This research was supported by a grant from the National Institute of Child Health and Human Development to W. Andrew Collins (R01HD054850), a grant from the National Institute of Mental Health to Dante Cicchetti (T32MH015755-33), and a doctoral dissertation fellowship from the University of Minnesota to K. Lee Raby.
Empirical Article: Accepted Under Cynthia Garcia Coll's Editorship
The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years
Version of Record online: 17 DEC 2014
© 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.
Volume 86, Issue 3, pages 695–708, May/June 2015
How to Cite
Raby, K. L., Roisman, G. I., Fraley, R. C. and Simpson, J. A. (2015), The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years. Child Development, 86: 695–708. doi: 10.1111/cdev.12325
- Issue online: 9 MAY 2015
- Version of Record online: 17 DEC 2014
- National Institute of Child Health and Human Development. Grant Number: R01HD054850
- National Institute of Mental Health. Grant Number: T32MH015755-33
This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes.