第一章幼儿期母亲工作时间的稳定性与幼儿在幼儿园的成就

Kei Nomaguchi, M. Fettro
{"title":"第一章幼儿期母亲工作时间的稳定性与幼儿在幼儿园的成就","authors":"Kei Nomaguchi, M. Fettro","doi":"10.1108/S1530-353520180000013002","DOIUrl":null,"url":null,"abstract":"Abstract \nPast studies suggest that full-time maternal employment may be negatively related to children’s cognitive development. Most studies measure maternal employment at one time point, while mothers’ work hours may not be stable during early childrearing years. Using data from the 2001 Early Childhood Longitudinal Study – Birth Cohort (N ≈ 6,500), the authors examine stability in mothers’ work hours across four waves when children are 9 and 24 months old, in preschool, and in kindergarten, mothers’ background characteristics associated to it, and its link to child cognitive development. Results show that the majority of mothers change work hours across the four waves. Analysis using multinomial logistic regression models suggests that mothers’ older age, fewer children, and higher household income are related to working full time at all four waves compared to varying work hours across the waves; more children and less than high school completion are related to staying home at all four waves; and mothers’ older age, being White, no change in partnership status, and holding a college degree are related to working part time at all four waves. Compared to mothers’ changing work hours, mothers’ stable work hours, full time or part time, at all four waves is related to children’s better reading, math, and cognitive scores in kindergarten, whereas mothers’ staying home at all four waves is negatively related to these scores. These associations disappear when background characteristics are controlled for in ordinary least squares regression models. These findings underscore the role of background characteristics in shaping both mothers’ stable employment and children’s cognitive development.","PeriodicalId":217936,"journal":{"name":"Contemporary Perspectives in Family Research","volume":"86 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Chapter 1 Stability in Mothers’ Work Hours in Early Childhood and Children’s Achievement in Kindergarten\",\"authors\":\"Kei Nomaguchi, M. Fettro\",\"doi\":\"10.1108/S1530-353520180000013002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract \\nPast studies suggest that full-time maternal employment may be negatively related to children’s cognitive development. Most studies measure maternal employment at one time point, while mothers’ work hours may not be stable during early childrearing years. Using data from the 2001 Early Childhood Longitudinal Study – Birth Cohort (N ≈ 6,500), the authors examine stability in mothers’ work hours across four waves when children are 9 and 24 months old, in preschool, and in kindergarten, mothers’ background characteristics associated to it, and its link to child cognitive development. Results show that the majority of mothers change work hours across the four waves. Analysis using multinomial logistic regression models suggests that mothers’ older age, fewer children, and higher household income are related to working full time at all four waves compared to varying work hours across the waves; more children and less than high school completion are related to staying home at all four waves; and mothers’ older age, being White, no change in partnership status, and holding a college degree are related to working part time at all four waves. Compared to mothers’ changing work hours, mothers’ stable work hours, full time or part time, at all four waves is related to children’s better reading, math, and cognitive scores in kindergarten, whereas mothers’ staying home at all four waves is negatively related to these scores. These associations disappear when background characteristics are controlled for in ordinary least squares regression models. These findings underscore the role of background characteristics in shaping both mothers’ stable employment and children’s cognitive development.\",\"PeriodicalId\":217936,\"journal\":{\"name\":\"Contemporary Perspectives in Family Research\",\"volume\":\"86 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-10-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Contemporary Perspectives in Family Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/S1530-353520180000013002\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary Perspectives in Family Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/S1530-353520180000013002","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

过去的研究表明,全职母亲的工作可能与儿童的认知发展负相关。大多数研究都是在一个时间点测量母亲的就业情况,而母亲的工作时间在幼儿时期可能并不稳定。利用2001年早期儿童纵向研究——出生队列(N≈6,500)的数据,作者研究了在孩子9个月和24个月大、学前班和幼儿园四个阶段母亲工作时间的稳定性、与之相关的母亲的背景特征及其与儿童认知发展的联系。研究结果显示,大多数母亲会在四次工作周期中改变工作时间。使用多项逻辑回归模型的分析表明,与不同工作时间相比,母亲年龄较大、子女较少和家庭收入较高与所有四个浪潮中的全职工作有关;在所有四次浪潮中,孩子多、高中毕业率低都与待在家里有关;母亲年龄较大、是白人、伴侣关系没有变化以及是否拥有大学学历都与兼职工作有关。与母亲工作时间的变化、母亲稳定的工作时间(全职或兼职)相比,在所有四个波中,母亲在幼儿园的阅读、数学和认知得分都有所提高,而母亲在所有四个波中都呆在家里与这些得分呈负相关。当背景特征在普通最小二乘回归模型中得到控制时,这些关联就消失了。这些发现强调了背景特征在塑造母亲稳定就业和儿童认知发展方面的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Chapter 1 Stability in Mothers’ Work Hours in Early Childhood and Children’s Achievement in Kindergarten
Abstract Past studies suggest that full-time maternal employment may be negatively related to children’s cognitive development. Most studies measure maternal employment at one time point, while mothers’ work hours may not be stable during early childrearing years. Using data from the 2001 Early Childhood Longitudinal Study – Birth Cohort (N ≈ 6,500), the authors examine stability in mothers’ work hours across four waves when children are 9 and 24 months old, in preschool, and in kindergarten, mothers’ background characteristics associated to it, and its link to child cognitive development. Results show that the majority of mothers change work hours across the four waves. Analysis using multinomial logistic regression models suggests that mothers’ older age, fewer children, and higher household income are related to working full time at all four waves compared to varying work hours across the waves; more children and less than high school completion are related to staying home at all four waves; and mothers’ older age, being White, no change in partnership status, and holding a college degree are related to working part time at all four waves. Compared to mothers’ changing work hours, mothers’ stable work hours, full time or part time, at all four waves is related to children’s better reading, math, and cognitive scores in kindergarten, whereas mothers’ staying home at all four waves is negatively related to these scores. These associations disappear when background characteristics are controlled for in ordinary least squares regression models. These findings underscore the role of background characteristics in shaping both mothers’ stable employment and children’s cognitive development.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
0.40
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信