Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels

IF 1.2 Q3 EDUCATION, SPECIAL
H. Rindermann, S. Ceci
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引用次数: 34

Abstract

In 19 (sub)samples from seven countries (United States, Austria, Germany, Costa Rica, Ecuador, Vietnam, Brazil), we analyzed the impact of parental education compared with wealth on the cognitive ability of children (aged 4–22 years, total N = 15,297). The background of their families ranged from poor indigenous remote villagers to academic families in developed countries, including parents of the gifted. Children’s cognitive ability was measured with mental speed tests, Culture Fair Intelligence Test (CFT), the Raven’s, Wiener Entwicklungstest (WET), Cognitive Abilities Test (CogAT), Piagetian tasks, Armed Forces Qualification Test (AFQT), Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Programme for International Student Assessment (PISA). Parental wealth was estimated by asking for income, indirectly by self-assessment of relative wealth, and by evaluating assets. The mean direct effect of parental education was greater than wealth. In path analyses, parental education (βEd) also showed a stronger impact on children’s intelligence than familial economic status (βIn, total effect averages: βEd = .30–.45, βIn = .09–.12; N = 15,125, k = 18). The effects on mental speed were smaller than for crystallized intelligence, but still larger for parental education than familial economic status (βEd→MS = .25, βIn→MS = .00, βEd→CI = .36, βIn→CI = .09; N = 394, k = 3). Additional factors affecting children’s cognitive ability are number of books, marital status, educational behavior of parents, and behavior of children. If added, a general background (ethnicity, migration) factor shows strong effects (βBg = .30–.36). These findings are discussed in terms of environmental versus hidden genetic effects.
父母教育对孩子智力的影响比财富更重要:来自7个不同发展水平国家19个样本的调查结果
在来自7个国家(美国、奥地利、德国、哥斯达黎加、厄瓜多尔、越南、巴西)的19个(子)样本中,我们分析了父母教育程度与财富对儿童(4-22岁,总N = 15,297)认知能力的影响。他们的家庭背景从贫穷的偏远土著村民到发达国家的学术家庭,包括天才的父母。儿童的认知能力是通过思维速度测试、文化公平智力测试(CFT)、Raven’s、Wiener entwicklungtest (WET)、认知能力测试(CogAT)、皮亚杰任务、武装部队资格测试(AFQT)、国际阅读能力研究进展(PIRLS)、国际数学和科学研究趋势(TIMSS)和国际学生评估计划(PISA)来测量的。父母的财富是通过询问收入、间接地通过相对财富的自我评估和资产评估来估计的。父母教育的平均直接影响大于财富。在通径分析中,父母教育(βEd)对儿童智力的影响也强于家庭经济地位(βIn),总效应平均值:βEd = 0.30 -。45, βIn = 0.09 ~ 0.12;N = 15,125, k = 18)。βEd→MS = .25, βIn→MS = .00, βEd→CI = .36, βIn→CI = .09,父母教育程度对智力反应速度的影响小于结晶智力,而家庭经济状况对智力反应速度的影响大于父母教育程度(βEd→MS = .25, βIn→MS = .00;N = 394, k = 3)。影响儿童认知能力的其他因素还有书籍数量、婚姻状况、父母的教育行为、儿童的行为。如果加上一般背景(种族、移民)因素,则显示出强烈的影响(βBg = 0.30 - 0.36)。这些发现在环境和隐藏的遗传影响方面进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
3.00
自引率
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发文量
17
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