This study was conducted as part of the Next Generation Project, which was supported by grants from the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the David and Lucile Packard Foundation. This study was supported by three awards made to Anna Gassman-Pines: Ruth L. Kirschstein National Research Service Award Predoctoral Fellowship from the National Institute of Mental Health Grant F31-MH070128; the Elizabeth Munsterberg Koppitz Graduate Fellowship from the American Psychological Foundation, and a Foundation for Child Development Young Scholars Award. This study was also supported by a Ruth L. Kirchstein National Research Service Award from the National Institute of Mental Health F31-MH082535 and the Elizabeth Munsterberg Koppitz Fellowship from the American Psychological Foundation to Erin B. Godfrey, and a William T. Grant Foundation Scholars Award and National Science Foundation Grant BCS0721383 to Hirokazu Yoshikawa.
Maternal Education Preferences Moderate the Effects of Mandatory Employment and Education Programs on Child Positive and Problem Behaviors
Version of Record online: 3 AUG 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 1, pages 198–208, January/February 2013
How to Cite
Gassman-Pines, A., Godfrey, E. B. and Yoshikawa, H. (2013), Maternal Education Preferences Moderate the Effects of Mandatory Employment and Education Programs on Child Positive and Problem Behaviors. Child Development, 84: 198–208. doi: 10.1111/j.1467-8624.2012.01832.x
- Issue online: 25 JAN 2013
- Version of Record online: 3 AUG 2012
Grounded in person–environment fit theory, this study examined whether low-income mothers’ preferences for education moderated the effects of employment- and education-focused welfare programs on children’s positive and problem behaviors. The sample included 1,365 families with children between ages 3 and 5 years at study entry. Results 5 years after random assignment, when children were ages 8–10 years, indicated that mothers’ education preferences did moderate program impacts on teacher-reported child behavior problems and positive behavior. Children whose mothers were assigned to the education program were rated by teachers to have less externalizing behavior and more positive behavior than children whose mothers were assigned to the employment program but only when mothers had strong preferences for education.