dc.contributor.author	Papero, Anna L.	en
dc.contributor.committeecochair	Bell, Martha Ann	en
dc.contributor.committeecochair	Stremmel, Andrew J.	en
dc.contributor.committeemember	Sawyers, Janet K.	en
dc.contributor.committeemember	Benson, Mark J.	en
dc.contributor.committeemember	McWey, Lenore M.	en
dc.contributor.department	Human Development	en
dc.date.accessioned	2011-08-22T19:00:20Z	en
dc.date.adate	2004-04-23	en
dc.date.available	2011-08-22T19:00:20Z	en
dc.date.issued	2004-03-22	en
dc.date.rdate	2007-04-23	en
dc.date.sdate	2004-04-20	en
dc.description.abstract	This study tested a mediated-moderator model that was developed to explore whether age of entry into a Head Start Program moderated the relationship between maternal depressive symptomology and child cognitive and social outcome. In addition, the mediating role of maternal social support was examined. The study sample included 43 low-income mothers and their pre-school aged children who were enrolled in a large Head Start program in Southwest Virginia. Maternal depressive symptomology was measured using the CES-D and perceived social support was measured using the Perceived Social Support Scale (PSS). Child cognitive data included scores on two working memory tasks and the PPVT. Child social outcomes were assessed using the Social Skills Scale and the Classroom Conduct Scale developed for use with Head Start Populations. Results of the study did not support a moderating role for age of entry to Head Start. Level of maternal education was found to predict both child working memory skill and receptive language ability, and high levels of maternal depressive symptomology were found to predict child social skills. In addition, exploratory analyses were conducted to examine gender differences in the relations between variables when girls and boys were analyzed separately. A significant interaction effect was found for gender and maternal education in predicting preschool receptive language ability. Preliminary data suggests that boys may be more highly impacted by maternal factors than are girls. Policy implications and directions for future research are discussed.	en
dc.description.degree	Ph. D.	en
dc.format.medium	ETD	en
dc.identifier.other	etd-04202004-115746	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-04202004-115746	en
dc.identifier.uri	http://hdl.handle.net/10919/11143	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	dissertation.pdf	en
dc.relation.haspart	AppendixB.pdf	en
dc.relation.haspart	AppendixC.pdf	en
dc.relation.haspart	AppendixesDEFGHIJKLM.pdf	en
dc.relation.haspart	title.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	social development	en
dc.subject	cognitive development	en
dc.subject	poverty	en
dc.subject	early intervention	en
dc.subject	maternal depression	en
dc.title	Developmental outcome in preschoolers: Interrelations among maternal depression, perceived social support, and child's age of entry into Head Start	en
dc.type	Dissertation	en
thesis.degree.discipline	Human Development	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ph. D.	en

Developmental outcome in preschoolers: Interrelations among maternal depression, perceived social support, and child's age of entry into Head Start

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