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Economic Deprivation and Its Effects on Childhood Conduct Problems: The Mediating Role of Family Stress and Investment Factors

机译：经济剥夺及其对儿童行为问题的影响：家庭压力和投资因素的中介作用

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This study investigated the mechanisms by which experiences of poverty influence the trajectory of conduct problems among preschool children. Drawing on two theoretical perspectives, we focused on family stress (stress and harsh discipline) and investment variables (educational investment, nutrition, and cognitive ability) as key mediators. Structural equation modeling techniques with prospective longitudinal data from the Growing Up in Scotland survey (N = 3,375) were used. Economic deprivation measured around the first birthday of the sample children had both direct and indirect effects on conduct problems across time (ages 4, 5, and 6). In line with the family stress hypothesis, higher levels of childhood poverty predicted conduct problems across time through increased parental stress and punitive discipline. Consistent with the investment model, childhood deprivation was associated with higher levels of conduct problems via educational investment and cognitive ability. The study extends previous knowledge on the mechanisms of this effect by demonstrating that cognitive ability is a key mediator between poverty and the trajectory of childhood conduct problems. This suggests that interventions aimed at reducing child conduct problems should be expanded to include factors that compromise parenting as well as improve child cognitive ability.
机译：这项研究调查了贫困经验影响学龄前儿童行为问题轨迹的机制。借鉴两种理论观点，我们将家庭压力（压力和严厉纪律）和投资变量（教育投资，营养和认知能力）作为主要中介者。使用了结构方程模型建模技术，该技术具有来自苏格兰成长中调查的预期纵向数据（N = 3,375）。在样本儿童的第一个生日前后测得的经济剥夺对不同时期（4、5和6岁）的行为问题有直接和间接的影响。与家庭压力假说相符的是，较高的儿童期贫困预测通过不断增加的父母压力和惩罚性纪律跨时出现行为问题。与投资模型一致，通过教育投资和认知能力，儿童剥夺与更高层次的行为问题有关。这项研究通过证明认知能力是贫穷与儿童行为问题轨迹之间的关键中介者，扩展了对这种作用机理的先前知识。这表明，旨在减少儿童行为问题的干预措施应扩大到包括影响父母养育和提高儿童认知能力的因素。

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