The Long-Term Effects of Family Emotional Climate on Academic Achievement in the Elementary School
Katerina Bodovski, Pennsylvania State University
Min-Jong Youn, Pennsylvania State University
Using structural equation modeling we examined the determinants of family emotional climate and its long- term impact on academic achievement at the end of 5th grade. We have employed the ECLS-K data––a large, nationally representative sample of U.S. elementary school students. Family emotional climate was measured at the fall of kindergarten and included three dimensions: parental depression, parental warmth, and use of physical punishment. Findings: Low SES, Black and single parents were more likely to report depressive symptoms. Black parents were more likely to use physical discipline, but they also reported greater parental warmth. Asian parents were less likely to use physical discipline, but also were less likely to express parental warmth. Parental depression, measured in kindergarten, was associated with lower reading and math achievement in 5th grade, and use of physical discipline in kindergarten was associated with lower math achievement in 5th grade.
Presented in Poster Session 4