摘要：This study investigated the longitudinal effects of family risk factors,parent-child relationships,and language abilities of children in low-income families in terms of both school adjustment and academic performance. The subjects were 176 children aged 5 to 7 and their mothers. They participated in follow up studies over the next 3 years. The children were tested using the Wechsler Intelligence Scales and language tests;and classroom teachers rated their levels of both school adjustment and academic performance. Mothers reported parent-child relationships,maternal depression,and family economic resources. Data were analyzed using Pearson's correlation,and structural equation modeling (SEM). Our results indicated that there were direct effects of language abilities,and indirect effects of parent-child relationships and maternal depression upon children's school adjustment and academic performance. It was also revealed that language abilities had a mediating effect between parent-child relationship and.
关键词：school adjustment;academic performance;Longitudinal study;children in Low-income families
