1
|
Butjosa A, Usall J, Vila-Badia R, Del Cacho N, Gómez-Benito J, Barajas A, Banos I, Grau N, Granell L, Sola A, Hami-Carlson J, Dolz M, Sanchez B. Development and validation of a short version of the questionnaire of stressful life events (QSLE). Clin Psychol Psychother 2023; 30:1464-1470. [PMID: 37533164 DOI: 10.1002/cpp.2886] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 06/13/2023] [Accepted: 07/05/2023] [Indexed: 08/04/2023]
Abstract
Stressful life events (SLE) tend to occur before the onset of psychosis, this highlights the importance of its detection and evaluation in these patients. The need to have instruments that assess SLE easily and quickly underpins the objective of this study, which is to validate a short version of the questionnaire of stressful life events (QSLE). 124 patients with first-episode psychosis and 218 healthy controls aged between 11 and 52 years were recruited. The QSLE scale underwent discrimination analysis, which revealed 18 items had good SLEs discriminability between the two samples. These 18 items were then used to create the shorter QSLE-SV. The QSLE-SV showed good internal consistency (Cronbach's alpha = 0.749). An AUC of 0.830 was observed, suggesting that the predictor was good. Using 2 as the cut-off score to predict an individual as a patient would yield a sensitivity of 91.1% and a specificity of 51.6%, and using a cut-off point of 3, the sensitivity was 77.4% and the specificity was 72.5%. QSLE-SV displayed satisfactory psychometric properties in a Spanish population. The QSLE-SV allows for investigating childhood, adolescent and adult life events by measuring current stress and age on a continuous scale in a quick and easy way.
Collapse
Affiliation(s)
- Anna Butjosa
- Etiopatogènia i tractament dels trastorns mentals greus (MERITT), Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
- Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, CIBERSAM, Barcelona, Spain
- Hospital Infanto-juvenil Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, CIBERSAM, Barcelona, Spain
| | - Judith Usall
- Etiopatogènia i tractament dels trastorns mentals greus (MERITT), Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
- Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, CIBERSAM, Barcelona, Spain
| | - Regina Vila-Badia
- Etiopatogènia i tractament dels trastorns mentals greus (MERITT), Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
- Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, CIBERSAM, Barcelona, Spain
| | - Nuria Del Cacho
- Etiopatogènia i tractament dels trastorns mentals greus (MERITT), Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
- Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, CIBERSAM, Barcelona, Spain
| | - Juana Gómez-Benito
- Facultad de Psicología, Universidad de Barcelona, Barcelona, Spain
- Instituto de Neurociencias (UB Neuro), Universidad de Barcelona, Barcelona, Spain
| | - Ana Barajas
- Etiopatogènia i tractament dels trastorns mentals greus (MERITT), Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
- Hospital Infanto-juvenil Sant Joan de Deu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, CIBERSAM, Barcelona, Spain
- Centro de Higiene Mental de Les Corts, Barcelona, Spain
| | - Iris Banos
- Etiopatogènia i tractament dels trastorns mentals greus (MERITT), Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
| | - Norma Grau
- Etiopatogènia i tractament dels trastorns mentals greus (MERITT), Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
| | - Luis Granell
- Hospital Universitario de Fuenlabrada, Madrid, Spain
| | - Andrea Sola
- Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, CIBERSAM, Barcelona, Spain
| | - Janina Hami-Carlson
- Etiopatogènia i tractament dels trastorns mentals greus (MERITT), Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
| | - Montserrat Dolz
- Etiopatogènia i tractament dels trastorns mentals greus (MERITT), Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
- Hospital Infanto-juvenil Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, CIBERSAM, Barcelona, Spain
| | - Bernardo Sanchez
- Hospital Infanto-juvenil Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, CIBERSAM, Barcelona, Spain
| |
Collapse
|
2
|
A cross-cultural examination of socio-psychological resources in mathematics achievement between Korea and the US. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09644-9] [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]
|
3
|
Metzger IW, Cooper SM, Griffin CB, Golden AR, Opara I, Ritchwood TD. Parenting profiles of academic and racial socialization: Associations with academic engagement and academic self-beliefs of African American adolescents. J Sch Psychol 2020; 82:36-48. [PMID: 32988462 DOI: 10.1016/j.jsp.2020.07.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 02/01/2020] [Accepted: 07/01/2020] [Indexed: 12/01/2022]
Abstract
In addition to being involved and encouraging their youth academically, many African American caregivers also employ socialization practices that prepare their adolescents for entering into a school system where they will be an ethnic minority or be taught by predominantly non-minority educators. The purpose of the current investigation was to fill existing gaps in the literature by examining two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (cultural pride, preparation for bias, and egalitarian messages). Additionally, this study examined how the identified profiles are associated with African American adolescents' academic outcomes (academic engagement and academic self-beliefs). A latent profile analysis was utilized to analyze data on 140 African American adolescent participants (M = 12.4; SD = 1.13; 56% female). Profiles that were identified included (a) academic socializers, (b) low race salient socializers, (c) preparation for bias socializers, (d) unengaged socializers, (e) multifaceted socializers, and (f) race salient socializers. Although there was no demographic (age, gender, SES) variation in profile membership, there were some differences in academic engagement and adolescents' academic-self beliefs. Findings highlight the importance of examining how academic and racial socialization work together and their association with adolescents' academic outcomes. Implications are discussed for school psychologists and educators.
Collapse
Affiliation(s)
| | - Shauna M Cooper
- University of North Carolina at Chapel Hill, United States of America
| | | | | | - Ijeoma Opara
- Stony Brook University 101 Nicolls Road, Stony Brook, NY 11794.
| | | |
Collapse
|
4
|
Waters L, Loton DJ, Grace D, Jacques-Hamilton R, Zyphur MJ. Observing Change Over Time in Strength-Based Parenting and Subjective Wellbeing for Pre-teens and Teens. Front Psychol 2019; 10:2273. [PMID: 31649593 PMCID: PMC6795758 DOI: 10.3389/fpsyg.2019.02273] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2018] [Accepted: 09/23/2019] [Indexed: 01/22/2023] Open
Abstract
The focus of this study was on adolescent mental health. More specifically, the relationship between strength-based parenting (SBP) and subjective wellbeing (SWB) during adolescence was examined at three time points over 14 months (N = 202, M age = 12.97, SD age = 0.91, 48% female). SBP was positively related to life satisfaction and positive affect at each of the three time points, and was negatively related to negative affect. SBP and SWB both declined significantly over time. When examining the causal relationships between SBP and SWB, two different statistical models were applied: latent growth-curve models (LGM) and random-intercept cross-lagged panel models (RI-CLPM). The LGM revealed a strong positive relationship between changes in SBP and SWB. Specifically, this model showed that SBP at one time point predicted adolescent SWB at future time points. However, when the more stringent statistical test was completed through RI-CLPMs, no cross-lagged paths reached significance. Thus, while parenting is a significant predictor of wellbeing for pre-teens and teens in real time, it is not predictive of wellbeing at future time points. Parents, thus, cannot assume that their current levels of SBP are 'banked' by their children to support future wellbeing. Instead, SBP needs to be an ongoing, contemporary parenting practice. Furthermore, the fact that perceptions of SBP decline in this age bracket suggest that SBP interventions may be helpful in supporting adolescent mental health.
Collapse
Affiliation(s)
- Lea Waters
- Centre for Positive Psychology, The University of Melbourne, Melbourne, VIC, Australia
| | - Daniel J. Loton
- Centre for Positive Psychology, The University of Melbourne, Melbourne, VIC, Australia
| | - Dawson Grace
- Centre for Positive Psychology, The University of Melbourne, Melbourne, VIC, Australia
| | | | - Michael J. Zyphur
- Centre for Positive Psychology, The University of Melbourne, Melbourne, VIC, Australia
- Department of Management and Marketing, The University of Melbourne, Melbourne, VIC, Australia
| |
Collapse
|
5
|
Jiménez L, Menéndez S, Hidalgo V. Factor Analysis of EMA-Scale on Adolescent Adjustment From a Developmental Perspective: A Short Form. Front Psychol 2018; 9:2406. [PMID: 30559698 PMCID: PMC6286973 DOI: 10.3389/fpsyg.2018.02406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2018] [Accepted: 11/15/2018] [Indexed: 11/13/2022] Open
Abstract
Many published instruments for assessing adolescent adjustment can be implemented in the school context. However, most of them fail to include a comprehensive and positive theoretical perspective of adolescent development and, even when they do, priority is often given to the clinical perspective, or problems with ecological validity and cost-effectiveness emerge. The Magallanes Adaptation Scale is a 90-item Likert-instrument designed for Spanish-speaking adolescents in order to screen several adjustment areas from a holistic and positive perspective of development. Although some evidence of its psychometric robustness has been tested, no confirmatory analysis of its structure has been published. This paper analyzes the items and the factor structure (exploratory factor analysis and confirmatory factor analysis, using the split-half method) of the scales. Participants were 948 Spanish adolescents (49.84% girls) aged between 11 and 17 and stratified sampled. Thirty-six items were removed from the item analysis. The results of the exploratory factor analysis revealed five factors, excluding mother's adaptation. Several models were tested during the confirmatory factor analyses, with a 24-item second-order four-factor solution being found to have the best adjustment indicators. The short version proposed in this paper can constitute a helpful tool with screening purposes to help school teachers to assess students' overall development beyond mere academic performance, although further validity research is needed.
Collapse
Affiliation(s)
- Lucía Jiménez
- Department of Developmental and Educational Psychology, University of Seville, Seville, Spain
| | - Susana Menéndez
- Department of Social, Developmental and Educational Psychology, University of Huelva, Huelva, Spain
| | - Victoria Hidalgo
- Department of Developmental and Educational Psychology, University of Seville, Seville, Spain
| |
Collapse
|
6
|
Seginer R, Mahajna S. Future orientation links perceived parenting and academic achievement: Gender differences among Muslim adolescents in Israel. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.08.009] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
7
|
Józsa K, Kis N, Barrett KC. Mastery motivation, parenting, and school achievement among Hungarian adolescents. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2018. [DOI: 10.1007/s10212-018-0395-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
8
|
Wang M, Deng X, Du X. Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement. J Sch Psychol 2017; 67:16-30. [PMID: 29571531 DOI: 10.1016/j.jsp.2017.09.002] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2016] [Revised: 06/19/2017] [Accepted: 09/11/2017] [Indexed: 10/18/2022]
Abstract
This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n=815, mean age=12.55years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect "path" for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential "paths" from harsh parenting to adolescent academic achievement, as well as gender differences in these "paths." The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement.
Collapse
Affiliation(s)
- Mingzhong Wang
- School of Educational Science, Qufu Normal University, Qufu 273165, China
| | - Xueli Deng
- School of History and Culture, Central China Normal University, Wuhan 430079, China.
| | - Xiuxiu Du
- School of Educational Science, Qufu Normal University, Qufu 273165, China
| |
Collapse
|
9
|
Lam CY. The hope experience of young adults who fail in public examination. ASIA PACIFIC JOURNAL OF COUNSELLING AND PSYCHOTHERAPY 2017. [DOI: 10.1080/21507686.2017.1348369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Chi-Yeung Lam
- Divinity School of Chung Chi College, The Chinese University of Hong Kong, Shatin, Hong Kong, China
| |
Collapse
|
10
|
Independent and compensatory contributions of executive functions and challenge preference for students' adaptive classroom behaviors. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.03.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
|
11
|
Doctoroff GL, Arnold DH. Doing homework together: The relation between parenting strategies, child engagement, and achievement. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017. [DOI: 10.1016/j.appdev.2017.01.001] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
12
|
Butjosa A, Gómez-Benito J, Huerta-Ramos E, Del Cacho N, Barajas A, Baños I, Usall J, Dolz M, Sánchez B, Carlson J, Maria Haro J, Ochoa S. Incidence of stressful life events and influence of sociodemographic and clinical variables on the onset of first-episode psychosis. Psychiatry Res 2016; 245:108-115. [PMID: 27541345 DOI: 10.1016/j.psychres.2016.08.030] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/09/2016] [Revised: 08/04/2016] [Accepted: 08/08/2016] [Indexed: 01/01/2023]
Abstract
This study presents a quantitative analysis of the incidence of stressful life events (SLEs) and the variables gender, age at onset, family history and psychotic symptoms in patients with first-episode psychosis (FEP). A descriptive, cross-sectional methodology was used to interview 68 patients with FEP between 13 and 47 years of age. The Psychiatric Epidemiology Research Interview Life Events Scale collected one-year period prior to onset of FEP - used to analyse the subcategories academic, work, love and marriage, children, residence, legal affairs, finances and social activities-, Positive and Negative Syndrome Scale, and Clinical Global Impression-Schizophrenia scale were used to assess the relevance of certain SLEs during adolescence. Age at onset showed a significant negative correlation with the categories academic and social activities. By contrast, it showed a positive correlation with work and children. A significant relationship was found between paternal family history and social activities and between maternal family history and academic and love and marriage. Finally, an inverse relationship was observed between negative symptoms and the categories children and finance. Depressive symptoms were significantly correlated with the category academic. Our results show the importance of SLEs during adolescence and suggest that there is a clear need to develop preventive actions that promote effective strategies for dealing with the accumulation of psychosocial stress.
Collapse
Affiliation(s)
- Anna Butjosa
- Parc Sanitari Sant Joan de Déu, Teaching, Research & Innovation Unit, CIBERSAM, Sant Boi de Llobregat, Barcelona, Spain; Sant Joan de Déu Research Foundation, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain; Department of Personality, Evaluation and Psychological Treatment, Faculty of Psychology, University of Barcelona, Spain.
| | - Juana Gómez-Benito
- Department of Personality, Evaluation and Psychological Treatment, Faculty of Psychology, University of Barcelona, Spain; Institute for Brain, Cognition, and Behaviour (IR3C), University of Barcelona, Spain
| | - Elena Huerta-Ramos
- Parc Sanitari Sant Joan de Déu, Teaching, Research & Innovation Unit, CIBERSAM, Sant Boi de Llobregat, Barcelona, Spain; Sant Joan de Déu Research Foundation, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain
| | - Núria Del Cacho
- Parc Sanitari Sant Joan de Déu, Teaching, Research & Innovation Unit, CIBERSAM, Sant Boi de Llobregat, Barcelona, Spain; Sant Joan de Déu Research Foundation, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain
| | - Ana Barajas
- Parc Sanitari Sant Joan de Déu, Teaching, Research & Innovation Unit, CIBERSAM, Sant Boi de Llobregat, Barcelona, Spain; Sant Joan de Déu Research Foundation, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain; Hospital Sant Joan de Déu, Acute Unit, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain; Centro de Higiene Mental de Les Corts Research Unit, Barcelona, Spain
| | - Iris Baños
- Parc Sanitari Sant Joan de Déu, Teaching, Research & Innovation Unit, CIBERSAM, Sant Boi de Llobregat, Barcelona, Spain; Sant Joan de Déu Research Foundation, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain
| | - Judith Usall
- Parc Sanitari Sant Joan de Déu, Teaching, Research & Innovation Unit, CIBERSAM, Sant Boi de Llobregat, Barcelona, Spain
| | - Montserrat Dolz
- Hospital Sant Joan de Déu, Acute Unit, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain
| | - Bernardo Sánchez
- Hospital Sant Joan de Déu, Acute Unit, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain
| | - Janina Carlson
- Parc Sanitari Sant Joan de Déu, Teaching, Research & Innovation Unit, CIBERSAM, Sant Boi de Llobregat, Barcelona, Spain; Sant Joan de Déu Research Foundation, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain; Hospital Sant Joan de Déu, Acute Unit, CIBERSAM, Esplugues de Llobregat, Barcelona, Spain
| | - Josep Maria Haro
- Parc Sanitari Sant Joan de Déu, Teaching, Research & Innovation Unit, CIBERSAM, Sant Boi de Llobregat, Barcelona, Spain
| | | | - Susana Ochoa
- Parc Sanitari Sant Joan de Déu, Teaching, Research & Innovation Unit, CIBERSAM, Sant Boi de Llobregat, Barcelona, Spain
| |
Collapse
|
13
|
Abstract
The present study described the development of the Mentor Behaviour Rating Scale. In the Dutch secondary educational system, the mentor is a teacher responsible for individual students’ academic and socio-emotional progress throughout the academic year. In order to assess the mentor behaviours conducive to pupils’ acceptance levels of their particular mentor, two studies were conducted. In the first study, students ( n = 625) rated their mentor on 44 items. Through factor analysis this was reduced to 18 items. In the second study, the reduced scale was administered to 745 students. This revealed the existence of two factors, Respect and Humour. These two mentor behavioural factors were highly predictive of the acceptance levels of students ( R 2 = 0.52).
Collapse
Affiliation(s)
- Eddy H. De Bruyn
- Department of Educational Sciences, University of Amsterdam, The Netherlands
| |
Collapse
|
14
|
VEIGA FH, ROBU V, CONBOY J, ORTIZ A, CARVALHO C, GALVÃO D. Students' engagement in school and family variables: A literature review. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2016. [DOI: 10.1590/1982-02752016000200002] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
"Students' engagement in school" is regarded in the literature as a current and valued construct despite the lack of empirical studies on its relationship with specific family variables. The present research aimed to survey studies on the correlation between students' engagement in school and family contexts, specifically in terms of the following variables: perceived parental support, socioeconomic and sociocultural levels, perceived rights, and parental educational styles. In order to describe the state of the art of student's "engagement in school" and "family variables", a narrative review was conducted. The studies reviewed highlight the role of family as a context with significance in student's engagement in school. However, further research is needed to deepen the knowledge of this topic considering potential mediator variables, either personal or school variables. It was also found the need for a psychosocial intervention aimed at providing support for the students coming from adverse family contexts who exhibit low level of engagement associated with poor academic achievement and a higher probability of dropping out.
Collapse
|
15
|
Chen WW. The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students' goal orientations. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2014.11.021] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
16
|
Jessica S. Davis Ganao, Facelys Suero Silvestre, Jonathan W. Glenn. Assessing the Differential Impact of Contextual Factors on School Suspension for Black and White Students. ACTA ACUST UNITED AC 2013. [DOI: 10.7709/jnegroeducation.82.4.0393] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
|
17
|
Jeong Eun I. Exploring the factors that influence college students' class participation: Focus on autonomy support, academic self-efficacy, and task value. ACTA ACUST UNITED AC 2012. [DOI: 10.17927/tkjems.2012.24.2.355] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
|
18
|
Jose PE, Bellamy MA. Relationships of Parents’ Theories of Intelligence With Children’s Persistence/Learned Helplessness. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2011. [DOI: 10.1177/0022022111421633] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The present study employed the learned helplessness paradigm to explore the possibility that culturally based parent beliefs influence the way in which young children approach academic tasks. Children, aged between 7 and 8 years, from New Zealand, the United States of America, China, and Japan participated in three different school-related tasks. Each of the tasks contained three levels, varying from easy to hard. Success was prevented for the medium and hard levels, allowing for exploration of child reactions to failure. The results revealed that parental support of the incremental theory of intelligence was indirectly and positively related to high child persistence in the Asian culture. Furthermore, parents’ reports of their own reactions to frustrating events and efforts to encourage their children operated as mediators in both cultures, although in somewhat different ways between the Asian and Western cultures.
Collapse
Affiliation(s)
- Paul E. Jose
- Victoria University of Wellington, Wellington, New Zealand
| | | |
Collapse
|
19
|
Simons-Morton B, Chen R. Peer and Parent Influences on School Engagement Among Early Adolescents. YOUTH & SOCIETY 2009; 41:3-25. [PMID: 19888349 PMCID: PMC2771453 DOI: 10.1177/0044118x09334861] [Citation(s) in RCA: 57] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This PDF receipt will only be used as the basis for generating PubMed Central (PMC) documents. PMC documents will be made available for review after conversion (approx. 2-3 weeks time). Any corrections that need to be made will be done at that time. No materials will be released to PMC without the approval of an author. Only the PMC documents will appear on PubMed Central -- this PDF Receipt will not appear on PubMed Central.Students who are not motivated and do not try to do well are unlikely to achieve at a level consistent with their abilities. This research assessed the relationships over time between school engagement and parenting practices and peer affiliation among 6(th)-9(th) graders using latent growth models (LGM). Participants included 2,453 students recruited from 7 public middle schools who were assessed 5 times between fall of 6(th) and 9(th) grades as part of a program evaluation study. During this period school engagement and adjustment declined somewhat, while substance use, conduct problems, and problem behaving friends increased, and authoritative parenting practices declined. The significant, positive over-time associations between school engagement and parent involvement, expectations, and monitoring were fully mediated by growth in problem behaving friends. School adjustment mediated the relationship between school engagement and parent expectations. These findings suggest that authoritative parenting practices may foster school engagement directly and also indirectly by discouraging affiliation with problem behaving friends and facilitating school adjustment.
Collapse
Affiliation(s)
- Bruce Simons-Morton
- Chief, Prevention Research Branch, DESPR, National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd, 7B13M, Bethesda, MD 20892-7510
| | | |
Collapse
|
20
|
Culturally Distinctive and Academic Socialization: Direct and Interactive Relationships with African American Adolescents’ Academic Adjustment. J Youth Adolesc 2009; 39:199-212. [DOI: 10.1007/s10964-009-9404-1] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2008] [Accepted: 03/04/2009] [Indexed: 11/26/2022]
|
21
|
Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2007. [DOI: 10.1007/bf03173687] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
22
|
Gonida EN, Urdan T. Parental influences on student motivation, affect and academic behaviour: Introduction to the Special Issue. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2007. [DOI: 10.1007/bf03173685] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
23
|
Heterogeneity of Girls’ Consensual Popularity: Academic and Interpersonal Behavioral Profiles. J Youth Adolesc 2006. [DOI: 10.1007/s10964-005-9023-4] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
|
24
|
Annunziata D, Hogue A, Faw L, Liddle HA. Family Functioning and School Success in At-Risk, Inner-City Adolescents. J Youth Adolesc 2006; 35:100-108. [PMID: 21394228 PMCID: PMC3050494 DOI: 10.1007/s10964-005-9016-3] [Citation(s) in RCA: 70] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The relation between family functioning and school success was examined in 211 at risk, African American, inner city adolescents attending middle school (grades 6-8). Interviews with adolescents and caregivers yielded data on family cohesion, parental monitoring, and school engagement; school records provided data on grade point average. Results showed that both family cohesion and parental monitoring predicted school engagement, but neither family characteristic predicted GPA. Important gender differences also emerged. For boys only, the relation between family cohesion and school engagement was stronger when parental monitoring was high. For girls only, the effects of cohesion and monitoring on school engagement were additive: girls with both high family cohesion and high parental monitoring were most likely to be engaged in school. These findings extend the research base on family protective factors for antisocial behavior in young adolescents. Implications for future examination of family process characteristics in high-risk adolescents are discussed.
Collapse
Affiliation(s)
- Diane Annunziata
- Research Associate, Hudson Valley Cerebral Palsy, Patterson, NY. Professional Training: PhD, Developmental Psychology, Fordham University. Major interests include etiology and treatment research on developmental disabilities and psychological health problems in children and adolescents
| | | | | | | |
Collapse
|