Maternal Prenatal External Locus of Control and Reduced Mathematical and Science Abilities in Their Offspring: A Longitudinal Birth Cohort Study

Frontiers in Psychology

article

Jean Golding¹  Steven Gregory¹  Genette Ellis¹  Terezinha Nunes²  Peter Bryant²  Yasmin Iles-Caven¹  Stephen Nowicki³ 

[1] Centre for Academic Child Health, Population Health Sciences, Bristol Medical School, University of Bristol, United Kingdom;Department of Education, University of Oxford, United Kingdom;Department of Psychology, Emory University, United States

关键词: ALSPAC;    longitudinal cohort;    maternal locus of control;    numeracy;    science;    mathematics;   

DOI  :  10.3389/fpsyg.2019.00194

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

A personality scale that identifies individuals’ general attitude to what happens to them as largely a matter of luck or fate or of powerful others (externality) or whether they feel they can influence the consequences (internality) is known as locus of control (LOC). A continuous scale can distinguish those who are more external from those who are more internal. Lower scholastic achievement is associated with externality and higher achievement with internality, but little is known about the association of parental LOC on children’s academic performance. Data collected within the Avon Longitudinal Study of Parents and Children (ALSPAC) are analyzed to assess associations between mothers’ LOC orientation, measured during pregnancy, and their children’s abilities in mathematics and science reasoning. We found that maternal external LOC is associated with lower scores for her child assessed by tests measuring mental arithmetic as well as understanding of mathematical and scientific concepts. Additionally, we determined the extent to which three separate sets of factors previously found to positively influence the developing child’s ability mediate these findings: (a) perinatal and infant exposures, such as prenatal smoking, binge drinking, consumption of oily fish, and postnatal breast feeding; (b) parenting attitudes and strategies; and (c) the interface of the parents with their child’s school. The three factors identify at least 50% of the mechanism by which maternal externality is associated with poor academic outcomes in her child and may be candidates for further investigation as possible intervention targets.

【 授权许可】

CC BY