Bartkowski, John P.Xu, XiaoheBartkowski, Stephen2021-04-192021-04-192019-01-09Religions 10 (1): 37 (2019)https://hdl.handle.net/20.500.12588/433Previous research has linked parental religiosity to a number of positive developmental characteristics in young children. This study introduces the concept of selective sanctification as a refinement to existing theory and, in doing so, adds to a small but growing body of longitudinal research on this topic. We explore how parents' religious attendance (for fathers, mothers, and couples) and the household religious environment (parent–child religious discussions, spousal conflicts over religion) influence child development among third-graders. Analyses of longitudinal data from the Early Childhood Longitudinal Study (ECLS)-Kindergarten Cohort reveal a mix of salutary (beneficial) and adverse (detrimental) developmental outcomes based on teachers' ratings and standardized test performance scores. Third-graders' psychological adjustment and social competence are enhanced by various religious factors, but students' performance on reading, math, and science tests is hampered by several forms of parental religiosity. We discuss the implications of these findings and suggest several avenues for future research.Attribution 4.0 United Stateshttps://creativecommons.org/licenses/by/4.0/religionfaithspiritualitychild developmentyouthstandardized testArticle2021-04-19