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Durham Research Online
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Mothers’ early mind-mindedness predicts educational attainment in socially and economically disadvantaged British children.

Meins, E. and Fernyhough, C. and Centifanti, L. C. M. (2019) 'Mothers’ early mind-mindedness predicts educational attainment in socially and economically disadvantaged British children.', Child development., 90 (4). e454-e467.

Abstract

Relations between mothers' mind-mindedness (appropriate and nonattuned mind-related comments) at 8 months (N = 206), and children's educational attainment at ages 7 (n = 158) and 11 (n = 156) were investigated in a British sample. Appropriate mind-related comments were positively correlated with reading and mathematics performance at both ages but only in the low-socioeconomic status (SES) group. Path analyses showed that in the low-SES group, appropriate mind-related comments directly predicted age-11 reading performance, with age-4 verbal ability mediating the relation between appropriate mind-related comments and age-7 reading. In contrast, maternal sensitivity and infant–mother attachment security did not predict children's educational attainment. These findings are discussed in terms of genetic and environmental contributions to reading and mathematics performance.

Item Type:Article
Full text:(AM) Accepted Manuscript
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Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1111/cdev.13028
Publisher statement:This is the accepted version of the following article: Meins, E., Fernyhough, C. & Centifanti, L. C. M. (2019). Mothers’ early mind-mindedness predicts educational attainment in socially and economically disadvantaged British children. Child Development 90(4): e454-e467, which has been published in final form at https://doi.org/10.1111/cdev.13028. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
Date accepted:30 October 2017
Date deposited:17 November 2017
Date of first online publication:18 January 2018
Date first made open access:18 January 2019

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