Adolescent family experiences and educational attainment during early adulthood

Cognition, mental health and quality of life amongst siblings of preterm born children: A systematic review

AIM

Globally, 1 in 10 babies are born preterm. Families with preterm born infants may suffer strains related to the presence of a preterm child. To date, most evidence focuses on the outcome of children born preterm and of their parents. Our objective was to investigate the evidence on the impact of having a preterm born sibling on cognitive function, mental health and quality of life of term-born siblings and critically appraise the evidence.

METHODS

We searched five electronic databases, Google Scholar and reference lists. Two reviewers independently conducted screening, data extraction and critical appraisal.

RESULTS

We retrieved 9121 articles. After duplicates, titles, abstract and full text review, seven studies met the inclusion criteria. One study reported higher anxiety and depression scores on index cases in the term born comparison group, compared to the index cases in the preterm born sibling group. Another study reported more feelings of reduced parental attention, and more interpersonal problems in the preterm born sibling group, than the comparison group.

CONCLUSIONS

Although two studies reported a difference in outcomes between index cases in preterm born sibling groups and comparison groups, the scarce evidence did not allow us to delineate an effect or lack of it.

Examining the role of civic attitudes in the link between family wealth and school dropout among tertiary vocational students

This study examined the relationship between family wealth and school dropout among vocational education students (n = 1,231; mean age=17.81). It investigated whether (1) family affluence and adolescents' own perceptions and experiences of their family wealth (i.e., perceived family wealth, financial scarcity) predict dropout, (2) adolescents' civic attitudes (i.e., system justification, institutional trust) explain the association between family wealth and school dropout, and (3) trust in teachers buffers against the risk of dropout among students with lower civic attitudes. Multivariate models revealed that financial scarcity predicted dropout. Financial scarcity showed an indirect only effect on dropout through lower institutional trust, but not through system justification. Trust in teachers was neither associated with dropout, nor a moderator. Controlling for mental health problems did not affect these results. This study helps explain how students' experienced and perceived family wealth can affect their educational attainment, by reducing their trust in social institutions.

How do academic and career services affect employment, education, and disability benefit receipt in the transition to adulthood for youth with disabilities who have aged out of foster care?

The transition to adulthood is an important process with implications for inequality. Both those with disabilities and those who age of out of foster care are vulnerable during this transition. This project examines the intersection of these groups, exploring employment, education, and disability benefit receipt, the supports these youth receive, and how these supports may mitigate risk in this transition. Findings suggest that those with emotional or mental disabilities face employment risks in the transition to adulthood, and that services may mitigate some of this risk and present unique benefits for youth with disabilities. For example, the odds of employment are greater and the odds of receiving disability benefits are lower among those who receive academic supports (orFTE=1.3, orSSI/SSDI==0.7), post-secondary supports (orFTE=1.3, orSSI/SSDI=0.8), education financial assistance (orPTE=1.3, orSSI/SSDI=0.7), and career services (orPTE=1.3, orSSI/SSDI=0.8). These services should be prioritized for funding, especially education financial assistance as a lower proportion of youth with disabilities receive than their non-disabled peers.

Early socioeconomic adversity and young adult diabetic risk: an investigation of genetically informed biopsychosocial processes over the life course

The present study investigated a comprehensive model that integrates contributions of early socioeconomic adversity (ESA) and multiple polygenic scores (PGSs) through different mechanisms leading to diabetic risk in early adulthood. The study used prospective, longitudinal data from the National Longitudinal Study of Adolescent and Adult Health (Add Health) with a sample of 5,728 youth of European ancestry. The results showed that both ESA and PGSs were involved in different mechanisms. ESA contributed additively to educational failures, BMI, depressive symptoms, and diabetes risk over the life course (an additive process). Also, ESA launched a cascading process that connected these outcomes in a successively contingent manner. In addition to ESA, youths' multiple PGSs directly contributed to educational, psychological, and BMI outcomes. Multiple PGSs for education, BMI, and type 2 diabetes influenced not only youth outcomes that they were supposed to predict directly but also additional youth outcomes showing biological pleiotropy. The findings highlight the value of incorporating molecular genetic information into longitudinal developmental life course research and provide insight into malleable characteristics and appropriate timing for interventions addressing youth developmental and health outcomes.

Patterns of Co-occurring Developmental Failures in Adolescence: Socioeconomic and Genetic Antecedents and Health Outcomes in Adulthood

This study investigates (1) conjoint latent classes of adolescent co-occurring developmental problems (obesity, depressive symptoms, and low educational attainment), (2) socioeconomic and genetic influences on these classes of adolescents' problem trajectories, and (3) physical health consequences of those latent classes. Data from the National Longitudinal Study of Adolescent to Adult Health (Add Health; N = 9,107; mean age = 15.5 years; Female = 52.9 per cent) were used to identify classes of early socioeconomic adversity and conjoint trajectory groups of co-occurring developmental problems. Profiles of social antecedents, genetic endowments (polygenic scores), and physical health outcomes in young adulthood were compared across identified four conjoint trajectory risk groups (overall high-risk, overall low-risk, BMI-risk or obesity, low education-risk). The results showed that youth with overall high-risk and BMI/education-specific risk trajectory groups were more likely to be Black or Hispanic, reported more adverse socioeconomic characteristics and genetic endowment, and averaged significantly poorer physical health in young adulthood compared with youth in the overall low-risk problem trajectory group. Less pronounced differences emerged between the high-risk and problem-specific-risk groups. The findings highlight heterogeneity in adolescent co-occurring developmental problems. Adolescent heterogeneous problem co-development is associated with background socioeconomic and genetic characteristics and physical health in young adulthood.

Childhood Background Measures and Their Associations With Later-Life Physical, Mental, and Social Health in the National Social Life, Health, and Aging Project

OBJECTIVE

We describe each childhood background measure available in the National Social Life, Health, and Aging Project (NSHAP), report preliminary population estimates for each measure by age and gender, and validate the childhood measures by showing that the associations between the NSHAP childhood measures and later-life health outcomes are consistent with previous studies on this topic.

METHOD

Childhood background measures included family life happiness, family structure, parental educational attainment, perceived financial situation, experience of violence, witness of violence, childhood health, and place of birth. We measured self-rated health, depressive symptoms, and social support to assess later-life physical, mental, and social health. Logistic and linear regression models were used for the binary and continuous outcome variables, respectively.

RESULTS

Older age groups were more likely than those in younger age groups to report a poor financial situation in childhood, lower parental education, and intact family structure and were less likely to have experienced or witnessed a violent event as a child. Growing up in a happy and well-educated family was associated with better physical, mental, and social health in older ages.

DISCUSSION

NSHAP childhood data included a variety of measures assessing the family social environment during childhood, providing a valuable resource for the study of early-life determinants of health and well-being over the life course.

A Scoping Review of the Factors That Influence Families' Ability or Capacity to Provide Young People With Emotional Support Over the Transition to Adulthood

The transition to adulthood is typically marked by changes in relationships with family members, peers, and romantic partners. Despite this, the family often maintains a prominent role in young adults' lives. A scoping review was conducted to identify the factors that influence families' ability or capacity to provide young people with emotional support during the transition to adulthood, and to understand the gaps in this research area. Title and abstract searches were conducted from January 2007 to February 2021 in multiple databases, including PsycINFO, MEDLINE, and Sociological Abstracts. Fifteen semi-structured interviews were also conducted with stakeholders (professionals from relevant sectors/working within this field). In total, 277 articles were eligible for inclusion in the review. Following data extraction, 19 factors were identified. Factors with the most research (more than 20 articles) included: family proximity or co-residence; mental health; sex or gender differences; and family communication. Factors with less research included: societal context; young person's sexual orientation or gender identity; social networks; and adverse life events. Gaps in the research area were also identified, including methodological issues (e.g., lack of mixed methods and longitudinal study designs), a disproportionate focus on the parent-child relationship, and a lack of contextually situated research. Our findings indicate that future research in this area could benefit from taking an intersectional, multi-method approach, with a focus on the whole family and diverse samples.

Early life course processes leading to educational and economic attainment in young adulthood: Contributions of early socioeconomic adversity and education polygenic score

The present study investigated an integrated life course model, drawn from the life course theoretical perspective, to elucidate youth’s additive, cascading, and cumulative life course processes stemming from early socioeconomic adversity and education polygenic score (education PGS) as well as potential interactions between them (GxE), which contribute to subsequent young adult socioeconomic outcomes. Additionally, the independent, varying associations among social and genetic predictors, life-stage specific educational outcomes (educational achievement in adolescence and educational attainment, in later stages), and young adult economic outcomes were examined. The study used prospective, longitudinal data from the National Longitudinal Study of Adolescent and Adult Health (Add Health) with a sample of 5,728 youth of European ancestry. Early family socioeconomic adversity and individual education PGS were associated with life stage-specific educational outcomes through additive and cascading processes linked to young adults’ economic outcomes (personal earnings) through a cumulative process. A GxE moderation existed between individuals’ education PGS and early socioeconomic adversity at multiple life stages, explaining variation in adolescent educational outcomes. Both early socioeconomic adversity and education PGS were persistently associated with youth’s educational and economic outcomes throughout the early life course. In sum, the findings based on the integrated life course model showed how additive, cascading, and cumulative processes were related and conditioned one another, generating specific life course patterns and outcomes. The findings highlight the value of incorporating molecular genetic information into longitudinal developmental life course research and provide insight into malleable characteristics and appropriate timing for interventions addressing youth developmental characteristics.

Are Positive Childhood Experiences Linked to Better Cognitive Functioning in Later Life?: Examining the Role of Life Course Pathways

Objectives: We examine whether childhood family well-being is associated with cognitive functioning and to what extent the association between the family context and cognitive functioning is explained by adulthood resources. Methods: Data are drawn from the National Social Life, Health, and Aging Project Wave 3 (2015/2016; N = 3361). We measured cognitive functioning using the Montreal Cognitive Assessment. Childhood family factors included family-life happiness, family structure, and family socioeconomic status. Education, social connectedness, self-mastery, and self-rated health were assessed as adulthood resources. Results: Respondents who grew up in a happy family had significantly higher levels of cognitive functioning. The formal mediation test suggests that a happy family life during childhood has a positive association with later cognition, in part, by enhancing self-mastery in adulthood. Discussion: Our findings provide evidence that positive childhood experiences are linked to later life cognition. The sense of control people have over their life circumstances is one potential pathway explaining this association.

Students' Occupational Aspirations: Can Family Relationships Account for Differences Between Immigrant and Socioeconomic Groups?

Immigrant background and disadvantaged socioeconomic background are two key predictors of poorer school achievement in Europe. However, the former is associated with higher while the latter is associated with lower aspirations. This study asks whether family relationships account for this difference. Data come from 5,926 students in Germany and Sweden, eliciting indicators of family background and relationships at age 14-15 years (2011) and occupational aspirations 1 year later. High aspirations were found among students of non-European background and students with higher parental occupational status. Structural equation models showed that while immigrant families had greater parental aspirations and encouragement, family cohesion, and parental monitoring, only parental aspirations mediated the effects of family background.

Looking homeward with the life course: Early origins of adult dwelling satisfaction?

The long-term influence of childhood economic and social exposures on adult health and well-being is well-known. Most childhood circumstances transpire in or near the home, yet research has largely neglected how early exposures shape people's experience of their residential context in adulthood. To help address this gap, we use retrospective longitudinal data from the Midlife Development in the United States (MIDUS) study. Drawing on a life course framework, we test the potential mediating roles of adult social, economic, and mental health processes. Results suggest that childhood parental warmth and maltreatment have an enduring influence on people's satisfaction with their adult home, while there is little indication that childhood economic conditions shape adult dwelling satisfaction. Analyses of average controlled direct effects suggest that the effects of childhood parental warmth are mediated slightly by adult socioeconomic attainment and psychological adjustment but especially by supportive family relationships during adulthood. This pattern is consistent with an attachment-based interpretation of the importance of childhood conditions for adult relationships as well as home satisfaction. Taken together, our results suggest that parent-child bonds cast a long shadow over how people experience their residential context decades later, through a diffuse, multifaceted set of intervening pathways.

Examining the Moderating Role of Social Bonds in the Relationship between School Victimization and Educational Attainment

School victimization affects a relatively small proportion of students each year, but this victimization may have long-term effects on a child's life trajectory, including graduating high school and enrolling in college. Social bond theory posits that bonds - like commitment and involvement - may buffer the harmful effects of victimization. This research uses the Education Longitudinal Study of 2002 (n = 16,197) to examine the moderating role of social bonds between school victimization and these measures of educational attainment. The results of the study using moderation showed that student victimization does not affect graduating high school nor enrolling in college. The relationship between student victimization and these educational outcomes is partially moderated by involvement, but not commitment.

Immigration background and adolescent mental health problems: the role of family affluence, adolescent educational level and gender

PURPOSE

European studies demonstrated that immigrant adolescents are at a higher risk for mental health problems than native adolescents, but little is known about the role of socioeconomic status (SES) and gender in this association. This study examined to what extent differences in the mental health problems of non-western immigrant and native Dutch adolescents were explained by adolescents' family affluence and educational level and differed with the adolescents' family affluence, educational level, and gender.

METHODS

Adolescents in a Dutch nationally representative sample of 11-16-year old native Dutch (n = 5283) and non-western immigrants (n = 1054) reported on their family affluence, own educational level, conduct problems, emotional symptoms, peer relationship problems, and hyperactivity-inattention problems.

RESULTS

Non-western immigrant adolescents were at a higher risk for conduct problems and peer relationship problems than native Dutch adolescents, but family affluence and educational level explained only a very small proportion of these differences. With two exceptions, differences in the mental health problems of non-western immigrants and natives were highly comparable for different family affluence levels, educational levels, and for boys and girls. Only for natives, a higher family SES was related to less conduct problems. Furthermore, only for non-western immigrants a high family SES related to more hyperactivity-inattention problems.

CONCLUSIONS

Our findings illustrate that the association between immigration background and adolescent mental health problems is largely independent of SES and gender. Future studies should include other factors to facilitate our understanding of the association between immigration background and adolescent mental health problems.

Maternal Buffering of Adolescent Dysregulation in Socially Appetitive Contexts: From Behavior to the Brain

Adolescents are more susceptible to dysregulation in positive social contexts, compared to children. We investigated whether maternal presence would buffer these effects in adolescence. Fifty-four adolescents and children (age range = 8-17 years, Mage  = 13.38 years) completed a social go-nogo task during an fMRI scan alone and in the presence of their mother. We found age-related patterns, such that older relative to younger youth displayed more disinhibition toward socially appetitive than socially aversive stimuli, which was buffered by maternal presence. Furthermore, with age, maternal buffering in socially appetitive contexts elicited heightened activation in the ventromedial prefrontal cortex and amygdala-medial prefrontal cortex connectivity. Findings underscore the importance of caregivers in promoting the neural regulation of their offspring during adolescence.

Older Siblings as Academic Socialization Agents for Younger Siblings: Developmental Pathways across Adolescence

The role of older siblings in younger siblings' academic socialization becomes increasingly salient during adolescence. This longitudinal study examines the developmental mechanisms through which older siblings shape younger siblings' academic outcomes and whether older siblings' peer affiliations predict younger siblings' educational aspirations and attainment. Data consisted of responses from 395 target adolescents (M_age = 12.22 years, 48.9% female; 51.6% African American, 38.5% European American) and their older siblings (M_age = 14.65 years, 50.1% female) across nine years. The findings showed that older siblings' affiliation with academically disengaged peers at 7th grade predicted younger siblings' decreased affiliation with academically engaged peers and increased affiliation with disengaged peers at 9th grade. In addition, younger siblings' affiliation with academically engaged peers predicted greater educational aspirations at 11th grade, which in turn were related to higher postsecondary educational attainment. The identification of developmental processes through which older siblings were associated with younger siblings' academic success may aid in creating supportive social environments in which adolescents can thrive.

Developmental Change in Sibling Support and School Commitment Across Adolescence

School commitment typically declines across adolescence, but the family-level factors that explain this decline have not been fully characterized. This study investigated sibling support as a family resource in predicting school commitment across 7th-10th grade using a sample of 444 adolescents (M_ages  = 12.61, 13.59, 14.59, 15.58 years). Results showed that sibling support linearly increased and school commitment decreased and stabilized, independently, over time. Sibling support positively predicted school commitment in seventh grade and across time, suggesting that having supportive siblings may help to offset adolescents' declines in school commitment. Furthermore, having a brother enhanced this association versus having a sister. These findings provide insight into ways to help youth maintain school commitment across the middle- to high school transition.

Neural correlates of sibling closeness and association with externalizing behavior in adolescence

Sibling relationships have been linked to adolescent externalizing behaviors, but the neurobiological factors that underlie this association have not been identified. This study investigated sibling closeness and birth order as a predictor of adolescent externalizing behavior via differences in neural processes during safe decision-making. A total of 77 adolescents (range = 12–15 years, M_age = 13.45 years, 40 females) completed a computerized driving task during a functional MRI scan. Results showed that adolescents’ perceptions of sibling closeness were associated with greater neural activation in the anterior insula, ventral striatum and left ventrolateral prefrontal cortex when making safe decisions, suggesting that the quality of sibling relationships modulates adolescent neurocognition even without being present. Furthermore, moderated mediation analyses revealed that higher sibling closeness was associated with lower externalizing behavior via left anterior insula activation during safe decision-making, but only for adolescents without older siblings (i.e. eldest children) compared to adolescents who had multiple older siblings. Importantly, these findings persisted above and beyond parental and peer closeness and sibling characteristics (i.e. sex, relatedness, birth order), highlighting the significant influence of sibling relationships on adolescent externalizing behavior through the brain.

Sibling Experiences in Middle Childhood Predict Sibling Differences in College Graduation

To illuminate how within-family differences in achievement may emerge, this study examined sibling experiences in middle childhood as predictors of sibling differences in college graduation. First- and second-borns from 152 families reported on their experiences with siblings and parents at ages 11.80 (SD = 0.56) and 9.22 (SD = 0.90), respectively, and on their educational attainment at about age 26. Significant childhood predictors of sibling differences in college graduation status included low sibling warmth, fathers' differential time spent with siblings, and perceived unfair differential treatment by parents. Findings suggest long-term implications of early sibling dynamics for educational attainment and provided novel insights into families' role in achievement.

Social Influence on Positive Youth Development: A Developmental Neuroscience Perspective

Susceptibility to social influence is associated with a host of negative outcomes during adolescence. However, emerging evidence implicates the role of peers and parents in adolescents' positive and adaptive adjustment. Hence, in this chapter we highlight social influence as an opportunity for promoting social adjustment, which can redirect negative trajectories and help adolescents thrive. We discuss influential models about the processes underlying social influence, with a particular emphasis on internalizing social norms, embedded in social learning and social identity theory. We link this behavioral work to developmental social neuroscience research, rooted in neurobiological models of decision making and social cognition. Work from this perspective suggests that the adolescent brain is highly malleable and particularly oriented toward the social world, which may account for heightened susceptibility to social influences during this developmental period. This chapter underscores the need to leverage social influences during adolescence, even beyond the family and peer context, to promote positive developmental outcomes. By further probing the underlying neural mechanisms as an additional layer to examining social influence on positive youth development, we will be able to gain traction on our understanding of this complex phenomenon.

Factors associated with Indigenous youths' abstinence from drinking

The proportion of youth who abstain from alcohol use decreases during adolescence but little attention has focused on factors associated with abstinence. No research has examined this question for Indigenous youth, many of whom live in communities experiencing high rates of alcohol-related health problems. Using data from a longitudinal study of Indigenous youth (n = 649, ages 10-17 years) in the U.S. and Canada, the current study investigates factors associated promoting or decreasing abstaining from alcohol use. Results from generalized linear growth models demonstrate that abstinence declines significantly during adolescence. In concurrent models, caretaker monitoring and school adjustment increased the odds of abstaining, and frequency of smoking cigarettes and number of best friends who drink decreased the odds. In lagged analysis, only school adjustment, smoking, and peer drinking remained significant. Time-stable characteristics moderated several time-varying associations. This study has important implications for programs aimed at encouraging alcohol abstinence.

Maternal and Paternal Resources across Childhood and Adolescence as Predictors of Young Adult Achievement

Family experiences have been linked to youth's achievements in childhood and adolescence, but we know less about their long term implications for educational and occupational achievements in young adulthood. Grounded in social capital theory and ecological frameworks, this study tested whether mothers' and fathers' education and occupation attainments, as well as the mean level and cross-time consistency of parental warmth during childhood and adolescence, predicted educational and occupational achievements in young adulthood. We also tested interactions between parental achievement and warmth in predicting these young adult outcomes. Data were collected from mothers, fathers, and firstborn and secondborn siblings in 164 families at up to 11 time points. Predictors came from the first nine annual points (youth age M = 10.52 at Time 1) and outcomes from when young adults averaged 26 years old (firstborns at Time 10, secondborns at Time 11). Results from multilevel models revealed that both mothers' and fathers' educational attainment and warmth consistency from childhood through adolescence predicted young adults' educational attainment. Fathers' occupational prestige predicted sons', but not daughters', prestige. An interaction between mothers' warmth consistency, occupational prestige, and youth gender revealed that, for sons whose mothers' prestige was low, warmth consistency positively predicted their prestige, but this association was nonsignificant when mothers' prestige was high. Conversely, for daughters with mothers high in prestige, warmth consistency was a trend level, positive predictor of daughters' prestige, but was nonsignificant when mothers' prestige was low. Thus, maternal resources appeared to have a cumulative impact on daughters, but the process for sons was compensatory. Discussion focuses on the role of family resources in the gender gap in young adult achievement.

The intergenerational continuity of socioeconomic status: Effects of parenting, personality, and age at first romantic partnership

Research has indicated that socioeconomic status (SES) is related to individual health and well-being, and may be transmitted across generations. According to the interactionist model, circumstances in the family of origin and individual characteristics both account for social, economic, and developmental outcomes associated with SES. Thus, for the present investigation, we evaluated continuities in SES across 2 generations (G1, G2) as mediated through G1 maternal positive parenting, G2 personality, and G2 age of first committed romantic partnership. Participants were 432 emerging adults from an ongoing longitudinal study. Consistent with the interactionist model, G1 SES was associated with G2 personality indirectly through G1 maternal positive parenting. G1 SES, G2 personality, and G2 first partnership directly predicted G2 SES. G1 maternal positive parenting was also indirectly associated with G2 age at first partnership through G2 personality. Findings were consistent across 2 broad personality domains-negative emotionality and constraint. However, positive emotionality was not associated with G2 age at partnership. (PsycINFO Database Record

Cumulative Disadvantage and Youth Well-Being: A Multi-Domain Examination with Life Course Implications

PURPOSE

The accumulation of disadvantage has been shown to increase psychosocial stressors that impact life course well-being. This study tests for significant differences, based on disadvantage exposure, on youths' emotional and physical health, as well as family supports, peer assets, and academic success, which hold potential for resilience and amelioration of negative health outcomes.

METHODS

A 12 item cumulative disadvantage summed index derived from surveys of a racially and socioeconomically diverse sample of urban high school seniors (n=9,658) was used to distinguish youth at low, moderate, and high levels.

RESULTS

Findings supported hypothesized stepped patterns such that as multiple disadvantages accumulate, a concomitant decline is evident across the assessed outcome variables (except positive academic identity). Post-hoc tests indicated a pattern of groups being significantly different from one another.

DISCUSSION

Overall, results lend support for an additive stress load associated with stacked disadvantage, with implications for continuing trends into adulthood as well as preventive interventions.

Socioeconomic differences in school dropout among young adults: the role of social relations

Background

School dropout in adolescence is an important social determinant of health inequality in a lifetime perspective. It is commonly accepted that parental background factors are associated with later dropout, but to what extent social relations mediate this association is not yet fully understood.

Aim: To investigate the effect of social relations on the association between parental socioeconomic position and school dropout in the Danish youth cohort Vestliv.

Methods

This prospective study used data from questionnaires in 2004 and 2007 and register data in 2004 and 2010. The study population consisted of 3,054 persons born in 1989. Information on dropout was dichotomised into those who had completed a secondary education/were still attending one and those who had dropped out/had never attended a secondary education. Logistic regression analyses were used to investigate associations between parental socioeconomic position and dropout at age 21, taking into account effects of social relations at age 15 and 18.

Results

A large proportion of young people were having problems with social relations at age 15 and 18. In general, social relations were strongly related to not completing a secondary education, especially among girls. For instance, 18-year-old girls finding family conflicts difficult to handle had a 2.6-fold increased risk of not completing a secondary education. Young people from low socioeconomic position families had approximately a 3-fold higher risk of not completing a secondary education compared to young people from high position families, and the estimates did not change greatly after adjustment for social relations with family or friends. Poor relations with teachers and classmates at age 18 explained a substantial part of the association between income and dropout among both girls and boys.

Conclusions

The study confirmed a social gradient in completion of secondary education. Despite the fact that poor social relations at age 15 and 18 were related to dropout at age 21, social relations with family and friends only explained a minor part of the socioeconomic differences in dropout.

However, poor social relations with teachers and classmates at age 18 explain a substantial part of the socioeconomic difference in dropout from secondary education.

Electronic supplementary material

The online version of this article (doi:10.1186/s12889-015-2391-0) contains supplementary material, which is available to authorized users.

Emerging psychopathology moderates upward social mobility: The intergenerational (dis)continuity of socioeconomic status

Socioeconomic status (SES) is relatively stable across generations, but social policies may create opportunities for upward social mobility among disadvantaged populations during periods of economic growth. With respect to expanded educational opportunities that occurred in Québec (Canada) during the 1960s, we hypothesized that children's social and academic competence would promote upward mobility, whereas aggression and social withdrawal would have the opposite effect. Out of 4,109 children attending low-SES schools in 1976–1978, a representative subsample of 503 participants were followed until midadulthood. Path analyses revealed that parents’ SES predicted offspring's SES through associations with offspring's likeability, academic competence, and educational attainment. Interaction effects revealed individual risk factors that moderated children's ability to take advantage of intrafamilial or extrafamilial opportunities that could enhance their educational attainment. Highly aggressive participants and those presenting low academic achievement were unable to gain advantage from having highly educated parents. They reached lower educational attainment than their less aggressive or higher achieving peers who came from a similarly advantaged family background. Growing up with parents occupying low-prestige jobs put withdrawn boys and outgoing girls at risk for low educational attainment. In conclusion, social policies can raise SES across generations, with great benefits for the most disadvantaged segments of the population. However, children presenting with emerging psychopathology or academic weaknesses do not benefit from these policies as much as others, and should receive additional, targeted services.

Stress and resource pathways connecting early socioeconomic adversity to young adults' physical health risk

Although research has established the impact of early stress, including stressful life contexts, and early resources, such as educational attainment, on various adolescent health outcomes, previous research has not adequately investigated "integrative models" incorporating both stress and resource mediational pathways to explain how early socioeconomic adversity impacts physical health outcomes, particularly in early life stages. Data on early childhood/adolescent stress and socioeconomic resources as well as biomarkers indicating physical health status in young adulthood were collected from 11,798 respondents (54 % female) over a 13-year period from youth participating in the National Study of Adolescent Health (Add Health). Physical health risk in young adulthood was measured using a composite index of nine regulatory biomarkers of cardiovascular and metabolic systems. Heterogeneity in stress and socioeconomic resource pathways was assessed using latent class analysis to identify clusters, or classes, of stress and socioeconomic resource trajectories. The influence of early socioeconomic adversity on young adults' physical health risk, as measured by biomarkers, was estimated, and the role of stress and socioeconomic resource trajectory classes as linking mechanisms was assessed. There was evidence for the influence of early socioeconomic adversity on young adults' physical health risk directly and indirectly through stress and socioeconomic resource trajectory classes over the early life course. These findings suggest that health models should be broadened to incorporate both stress and resource experiences simultaneously. Furthermore, these findings have prevention and intervention implications, including the importance of early socioeconomic adversity and key intervention points for "turning" the trajectories of at-risk youth.

The Contribution of Adolescent Effortful Control to Early Adult Educational Attainment

Effortful control has been proposed as a set of neurocognitive competencies that is relevant to self-regulation and educational attainment (Posner & Rothbart, 2007). This study tested the hypothesis that a multiagent report of adolescents' effortful control (age 17) would be predictive of academic persistence and educational attainment (age 23-25), after controlling for other established predictors (family factors, problem behavior, grade point average, and substance use). Participants were 997 students recruited in 6th grade from 3 urban public middle schools (53% males; 42.4% European American; 29.2% African American). Consistent with the hypothesis, the unique association of effortful control with future educational attainment was comparable in strength to that of parental education and students' past grade point average, suggesting that effortful control contributes to this outcome above and beyond well-established predictors. Path coefficients were equivalent across gender and ethnicity (European Americans and African Americans). Effortful control appears to be a core feature of the self-regulatory competencies associated with achievement of educational success in early adulthood. These findings suggest that the promotion of self-regulation in general and effortful control in particular may be an important focus not only for resilience to stress and avoidance of problem behavior, but also for growth in academic competence.

Nine-year follow-up of a home-visitation program: a randomized trial

OBJECTIVE

To evaluate the extent to which a home-visitation program (Early Start) had benefits for child abuse, child behavior, and parental- and family-level benefits to the 9-year follow-up.

METHODS

A randomized controlled trial in which 220 families receiving Early Start were contrasted with a control series of 223 families not receiving the program. Families were enrolled in the program for up to 5 years. Outcomes were assessed at 6 months, annually from 1 year to 6 years, and at 9 years after trial entry.

RESULTS

Comparisons between the Early Start and control series showed that families in the Early Start program showed significant (P < .05) benefits in reduced risk of hospital attendance for unintentional injury, lower risk of parent-reported harsh punishment, lower levels of physical punishment, higher parenting competence scores, and more positive child behavioral adjustment scores. Effect sizes (Cohen's "d") ranged from 0.13 to 0.29 (median = 0.25). There were no significant differences (all P values > .05) between the Early Start and control series on a range of measures of parental behavior and family outcomes, including maternal depression, parental substance use, intimate partner violence, adverse economic outcomes, and life stress.

CONCLUSIONS

The Early Start program was associated with small to moderate benefits in a range of areas relating to child abuse, physical punishment, child behavior, and parenting competence. There was little evidence to suggest that the Early Start program had benefits that extended to the level of parents or family overall.

A community cohort study about childhood social and economic circumstances: racial/ethnic differences and associations with educational attainment and health of older adults

OBJECTIVES

Typical measures of childhood socioeconomic status (SES), such as father's occupation, have limited the ability to elucidate mechanisms by which childhood SES affects adult health. Mechanisms could include schooling experiences or work opportunities. Having previously used qualitative methods for concept development, we developed new retrospective measures of multiple domains of childhood social and economic circumstances in ethnically diverse older adults. We administered the new measures in a large sample and explored their association with adult SES.

DESIGN

We used a cross-sectional survey design with a community sample.

SETTING

The San Francisco Bay Area in California.

PARTICIPANTS

400 community-dwelling adults from diverse racial/ethnic backgrounds (Whites, African Americans, Latinos and Asians/Pacific Islanders) aged 55 and older (mean=67 years); 61% were women.

PRIMARY AND SECONDARY OUTCOME MEASURES

We measured attitudes towards schooling, extracurricular activities and adult encouragement and discouragement during the childhood/teen years. Bivariate analysis tested racial/ethnic differences on the various measures. Multivariate regression models estimated the extent to which retrospective circumstances were independently associated with adult educational attainment and adult health.

RESULTS

Most of the childhood circumstances measures differed across racial/ethnic groups. In general, Whites reported more positive circumstances than non-Whites. Family financial circumstances, respondent's perception of schooling as a means to get ahead, high school extracurricular activities, summer travel and summer reading were each statistically significantly associated with adult SES. Family composition, age began work, high school extracurricular activities, attitudes towards schooling and adult discouragement were associated with adult health.

The third rail of family systems: sibling relationships, mental and behavioral health, and preventive intervention in childhood and adolescence

Sibling relationships are an important context for development, but are often ignored in research and preventive interventions with youth and families. In childhood and adolescence, siblings spend considerable time together, and siblings' characteristics and sibling dynamics substantially influence developmental trajectories and outcomes. This paper reviews research on sibling relationships in childhood and adolescence, focusing on sibling dynamics as part of the family system and sibling influences on adjustment problems, including internalizing and externalizing behaviors and substance use. We present a theoretical model that describes three key pathways of sibling influence: one that extends through siblings' experiences with peers and school, and two that operate largely through family relationships. We then describe the few existing preventive interventions that target sibling relationships and discuss the potential utility of integrating siblings into child and family programs.

Family process and peer deviance influences on adolescent aggression: longitudinal effects across early and middle adolescence

Beginning in sixth grade at an average age of 11.9 years, 416 adolescents and their parents participated in 4 waves of data collection involving family observations and multiple-reporter assessments. Ecological theory and the process-person-context-time (PPCT) model guided the hypotheses and analyses. Lagged, growth curve models revealed that family hostility and peer deviance affiliation predicted adolescent aggression in the subsequent year. Family warmth played only a minor role in protecting against adolescent aggression. In hostile or low-warmth families, peer deviance affiliation linked to a declining aggression trajectory consistent with the arena of comfort hypothesis. The longitudinal findings suggest a nonadditive, synergistic interplay between family and peer contexts across time in adding nuance to understanding the adolescent aggression.

Childhood family income and life outcomes in adulthood: findings from a 30-year longitudinal study in New Zealand

The aims of this study were to use data gathered over the course of a 30-year longitudinal study to examine the linkages between economic circumstances in childhood and subsequent developmental outcomes spanning educational achievement; economic circumstances; crime; mental health; and teenage pregnancy. All of these outcomes have been linked with childhood economic conditions and it is frequently argued that reducing income inequalities will mitigate psychosocial risks of children reared in families facing economic hardship. Alternatively it may be suggested that the associations between childhood family economic circumstances and later outcomes are mediated by individual, family and social factors that are correlated with low family income and contribute to later outcomes. To examine these issues, data were drawn from a birth cohort of New Zealand children born in 1977 and followed to age 30. Declining childhood family income was associated with a range of negative outcomes in adulthood, including: lower educational achievement; poorer economic circumstances; higher rates of criminal offending; higher rates of mental health problems; and higher rates of teenage pregnancy. After covariate adjustment, childhood family income remained significantly associated with educational achievement and economic circumstances, but was no longer significantly associated with the mental health, offending and teenage pregnancy outcomes. These findings suggest that, after due allowance has been made for social, family and individual contextual factors, low family income during childhood is associated with a range of educational and economic disadvantages in adulthood but is not directly related to increased risks of crime, mental health problems or teen pregnancy.

The relative contributions of parents and siblings to child and adolescent development

Guided by an ecological framework, we explore how siblings' and parents' roles, relationships, and activities are intertwined in everyday life, providing unique and combined contributions to development. In a departure from past research that emphasized the separate contributions of siblings and parents to individual development, we find that examining the conjoint or interactive effects of sibling and parent influences promises to extend our understanding of the role of family in children's and adolescents' social, emotional, and cognitive development. Understood within the context of family and sociocultural characteristics, siblings' unique roles as agents of socialization are illuminated.