Low socioeconomic status (SES) is a risk factor for unpreparedness for formal school entry. However, it is unclear how specific SES domains or factors related to SES, such as maternal caregiving style or child biological stress regulation, uniquely contribute to a child's academic competency. We examined the relation between early biological stress, SES, and caregiving style with the academic competency domain of school readiness in a preschool-age sample ( 91) using multidimensional measures of SES, measures of maternal behavior, child hair cortisol concentrations, and diurnal salivary cortisol. We also investigated which correlates uniquely contribute to academic competency as indexed by the Bracken School Readiness Assessment and the NIH Picture Vocabulary Test. Higher cumulative biological stress, indexed through hair cortisol concentrations, was related to lower scores on both measures. Poor biological stress regulation, indexed by a flatter diurnal cortisol slope, was related to lower receptive vocabulary. More sensitive maternal behaviors and measures indicating higher SES were related to better performance in both academic competency measures. Of these significant associations, maternal intrusion and parental education uniquely contributed to pre-academic skills beyond other measures, whereas maternal structuring and parental education uniquely contributed to receptive vocabulary. These results provide new evidence that biological stress is related to academic competency in early childhood and demonstrate the importance of structured, non-intrusive parenting when preparing children for long-term academic success.

中文翻译：

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儿童生物压力和母亲照顾方式与入学准备程度相关

低社会经济地位（SES）是未做好正式入学准备的一个风险因素。然而，目前尚不清楚特定的 SES 领域或与 SES 相关的因素，例如母亲的照顾方式或儿童的生物压力调节，如何对儿童的学业能力产生独特的影响。我们使用 SES 的多维测量、母亲行为的测量、儿童头发皮质醇浓度和每日唾液，研究了学龄前样本中早期生物压力、SES 和护理方式与入学准备学术能力领域之间的关系 (91)。皮质醇。我们还调查了哪些因素对学术能力有独特的贡献，如布雷肯学校准备评估和美国国立卫生研究院图片词汇测试所索引的那样。通过头发皮质醇浓度来衡量的累积生物压力越高，这两项指标的得分就越低。生物压力调节不良（以昼夜皮质醇斜率平坦为标志）与接受性词汇量较低有关。更敏感的母亲行为和衡量标准表明较高的社会经济地位与学术能力衡量指标的更好表现有关。在这些重要的关联中，母亲的侵入和父母的教育对学前技能的影响独特，超出了其他措施，而母亲的结构和父母的教育对接受性词汇的影响独特。这些结果提供了新的证据，证明生物压力与幼儿期的学业能力有关，并证明了结构化、非侵入性养育方式在为孩子取得长期学业成功做好准备时的重要性。