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Huang Q, Sun J, Lau EYH, Zhou YL. Parental scaffolding and children's math ability: The type of activities matters. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023; 41:246-258. [PMID: 36859815 DOI: 10.1111/bjdp.12444] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Accepted: 02/16/2023] [Indexed: 03/03/2023]
Abstract
A growing body of research has shown that parent-child math activities predict children's math competence. However, observational studies are limited. This study investigated maternal and paternal scaffolding behaviours in three types of parent-child math activities (i.e., worksheet, game and application activities) and their associations with children's formal and informal math abilities. Ninety-six 5-6-year-olds participated in this study with their mothers and fathers. All children completed three activities with their mothers and three comparable activities with their fathers. Parental scaffolding was coded for each parent-child dyadic activity. Children's formal and informal math abilities were tested individually using the Test of Early Mathematics Ability. Results showed that both mothers' and fathers' scaffolding in application activities significantly predicted their children's formal math ability even after controlling for background variables and their scaffoldings in the other two types of math activities. The findings highlight the importance of parent-child application activities in children's math learning.
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Affiliation(s)
- Qi Huang
- Center for Educational Science and Technology, Beijing Normal University, Zhuhai, China
| | - Jin Sun
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong
| | - Eva Yi Hung Lau
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong
| | - Yan-Ling Zhou
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong
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Nasvytienė D, Lazdauskas T. Temperament and Academic Achievement in Children: A Meta-Analysis. Eur J Investig Health Psychol Educ 2021; 11:736-757. [PMID: 34563066 PMCID: PMC8314362 DOI: 10.3390/ejihpe11030053] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 07/07/2021] [Accepted: 07/08/2021] [Indexed: 11/16/2022] Open
Abstract
This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament-achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family's socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of effortful control (EC) and inverse relationship of negative affectivity (NA) with a child's academic performance, together with no apparent trend of surgency (SU) in this relationship; additionally, the sources of report significantly moderated the link between temperament and academic achievement.
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Affiliation(s)
- Dalia Nasvytienė
- Institute of Psychology, Faculty of Philosophy, Vilnius University, 3 Universiteto Str., LT-01513 Vilnius, Lithuania;
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The influence of parental educational involvement on social anxiety among Chinese middle school students: The mediating role of psychological Suzhi and the moderating role of family socioeconomic status. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01752-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Diercks CM, Lunkenheimer E, Brown KM. The dynamics of maternal scaffolding vary by cumulative risk status. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2021; 35:203-212. [PMID: 33001677 PMCID: PMC8012400 DOI: 10.1037/fam0000806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Parental scaffolding, or parenting behaviors that support children's independence and competence, can foster children's self-regulation development. Children facing higher cumulative risk may experience less scaffolding and more directives from parents, but it is unclear how cumulative risk affects the dynamics of parent-child interactions in real time. We examined the role of cumulative risk in mothers' moment-to-moment use of scaffolding and directives in response to preschoolers' off- and on-task behaviors (N = 117). Mothers answered questionnaires about cumulative risk at child age 2.5 years and completed a challenging puzzle task with their preschoolers at age 3 years. Continuous-time multilevel survival analyses revealed differences by cumulative risk in the likelihood of mothers' parenting responses following children's off- and on-task behavioral transitions over the course of the interaction. Specifically, when children went off-task, higher cumulative risk was associated with a lower likelihood of maternal scaffolding, but a comparable likelihood of directives, compared to lower risk mothers. When children got on-task, mothers with higher cumulative risk were less likely to respond with scaffolding and more likely to respond with directives than lower risk mothers. These results suggest that parents at higher risk respond with less scaffolding regardless of child behavior and respond with more directive commands when they may be unnecessary. Findings provide novel, real-time descriptive information about how and when parents experiencing cumulative risk use scaffolding and directive strategies, thus informing microlevel targets for intervention. Implications for the development of self-regulation in children at risk are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
| | | | - Kayla M Brown
- Department of Psychology, The Pennsylvania State University
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Liu R, Blankenship TL, Broomell APR, Garcia-Meza T, Calkins SD, Bell MA. Executive Function Mediates the Association between Toddler Negative Affectivity and Early Academic Achievement. EARLY EDUCATION AND DEVELOPMENT 2018; 29:641-654. [PMID: 30745790 PMCID: PMC6368268 DOI: 10.1080/10409289.2018.1446880] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
RESEARCH FINDINGS We examined the nature of association between toddler negative affectivity (NA) and later academic achievement by testing early childhood executive function (EF) as a mediator that links children's temperament and their performance on standardized math and reading assessments. One hundred eighty-four children (93 boys, 91 girls) participated in our longitudinal study. Children's NA was measured at age 2 and EF at age 4. At age 6, academic achievement in reading and mathematics were assessed using the Woodcock Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). Results indicated that NA at age 2 negatively predicted EF at age 4, which positively predicted mathematics achievement and reading achievement at age 6. Age 4 EF mediated the relation between age 2 NA and age 6 academic achievement on both reading and math. These findings highlight the significance of considering both NA and EF in conversations about children's academic achievement. PRACTICE OR POLICY For children with temperamentally high NA, focusing on efforts to enhance emotion regulation and EF during the preschool years may benefit their later mathematics and reading achievement.
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Affiliation(s)
- Ran Liu
- Department of Psychology, 109 Williams Hall, Blacksburg, VA 24061
| | | | | | | | - Susan D Calkins
- The University of North Carolina at Greensboro: Department of Human Development and Family Studies, 248 Stone Building, Greensboro, NC 27402-6170
| | - Martha Ann Bell
- Department of Psychology, 109 Williams Hall, Blacksburg, VA 24061
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Lunkenheimer E, Ram N, Skowron EA, Yin P. Harsh parenting, child behavior problems, and the dynamic coupling of parents' and children's positive behaviors. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2017; 31:689-698. [PMID: 28333490 PMCID: PMC5608615 DOI: 10.1037/fam0000310] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
We examined self-reported maternal and paternal harsh parenting (HP) and its effect on the moment-to-moment dynamic coupling of maternal autonomy support and children's positive, autonomous behavior. This positive behavior coupling was measured via hidden Markov models as the likelihood of transitions into specific positive dyadic states in real time. We also examined whether positive behavior coupling, in turn, predicted later HP and child behavior problems. Children (N = 96; age = 3.5 years at Time 1) and mothers completed structured clean-up and puzzle tasks in the laboratory. Mothers' and fathers' HP was associated with children's being less likely to respond positively to maternal autonomy support; mothers' HP was also associated with mothers' being less likely to respond positively to children's autonomous behavior. When mothers responded to children's autonomous behavior with greater autonomy support, children showed fewer externalizing and internalizing problems over time and mothers showed less HP over time. These results were unique to the dynamic coupling of maternal autonomy support and children's autonomous behavior: The overall amount of these positive behaviors did not similarly predict reduced problems. Findings suggest that HP in the family system compromises the coregulation of positive behavior between mother and child and that improving mothers' and children's abilities to respond optimally to one another's autonomy-supportive behaviors may reduce HP and child behavior problems over time. (PsycINFO Database Record
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Oram R, Ryan J, Rogers M, Heath N. Emotion regulation and academic perceptions in adolescence. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2017. [DOI: 10.1080/13632752.2017.1290896] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Rylee Oram
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Julia Ryan
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Maria Rogers
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Nancy Heath
- Department of Educational & Counselling Psychology, McGill University, Montréal, QC, Canada
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Chang H, Olson SL. Examining Early Behavioral Persistence as a Dynamic Process: Correlates and Consequences Spanning Ages 3-10 Years. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 44:799-810. [PMID: 26265432 DOI: 10.1007/s10802-015-0063-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
We investigated systematic changes in 3-year-olds' effortful persistence in a dyadic problem-solving context and explored their correlates (i.e., parenting behavior and demographic characteristics at 3 years) and consequences (i.e., child externalizing behavior at 3, 6, and 10 years) within a sample of 241 middle-income families (118 girls). Results indicated that children may be grouped into three classes based on their behavioral profiles of persistence. Children who were highly persistent over the course of the task were more likely to have higher levels of IQ and mothers who were observed to be more behaviorally responsive than those who showed consistently low levels of task-related behavior. Additionally, children who demonstrated stably low levels of persistence were rated by teachers to display more externalizing behavior at 6 and 10 years than those in the other groups. Profiles of persistence did not predict concurrent levels of child externalizing behavior at the age of 3 years. The findings are discussed with respect to expanding the scope of research on child self-regulation by defining it as a time based construct and tracking its dynamic changes.
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Affiliation(s)
- Hyein Chang
- Department of Psychology, Sungkyunkwan University, Humanities and Social Sciences Campus, 25-2, Sungkyunkwan-Ro, Jongno-Gu, Seoul, South Korea.
| | - Sheryl L Olson
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
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McLean L, Connor CM. Depressive symptoms in third-grade teachers: relations to classroom quality and student achievement. Child Dev 2015; 86:945-54. [PMID: 25676719 PMCID: PMC4428950 DOI: 10.1111/cdev.12344] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, Mage = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice.
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Parenting, Child Behavior, and Academic and Social Functioning: Does Ethnicity Make a Difference? CHILD & YOUTH CARE FORUM 2014. [DOI: 10.1007/s10566-014-9246-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
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Sheridan SM, Knoche LL, Edwards CP, Kupzyk KA, Clarke BL, Kim EM. Efficacy of the Getting Ready Intervention and the Role of Parental Depression. EARLY EDUCATION AND DEVELOPMENT 2014; 25:746-769. [PMID: 25018615 PMCID: PMC4091849 DOI: 10.1080/10409289.2014.862146] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready Project) on directly observed learning-related social behaviors of children from families of low-income in the context of parent-child interactions. The study explored the moderating effect of parental depression on intervention outcomes. Participants were 204 children and their parents, and 29 Head Start teachers. Semi-structured parent-child interaction tasks were videotaped two times annually over the course of two academic years. Observational codes of child behaviors included agency, persistence, activity level, positive affect, distractibility, and verbalizations. Controlling for gender and disability concerns, relative to children in the control group, those in the treatment condition experienced a significant decline in activity level. Furthermore, compared to children of non-depressed mothers and to control children, those in the experimental condition whose parent reported elevated levels of depression showed greater gains in positive affect and in verbalizations.
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Affiliation(s)
| | - Lisa L Knoche
- Nebraska Center for Reserach on Children, Youth, Families and Schools, University of Nebraska - Lincoln
| | - Carolyn P Edwards
- Department of Child, Youth and Family Studies, University of Nebraska-Lincoln
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Lunkenheimer ES, Kemp CJ, Albrecht EC. Contingencies in Mother-Child Teaching Interactions and Behavior Regulation and Dysregulation in Early Childhood. SOCIAL DEVELOPMENT 2013; 22:319-339. [PMID: 23645973 DOI: 10.1111/sode.12016] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Predictable patterns in early parent-child interactions may help lay the foundation for how children learn to self-regulate. The present study examined contingencies between maternal teaching and directives and child compliance in mother-child problem-solving interactions at age 3.5 and whether they predicted children's behavioral regulation and dysregulation (inhibitory control and externalizing behaviors) as rated by mothers, fathers, and teachers at a 4-month follow-up (N = 100). The predictive utility of mother- and child-initiated contingencies was also compared to that of frequencies of individual mother and child behaviors. Structural equation models revealed that a higher probability that maternal directives were followed by child compliance predicted better child behavioral regulation, whereas the reverse pattern and the overall frequency of maternal directives did not. For teaching, stronger mother- and child-initiated contingencies and the overall frequency of maternal teaching all showed evidence for predicting better behavioral regulation. Findings depended on which caregiver was rating child outcomes. We conclude that dyadic measures are useful for understanding how parent-child interactions impact children's burgeoning regulatory abilities in early childhood.
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Smith KE, Patterson CA, Szabo MM, Tarazi RA, Barakat LP. Predictors of Academic Achievement for School Age Children with Sickle Cell Disease. ACTA ACUST UNITED AC 2013; 6:5-20. [PMID: 23459502 DOI: 10.1080/1754730x.2012.760919] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
BACKGROUND Children with sickle cell disease (SCD) are at risk for neurocognitive impairment and poor academic achievement, although there is limited research on factors predicting academic achievement in this population. This study explores the relative contribution to academic achievement of a comprehensive set of factors, such as environmental (socioeconomic status), disease-related (stroke, transfusion therapy, adherence), and psychosocial variables (child behavior, child quality of life (QoL)), controlling for intellectual functioning (IQ). METHODS Eighty-two children with SCD completed measures assessing IQ and academic achievement, while parents completed questionnaires assessing adherence, child behavior, and child quality of life. Medical chart reviews were conducted to determine disease-related factors. RESULTS Hierarchical regression analyses indicated that 55% of the variance in academic skills was accounted for by IQ, parent education, chronic transfusion status, and QoL [R2 = .55, F(5, 77) = 18.34, p < .01]. Follow-up analyses for broad reading [R2 = .52, F(5, 77) = 16.37, p < .01], and math calculation [R2 = .44, F(5, 77) = 12.14, p < .01] were also significant. CONCLUSION The findings suggest a significant contribution of factors beyond IQ to academic achievement. Findings allow for identification of children with SCD at risk for academic difficulties for whom psychoeducational interventions may enhance academic achievement.
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Affiliation(s)
- Kelsey E Smith
- The University of South Carolina, Department of Psychology Barnwell College Columbia, SC, 29208
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Razza RA, Raymond K. Associations among Maternal Behavior, Delay of Gratification, and School Readiness across the Early Childhood Years. SOCIAL DEVELOPMENT 2012. [DOI: 10.1111/j.1467-9507.2012.00665.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Valiente C, Swanson J, Eisenberg N. Linking Students' Emotions and Academic Achievement: When and Why Emotions Matter. CHILD DEVELOPMENT PERSPECTIVES 2011; 6:129-135. [PMID: 23115577 DOI: 10.1111/j.1750-8606.2011.00192.x] [Citation(s) in RCA: 106] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Few studies include associations of emotions, or of individual differences in emotionality, to academic competence, and there are virtually no empirical data on when or why relations exist (or do not exist). The few studies of emotion and achievement have largely focused on anxiety, but there has been scant theoretical and empirical attention devoted to the treatment of other emotions. It is suggested that considering the moderated and indirect effects of students' emotions on their academic functioning may provide an understanding of whether and under what circumstances emotions are related to achievement. This article briefly reviews findings linking situational and dispositional negative or positive emotions to academic achievement and suggests that researchers can learn much about relations between emotions and achievement by considering the potential moderating role of effortful control, as well as considering the mediating roles that cognitive processes, motivational mechanisms, and classroom relationships play in linking emotions and achievement.
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Somers CL, Chiodo LM, Yoon J, Ratner H, Barton E, Delaney-Black V. Family disruption and academic functioning in urban, black youth. PSYCHOLOGY IN THE SCHOOLS 2011. [DOI: 10.1002/pits.20559] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Davis DW, Williams PG. Attention deficit/hyperactivity disorder in preschool-age children: issues and concerns. Clin Pediatr (Phila) 2011; 50:144-52. [PMID: 21098531 DOI: 10.1177/0009922810384722] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The diagnosis of attention deficit/hyperactivity disorder (ADHD) in children has been steadily increasing over the past 10 years. ADHD is associated with numerous health, behavioral, social, and academic outcomes. The use of medication is common for the treatment of ADHD. However, the evidence base for pharmacological and non-pharmacological treatments for children younger than 6 years of age is limited. Both short-term and long-term studies of efficacy and safety of all interventions are needed in this population, especially the use of psychotropic medications. Understanding the long-term effects of psychotropic medication on the developing brains of preschoolers has important implications for outcomes into adulthood. Nonpharmacologic evidence-based interventions are available and should serve as the first line of treatment in this population. Future research needs include further evidence regarding specific curricula, dose, duration, delivery methods, and staff training to ensure optimal intervention outcomes.
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Affiliation(s)
- Deborah Winders Davis
- Department of Pediatrics, Child Development Unit, University of Louisville, 571 S. Floyd Street, Louisville, KY 40202, USA.
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El Nokali NE, Bachman HJ, Votruba-Drzal E. Parent involvement and children's academic and social development in elementary school. Child Dev 2010; 81:988-1005. [PMID: 20573118 DOI: 10.1111/j.1467-8624.2010.01447.x] [Citation(s) in RCA: 128] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (N = 1,364) were used to investigate children's trajectories of academic and social development across 1st, 3rd, and 5th grades. Hierarchical linear modeling was used to examine within- and between-child associations among maternal and teacher reports of parent involvement and children's standardized achievement scores, social skills, and problem behaviors. Findings suggest that within-child improvements in parent involvement predict declines in problem behaviors and improvements in social skills but do not predict changes in achievement. Between-child analyses demonstrated that children with highly involved parents had enhanced social functioning and fewer behavior problems. Similar patterns of findings emerged for teacher and parent reports of parent involvement. Implications for policy and practice are discussed.
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Affiliation(s)
- Nermeen E El Nokali
- Department of Psychology in Education, School of Education, University of Pittsburgh, 5930 Posvar Hall, Pittsburgh, PA 15260, USA.
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Trampush JW, Miller CJ, Newcorn JH, Halperin JM. The impact of childhood ADHD on dropping out of high school in urban adolescents/ young adults. J Atten Disord 2009; 13:127-36. [PMID: 18757845 PMCID: PMC2729363 DOI: 10.1177/1087054708323040] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To examine cognitive and psychosocial factors associated with high school dropout in urban adolescents with and without childhood ADHD. METHOD In a longitudinal study, 49 adolescents/young adults with childhood ADHD and 44 controls who either dropped out or graduated from high school are included. Risk factors examined as potential correlates of dropout were intelligence, reading skills, socioeconomic status, marijuana use, and paternal contact. RESULTS Lower IQ, reading ability, socioeconomic status, frequent marijuana use, and limited paternal contact significantly differentiated dropouts from graduates, irrespective of childhood ADHD. Follow-up analyses determined that IQ, marijuana use, and paternal contact independently contribute to the likelihood of dropout. CONCLUSION Selected cognitive and psychosocial factors appear independently associated with the likelihood of high school dropout irrespective of ADHD. Notably, childhood ADHD did not increase this risk, suggesting that previous reports of increased dropout because of ADHD may become negated in urban areas when matched with similar community controls.
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Affiliation(s)
- Joey W. Trampush
- Neuropsychology Doctoral Program, The Graduate Center of the City University of New York, New York, NY 10016
| | - Carlin J. Miller
- Department of Psychology, University of Windsor, Windsor, Ontario N9G 2Z6
| | - Jeffrey H. Newcorn
- Department of Psychiatry, The Mount Sinai School of Medicine, New York, NY 10029
| | - Jeffrey M. Halperin
- Neuropsychology Doctoral Program, The Graduate Center of the City University of New York, New York, NY 10016,Department of Psychiatry, The Mount Sinai School of Medicine, New York, NY 10029,Department of Psychology, Queens College, Flushing NY 11367
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Supplee LH, Skuban EM, Shaw DS, Prout J. Emotion regulation strategies and later externalizing behavior among European American and African American children. Dev Psychopathol 2009; 21:393-415. [PMID: 19338690 PMCID: PMC2712493 DOI: 10.1017/s0954579409000224] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Children's early emotion regulation strategies (ERS) have been related to externalizing problems; however, most studies have included predominantly European American, middle-class children. The current study explores whether ERS use may have differential outcomes as a function of the mother's ethnic culture. The study utilizes two diverse samples of low-income male toddlers to examine observed ERS during a delay of gratification task in relation to maternal and teacher reports of children's externalizing behavior 2 to 6 years later. Although the frequencies of ERS were comparable between ethnic groups in both samples, the use of physical comfort seeking and self-soothing was positively related to African American children's later externalizing behavior but negatively related to externalizing behavior for European American children in Sample 1. Data from Sample 2 appear to support this pattern for self-soothing in maternal, but not teacher, report of externalizing behavior. Within group differences by income were examined as a possible explanatory factor accounting for the ethnic differences, but it was not supported. Alternative explanations are discussed to explain the pattern of findings.
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Clark CAC, Woodward LJ, Horwood LJ, Moor S. Development of Emotional and Behavioral Regulation in Children Born Extremely Preterm and Very Preterm: Biological and Social Influences. Child Dev 2008; 79:1444-62. [PMID: 18826535 DOI: 10.1111/j.1467-8624.2008.01198.x] [Citation(s) in RCA: 166] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Caron A C Clark
- Canterbury Child Development Research Group, Department of Psychology, University of Canterbury, Christchurch, New Zealand.
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DeCaro JA, Worthman CM. Return to school accompanied by changing associations between family ecology and cortisol. Dev Psychobiol 2008; 50:183-95. [DOI: 10.1002/dev.20255] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Boon HJ. Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement. AUSTRALIAN PSYCHOLOGIST 2007. [DOI: 10.1080/00050060701405584] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Helen Joanna Boon
- Department of Education, James Cook University, Townsville, Queensland, Australia
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Abstract
PURPOSE OF REVIEW The government is recognizing the need to deal with the growing numbers of antisocial young people through investing in early preventive parenting support. It is important that the services provided are evidence-based and delivered effectively. This review briefly discusses the contribution of parenting to the development of child mental health difficulties, particularly externalizing problems, and reviews some effective early intervention preventive programmes. RECENT FINDINGS Over 30 years of research have established both that parenting behaviours influence the development of childhood conduct disorders and that behavioural family interventions targeting specific parenting skills are the most effective way of preventing or reducing child behaviour problems. Until recently, however, those children at highest risk have often had the poorest outcomes from intervention. Recent research has identified the factors that make parenting interventions effective and how to engage the multi-stressed, hard-to-reach families whose children are most at risk. SUMMARY Research has identified risk factors that are associated with the development of conduct disorder and affect the quality of parenting. This has made it possible to provide preventive interventions, targeting families that are most at risk. Evaluations have shown, however, that getting effective preventive services to those most at risk is not straightforward and programmes need to address the problem of recruiting parents who, by virtue of their multiple problems, have traditionally been hard to engage. Emphasis is placed on the importance of using evidenced-based programmes in service settings in ways that are effective.
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Affiliation(s)
- Judy Hutchings
- Welsh Centre for Promoting the Incredible Years Programmes, School of Psychology, University of Wales, Bangor, UK.
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