Parenting Behaviour as a Mediator of the Effects of Poverty on Canadian Children‘s School Readiness

다국어 초록 (Multilingual Abstract)

Considering the seriously increasing rise of child poverty in the world, research designed to pinpoint the optimal timing of intervention and identify factors, which can moderate the devastating impacts of child poverty, is of critical importance. The major questions addressed in this study are:(a) whether or not the presence of different parenting styles might offset the risks associated with parental poverty (e.g. , poor school readiness),and (b) whether these predictors are best described using a moderator or a mediator model, As a means of extending knowledge about long-term child development, a demographic questionnaire was used to measure the parental poverty status when children were 2 years old. The Parenting Behavior Questionnaire was used when the children were 4 years old, and teacher-reported child school readiness skills were used when the children were at grade 1 Using structure equation modelling analyses, the results of this study confirmed and extended evidence that child school readiness is significantly effected by parental poverty through parenting behavior styles. Hence, this study clearly reveals a possibility of breaking the devastating impact of parental poverty on child academic development and shows a different aspect through a transmission gap.