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In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...

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Related Experiment Video

Updated: May 20, 2026

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

A Developmental Process Analysis of Cross-Generational Continuity in Educational Attainment.

Gregory S Pettit¹, Tianyi Yu, Kenneth A Dodge

¹Department of Human Development and Family Studies.

Merrill-Palmer Quarterly (Wayne State University. Press)

|July 24, 2012

Summary

Parental involvement and children's early academic success significantly influence educational attainment across generations. Specific family structures and parenting styles can either strengthen or weaken these intergenerational links in education.

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Area of Science:

Sociology
Developmental Psychology
Education

Background:

Intergenerational transmission of socioeconomic status is a key area of research.
Understanding the mechanisms behind educational attainment continuity is crucial for intervention.

Purpose of the Study:

To examine the intergenerational links in educational attainment.
To investigate the mediating and moderating roles of family background, parenting, and school adjustment.

Main Methods:

Prospective longitudinal study with 585 participants.
Data collected on family background, parenting (ages 5 and 12), and school adjustment (elementary school).
Statistical analyses included mediation and moderation models.

Main Results:

Moderate cross-generational continuity in educational attainment (r = .38).
Continuity was largely mediated by children's academic performance and maternal academic involvement.
Single-parent families, low parental involvement, and children with poor school adjustment showed stronger continuity.

Conclusions:

Family and child characteristics play a vital role in the intergenerational transmission of educational attainment.
Early academic performance and parental involvement are key factors.
Identifying at-risk families can inform targeted interventions to improve educational outcomes.