Abstract Despite evidence that insensitive parenting is associated with later academic achievement, few studies have evaluated mechanisms that may account for these effects. This study utilized a diverse sample of child-caregiver dyads (N = 245, 50.2% male, 46.5% Latinx) to evaluate a sequential mediation model from observations of female caregivers' insensitive parenting behaviors at age 4 to children's maternal representations at age 6, to teachers' reports of conflict in the teacher-child relationship at age 7 and, ultimately, to children's academic achievement at age 8. Even when holding prior levels of each study construct constant, analyses revealed a significant sequential mediation such that insensitive parenting contributed to increases in children's harsh maternal representations, which, in turn, predicted increases in teacher-child conflict at school and, ultimately, decreases in children's reading and math achievement. These findings highlight parenting and teacher-child relationship qualities as promising targets for interventions to promote children's academic achievement.

中文翻译：

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麻木不仁育儿的学术影响：通过儿童关系表征的中介路径

摘要 尽管有证据表明不敏感的养育方式与后来的学业成就有关，但很少有研究评估可能解释这些影响的机制。本研究利用儿童照顾者二人组（N = 245，50.2% 男性，46.5% 拉丁裔）的不同样本来评估顺序中介模型，从观察女性照顾者在 4 岁时不敏感的养育行为到儿童在 6 岁时的母亲表现，教师报告的 7 岁时师生关系的冲突，并最终影响到儿童 8 岁时的学业成就。 即使保持每个研究结构的先前水平不变，分析也显示出显着的顺序中介，因此不敏感的养育方式有助于孩子们对母亲的苛刻表达增加，反过来，预计学校师生冲突会增加，最终会降低儿童的阅读和数学成绩。这些发现强调了育儿和师生关系品质是促进儿童学业成就的干预措施的有希望的目标。