Latina mothers' mental health and children's academic readiness: Moderation by maternal education

Abstract

We tested a mediated-moderation model examining the association between Latina mothers' parenting stress and depression and children's academic skills approximately 4 years later, prior to kindergarten entry, whether mothers' positive parenting behaviors and children's self-regulation mediated those associations, and whether the mediated associations varied based on mothers' education. Participants were 714 low-income Latina mothers (M age at enrollment = 24 years; 78% Mexican; 59% foreign-born) and children (53% boys). Data were gathered across four time points: when the children were approximately 14, 24, and 36 months of age, and prior to kindergarten entry. Results revealed an inverse association between mothers' parenting stress and depression and children's academic skills mediated via parenting behaviors but only at certain maternal education levels. The findings highlight family processes by which Latina mothers who experience parenting stress and depression may adversely impact children's academic readiness for kindergarten, and how maternal education may buffer that association.