ABSTRACT

Research Findings: Parents’ academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers’ beliefs and practices concerning children’s kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (M_age = 19.94). Adolescent mothers’ individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children’s social emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents’ perceptions of parenting daily hassles emerged as a mediator in this process. Practice or Policy: Findings underscore the importance of considering Mexican-origin adolescent mothers’ strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children’s school success.

摘要

研究结果：父母对幼儿的学术社会化是一个关键但尚未充分研究的领域，尤其是在弱势亲子关系的背景下。当前的纵向研究以 204 名墨西哥裔青少年母亲为样本，调查了影响母亲关于孩子上幼儿园准备的信念和做法的因素（M_年龄 = 19.94）。青春期母亲的个人特征和资产（即父母自我效能感、教育程度、教育效用信念、儿童发展知识）和压力源（即经济困难、共同养育冲突）与她们对儿童社会活动的重视程度有关幼儿园的情感和学业准备，他们在家中为孩子提供认知刺激和情感支持，以及他们与孩子一起享受识字活动。此外，青少年对育儿日常麻烦的看法在这一过程中成为调解人。实践或政策：调查结果强调了考虑墨西哥裔青少年母亲的优势和资产及其独特的背景压力源的重要性，因为它们与可能影响孩子学业成功的信念和做法有关。