to estimate this relationship, the authors only controlled for characteristics of the maternal household after family formation; confounding background factors of mothers that might select them into early childbearing, a possible source of bias, were ignored. The authors' findings nonetheless suggested an inverse relationship between early maternal age, i.e., a first birth between the ages of 13 and 17, and Canadian adolescents' mean math performance at age 10. Early maternal age was not related to the linear slope of age. To elucidate whether the early maternal age-child academic outcomes association, treated in a growth context, is consistent with this finding, the present study built on it using U.S. data and explored children's mathematics and reading trajectories from age 5 on. Its unique contribution is that it further explicitly controlled for maternal background factors and employed a three-level growth model with repeated measures of children nested within their mothers. Though the strength of the relationship varied between mean initial academic performance and mean academic growth, results confirmed that early maternal age was negatively related to children's mathematics and reading achievement, net of post-teen first birth child-specific and maternal household factors. Once maternal background factors were included, there was no statistically significant relationship between early maternal age and either children's mean initial mathematics and reading scores or their mean mathematics and reading growth. |
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Bibliography Citation
Torres, D. Diego. "Growth Curve Analyses of the Relationship between Early Maternal Age and Children's Mathematics and Reading Performance." Social Science Research 50 (March 2015): 343-366.
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| 2. |
Torres, D. Diego |
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Understanding How Family Socioeconomic Status Mediates the Maternal Intelligence-Child Cognitive Outcomes Relationship: A Moderated Mediation Analysis Biodemography and Social Biology 59,2 (2013): 157-177. Also: https://www.tandfonline.com/doi/full/10.1080/19485565.2013.833804 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Taylor & Francis Keyword(s): Armed Forces Qualifications Test (AFQT); Intelligence; Mothers; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Socioeconomic Status (SES) In a model of moderated mediation using matched data from the 1979 National Longitudinal Survey of Youth and the 1979 National Longitudinal Survey of Youth, Children and Young Adults, I test (1) whether family socioeconomic status (SES) mediates the maternal intelligence-child cognitive outcomes relationship and (2) the extent to which this mediating impact is dependent on the level of maternal intelligence. Results reveal that the mediating impact of SES on the maternal intelligence–child cognitive outcomes relationship varies as a function of the level of maternal intelligence. The positive effect of higher SES on children's academic ability decreases as the cognitive ability of mothers increases, such that children in low IQ households benefit most from higher SES, while children in high IQ households benefit somewhat less. |
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Bibliography Citation
Torres, D. Diego. "Understanding How Family Socioeconomic Status Mediates the Maternal Intelligence-Child Cognitive Outcomes Relationship: A Moderated Mediation Analysis." Biodemography and Social Biology 59,2 (2013): 157-177.
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