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Postigo Á, González-Nuevo C, García-Fernández J, García-Cueto E, Soto CJ, Napolitano CM, Roberts BW, Cuesta M. The Behavioral, Emotional, and Social Skills Inventory: A Spanish Adaptation and Further Validation in Adult Population. Assessment 2024; 31:1525-1547. [PMID: 38311900 DOI: 10.1177/10731911231225197] [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] [Indexed: 02/06/2024]
Abstract
Social, emotional, and behavioral (SEB) skills encompass a broad range of interpersonal and intrapersonal abilities that are crucial for establishing and maintaining relationships, managing emotions, setting and pursuing goals, and exploring new learning opportunities. To address the lack of consensus regarding terminology, definition, and assessment of SEB skills, Soto et al. developed the Behavioral, Emotional, and Social Skills Inventory (BESSI), which consists of 192 items, 32 facets, and 5 domains. The objective of the current study was to adapt the BESSI to Spanish (referred to as BESSI-Sp) and enhance the overall understanding of the BESSI framework. A sample of 303 people was employed with a mean age of 30.35 years (SD = 14.73), ranging from 18 to 85 years. The results indicate that the BESSI-Sp demonstrates strong psychometric properties. Its facet- and domain-level structure aligns with the theoretical expectations and closely resembles the English-language source version. The facets exhibit high reliability (mean ω = .89), and the scores demonstrate adequate stability after 3 to 4 weeks (mean rICC = .77). The BESSI-Sp also displays evidence of convergent validity and integrates well with the Big Five framework, providing incremental validity for various outcomes. We discuss the implications of these findings for the assessment of SEB skills and future research in this field.
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Ghirardi G, Gil-Hernández CJ, Bernardi F, van Bergen E, Demange P. Interaction of family SES with children's genetic propensity for cognitive and noncognitive skills: No evidence of the Scarr-Rowe hypothesis for educational outcomes. RESEARCH IN SOCIAL STRATIFICATION AND MOBILITY 2024; 92:100960. [PMID: 39220821 PMCID: PMC11364161 DOI: 10.1016/j.rssm.2024.100960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Revised: 05/29/2024] [Accepted: 07/15/2024] [Indexed: 09/04/2024]
Abstract
This study examines the role of genes and environments in predicting educational outcomes. We test the Scarr-Rowe hypothesis, suggesting that enriched environments enable genetic potential to unfold, and the compensatory advantage hypothesis, proposing that low genetic endowments have less impact on education for children from high socioeconomic status (SES) families. We use a pre-registered design with Netherlands Twin Register data (426 ≤ N individuals ≤ 3875). We build polygenic indexes (PGIs) for cognitive and noncognitive skills to predict seven educational outcomes from childhood to adulthood across three designs (between-family, within-family, and trio) accounting for different confounding sources, totalling 42 analyses. Cognitive PGIs, noncognitive PGIs, and parental education positively predict educational outcomes. Providing partial support for the compensatory hypothesis, 39/42 PGI × SES interactions are negative, with 7 reaching statistical significance under Romano-Wolf and 3 under the more conservative Bonferroni multiple testing corrections (p-value < 0.007). In contrast, the Scarr-Rowe hypothesis lacks empirical support, with just 2 non-significant and 1 significant (not surviving Romano-Wolf) positive interactions. Overall, we emphasise the need for future replication studies in larger samples. Our findings demonstrate the value of merging social-stratification and behavioural-genetic theories to better understand the intricate interplay between genetic factors and social contexts.
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Affiliation(s)
- Gaia Ghirardi
- Department of Political and Social Sciences, European University Institute (EUI), Florence, Italy
- Department of Statistical Sciences, University of Bologna, Bologna, Italy
| | - Carlos J. Gil-Hernández
- European Commission, Centre for Advanced Studies, Joint Research Centre, Sevilla, Spain
- Department of Statistics, Computer Science, Applications, University of Florence, Florence, Italy
| | - Fabrizio Bernardi
- Department of Sociology II, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit (VU), Amsterdam, the Netherlands
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Ganesan K, Thompson A, Smid CR, Cañigueral R, Li Y, Revill G, Puetz V, Bernhardt BC, Dosenbach NUF, Kievit R, Steinbeis N. Cognitive control training with domain-general response inhibition does not change children's brains or behavior. Nat Neurosci 2024; 27:1364-1375. [PMID: 38834704 PMCID: PMC11239524 DOI: 10.1038/s41593-024-01672-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 05/03/2024] [Indexed: 06/06/2024]
Abstract
Cognitive control is required to organize thoughts and actions and is critical for the pursuit of long-term goals. Childhood cognitive control relates to other domains of cognitive functioning and predicts later-life success and well-being. In this study, we used a randomized controlled trial to test whether cognitive control can be improved through a pre-registered 8-week intervention in 235 children aged 6-13 years targeting response inhibition and whether this leads to changes in multiple behavioral and neural outcomes compared to a response speed training. We show long-lasting improvements of closely related measures of cognitive control at the 1-year follow-up; however, training had no impact on any behavioral outcomes (decision-making, academic achievement, mental health, fluid reasoning and creativity) or neural outcomes (task-dependent and intrinsic brain function and gray and white matter structure). Bayesian analyses provide strong evidence of absent training effects. We conclude that targeted training of response inhibition does little to change children's brains or their behavior.
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Affiliation(s)
- Keertana Ganesan
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Abigail Thompson
- Division of Psychology and Language Sciences, University College London, London, UK
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
| | - Claire R Smid
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Roser Cañigueral
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Yongjing Li
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Grace Revill
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Vanessa Puetz
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Boris C Bernhardt
- Department of Neurology and Neurosurgery, McConnell Brain Imaging Centre, McGill University, Montreal, Quebec, Canada
| | - Nico U F Dosenbach
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Neurology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Biomedical Engineering, Washington University in St. Louis, St. Louis, MO, USA
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
- Department of Pediatrics, Washington University School of Medicine, St. Louis, MO, USA
| | - Rogier Kievit
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Nikolaus Steinbeis
- Division of Psychology and Language Sciences, University College London, London, UK.
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Ehrhardt SE, Wards Y, Rideaux R, Marjańska M, Jin J, Cloos MA, Deelchand DK, Zöllner HJ, Saleh MG, Hui SCN, Ali T, Shaw TB, Barth M, Mattingley JB, Filmer HL, Dux PE. Neurochemical Predictors of Generalized Learning Induced by Brain Stimulation and Training. J Neurosci 2024; 44:e1676232024. [PMID: 38531634 PMCID: PMC11112648 DOI: 10.1523/jneurosci.1676-23.2024] [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: 09/05/2023] [Revised: 01/22/2024] [Accepted: 03/08/2024] [Indexed: 03/28/2024] Open
Abstract
Methods of cognitive enhancement for humans are most impactful when they generalize across tasks. However, the extent to which such "transfer" is possible via interventions is widely debated. In addition, the contribution of excitatory and inhibitory processes to such transfer is unknown. Here, in a large-scale neuroimaging individual differences study with humans (both sexes), we paired multitasking training and noninvasive brain stimulation (transcranial direct current stimulation, tDCS) over multiple days and assessed performance across a range of paradigms. In addition, we varied tDCS dosage (1.0 and 2.0 mA), electrode montage (left or right prefrontal regions), and training task (multitasking vs a control task) and assessed GABA and glutamate concentrations via ultrahigh field 7T magnetic resonance spectroscopy. Generalized benefits were observed in spatial attention, indexed by visual search performance, when multitasking training was combined with 1.0 mA stimulation targeting either the left or right prefrontal cortex (PFC). This transfer effect persisted for ∼30 d post intervention. Critically, the transferred benefits associated with right prefrontal tDCS were predicted by pretraining concentrations of glutamate in the PFC. Thus, the effects of this combined stimulation and training protocol appear to be linked predominantly to excitatory brain processes.
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Affiliation(s)
- Shane E Ehrhardt
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Yohan Wards
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Reuben Rideaux
- Queensland Brain Institute, The University of Queensland, St Lucia, Queensland 4072, Australia
- School of Psychology, The University of Sydney, Sydney, New South Wales 2050, Australia
| | - Małgorzata Marjańska
- Department of Radiology, Centre for Magnetic Resonance Research, University of Minnesota, Minneapolis, Minnesota 55455
| | - Jin Jin
- Centre for Advanced Imaging, The University of Queensland, St Lucia, Queensland 4072, Australia
- Siemens Healthcare Pty Ltd., Brisbane, Queensland 4006, Australia
| | - Martijn A Cloos
- Centre for Advanced Imaging, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Dinesh K Deelchand
- Department of Radiology, Centre for Magnetic Resonance Research, University of Minnesota, Minneapolis, Minnesota 55455
| | - Helge J Zöllner
- The Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins University School of Medicine, Baltimore, Maryland 21287
| | - Muhammad G Saleh
- Department of Diagnostic Radiology and Nuclear Medicine, University of Maryland School of Medicine, Baltimore, Maryland 21201
| | - Steve C N Hui
- The Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins University School of Medicine, Baltimore, Maryland 21287
| | - Tonima Ali
- School of Biomedical Engineering, The University of Sydney, Sydney, New South Wales 2050, Australia
- Brain and Mind Centre, The University of Sydney, Sydney, New South Wales 2050, Australia
| | - Thomas B Shaw
- Centre for Advanced Imaging, The University of Queensland, St Lucia, Queensland 4072, Australia
- School of Information Technology and Electrical Engineering, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Markus Barth
- Centre for Advanced Imaging, The University of Queensland, St Lucia, Queensland 4072, Australia
- School of Information Technology and Electrical Engineering, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Jason B Mattingley
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, St Lucia, Queensland 4072, Australia
- Canadian Institute for Advanced Research (CIFAR), Toronto, Ontario M5G 1M1, Canada
| | - Hannah L Filmer
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Paul E Dux
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
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Ang WHD, Lau Y. Trait emotional intelligence as a predictor of resilience among undergraduate nursing students: A structural equation modelling approach. NURSE EDUCATION TODAY 2024; 136:106132. [PMID: 38395026 DOI: 10.1016/j.nedt.2024.106132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Revised: 01/19/2024] [Accepted: 02/14/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND There is a growing interest in understanding the role of trait emotional intelligence and resilience. However, few studies have examined the relationships between the various factors of trait emotional intelligence and resilience. OBJECTIVE To examine the factors of trait emotional intelligence and resilience using a structure equation modelling approach. DESIGN A quantitative exploratory design using structural equation modelling approach. SETTING One university in Singapore. PARTICIPANTS A total of 300 undergraduate nursing students were included in this study. METHOD A quantitative exploratory study using the structural equation modelling technique was conducted. The Trait Emotional Intelligence Questionnaire and Brief Resilience Scale were used to examine the relationships between trait emotional intelligence and resilience. The data analyses were conducted using SPSS and AMOS software. RESULTS The structural equation model found relationships between the various factors of trait emotional intelligence. There were associations between self-control, sociability, and emotionality scores with well-being scores. In addition, there is a relationship between emotionality and well-being scores on resilience scores. CONCLUSIONS The findings from this study illustrate the complex relationships between the various factors of trait emotional intelligence, and specifically how these factors are related to each other and resilience. The findings of this study propose that emotional intelligence are associated with one's resilience. For this reason, these findings will be important in the development of future resilience programs.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Ying Lau
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong.
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Bann D, Wright L, Hughes A, Chaturvedi N. Socioeconomic inequalities in cardiovascular disease: a causal perspective. Nat Rev Cardiol 2024; 21:238-249. [PMID: 37821646 DOI: 10.1038/s41569-023-00941-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/13/2023] [Indexed: 10/13/2023]
Abstract
Socioeconomic inequalities in cardiovascular disease (CVD) persist in high-income countries despite marked overall declines in CVD-related morbidity and mortality. After decades of research, the field has struggled to unequivocally answer a crucial question: is the association between low socioeconomic position (SEP) and the development of CVD causal? We review relevant evidence from various study designs and disciplinary perspectives. Traditional observational, family-based and Mendelian randomization studies support the widely accepted view that low SEP causally influences CVD. However, results from quasi-experimental and experimental studies are both limited and equivocal. While more experimental and quasi-experimental studies are needed to aid causal understanding and inform policy, high-quality descriptive studies are also required to document inequalities, investigate their contextual dependence and consider SEP throughout the lifespan; no simple hierarchy of evidence exists for an exposure as complex as SEP. The COVID-19 pandemic illustrates the context-dependent nature of CVD inequalities, with the generation of potentially new causal pathways linking SEP and CVD. The linked goals of understanding the causal nature of SEP and CVD associations, their contextual dependence, and their remediation by policy interventions necessitate a detailed understanding of society, its change over time and the phenotypes of CVD. Interdisciplinary research is therefore key to advancing both causal understanding and policy translation.
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Affiliation(s)
- David Bann
- Centre for Longitudinal Studies, Social Research Institute, IOE, UCL's Faculty of Education and Society, University College London, London, UK.
| | - Liam Wright
- Centre for Longitudinal Studies, Social Research Institute, IOE, UCL's Faculty of Education and Society, University College London, London, UK
| | - Alun Hughes
- MRC Unit for Lifelong Health & Ageing at UCL, Department of Population Science and Experimental Medicine, Institute of Cardiovascular Science, Faculty of Population Health Science, University College London, London, UK
| | - Nish Chaturvedi
- MRC Unit for Lifelong Health & Ageing at UCL, Department of Population Science and Experimental Medicine, Institute of Cardiovascular Science, Faculty of Population Health Science, University College London, London, UK
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Turri F, Jones A, Constanty L, Ranjbar S, Drexl K, Miano G, Lepage C, Plessen KJ, Urben S. Self-regulatory control processes in youths: A temporal network analysis approach. JCPP ADVANCES 2024; 4:e12200. [PMID: 38486949 PMCID: PMC10933645 DOI: 10.1002/jcv2.12200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Accepted: 09/11/2023] [Indexed: 03/17/2024] Open
Abstract
Objective This study aimed to better understand the temporal interrelationships among self-control, response inhibition, and anger (i.e., momentary state and rumination) on both the within- and between-person levels in male adolescents. Method We applied temporal network analyses among 62 male adolescents with a wide range of behavioral difficulties. Self-control, momentary anger, and anger rumination were mapped by self-report measures, whereas we measured response inhibition through an ambulatory Go/No-go task (two measures a day-morning and afternoon-over a 9-day period). Results Temporal network analysis, at the within-person level, revealed that morning measures of response inhibition, anger rumination, and self-control were related to the corresponding measure in the afternoon. More efficient response inhibition in the morning was associated with higher self-control in the afternoon. Higher anger rumination in the morning led to higher momentary anger in the afternoon. In a concurrent within-person network, higher momentary anger was reciprocally associated with lower self-control. At the between-person level, higher momentary anger was correlated to higher anger rumination, lower response inhibition, and lower self-control. Discussion This study provides insight into the dynamic interactions among self-control, response inhibition, and anger (momentary state and rumination) in male adolescents, advancing the understanding of self-regulatory control functioning.
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Affiliation(s)
- Fiorella Turri
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Andrew Jones
- School of PsychologyLiverpool John Moores UniversityLiverpoolUK
| | - Lauriane Constanty
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Setareh Ranjbar
- Center of Psychiatric Epidemiology and PsychopathologyDepartment of PsychiatryLausanne University HospitalUniversity of LausannePrillySwitzerland
| | - Konstantin Drexl
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Giorgia Miano
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Caroline Lepage
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Kerstin Jessica Plessen
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
- Faculty of Biology and MedicineUniversity of LausanneLausanneSwitzerland
| | - Sébastien Urben
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
- Faculty of Biology and MedicineUniversity of LausanneLausanneSwitzerland
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Ang WHD, Lim ZQG, Lau ST, Dong J, Lau Y. Unpacking the Experiences of Health Care Professionals About the Web-Based Building Resilience At Work Program During the COVID-19 Pandemic: Framework Analysis. JMIR MEDICAL EDUCATION 2024; 10:e49551. [PMID: 38294866 PMCID: PMC10867752 DOI: 10.2196/49551] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 11/21/2023] [Accepted: 12/28/2023] [Indexed: 02/01/2024]
Abstract
BACKGROUND The COVID-19 pandemic has resulted in a greater workload in the health care system. Therefore, health care professionals (HCPs) continue to experience high levels of stress, resulting in mental health disorders. From a preventive perspective, building resilience has been associated with reduced stress and mental health disorders and promotes HCPs' intent to stay. Despite the benefits of resilience training, few studies provided an in-depth understanding of the contextual factors, implementation, and mechanisms of impact that influences the sustainability of resilience programs. Therefore, examining target users' experiences of the resilience program is important. This will provide meaningful information to refine and improve future resilience programs. OBJECTIVE This qualitative study aims to explore HCPs' experiences of participating in the web-based Building Resilience At Work (BRAW) program. In particular, this study aims to explore the contextual and implementational factors that would influence participants' interaction and outcome from the program. METHODS A descriptive qualitative approach using individual semistructured Zoom interviews was conducted with participants of the web-based resilience program. A framework analysis was conducted, and it is guided by the process evaluation framework. RESULTS A total of 33 HCPs participated in this qualitative study. Three themes depicting participants' experiences, interactions, and impacts from the BRAW program were elucidated from the framework analysis: learning from web-based tools, interacting with the BRAW program, and promoting participants' workforce readiness. CONCLUSIONS Findings show that a web-based asynchronous and self-paced resilience program is an acceptable and feasible approach for HCPs. The program also led to encouraging findings on participants' resilience, intent to stay, and employability. However, continued refinements in the components of the web-based resilience program should be carried out to ensure the sustainability of this intervention. TRIAL REGISTRATION ClinicalTrials.gov NCT05130879; https://clinicaltrials.gov/ct2/show/NCT05130879.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Zhi Qi Grace Lim
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Siew Tiang Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Jie Dong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Ying Lau
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China (Hong Kong)
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Chew HSJ, Ang WHD, Rusli KDB, Liaw SY, Ang NKE, Lau Y. Development and psychometric properties testing of the Non-Cognitive Skills Scale for nursing students. NURSE EDUCATION TODAY 2024; 132:105996. [PMID: 37918191 DOI: 10.1016/j.nedt.2023.105996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Revised: 10/01/2023] [Accepted: 10/18/2023] [Indexed: 11/04/2023]
Abstract
BACKGROUND Non-cognitive skills are crucial for nursing students to achieve their academic performance successfully and perform clinical practice effectively. Although different non-cognitive assessment tools have been established in various disciplines, few are focused on nursing students. OBJECTIVE The study aims to develop and psychometrically validate the Non-Cognitive Skills Scale (NCSS) for nursing students. DESIGN Qualitative and quantitative research design. SETTING One university in Singapore. PARTICIPANTS A total of 347 nursing educators and students participated in this study. METHODS A two-phase design was used. In the first phase, focus group discussions and literature reviews were conducted to generate the preliminary items of the NCSS. Content validity was established with an expert panel of 10 members, and the tool was pilot tested on 20 students. In the second phase, the number of items was reduced based on correlation coefficients and factor loading. The psychometric properties of the NCSS were tested on survey responses from 300 students. The Brief Resilience Scale, Trait Emotional Intelligence Questionnaire, and Big Five Inventory-10 were used to investigate concurrent and convergent validity. RESULTS A 39-item six-factor NCSS was developed with satisfactory model fit indices (χ2/df: 1.60, IFI: 0.92, TLI: 0.90, CFI: 0.92 and RMSEA: 0.05). Content validity was confirmed with a content validity index of 0.90. A pilot test was conducted to improve readability and clarity. Known-group validity discriminated against age and gender group differences in a predictable way. Concurrent validity and convergent validity were confirmed with acceptable correlation coefficients. Cronbach's α was 0.91, and test-retest reliability was 0.84. CONCLUSIONS The NCSS is a reliable and valid tool for assessing the non-cognitive attributes of nursing students. This scale can be considered an admission tool for selecting the suitability of nursing applicants for nursing programmes. Further validation of NCSS is needed using a longitudinal study design in multiple settings across countries.
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Affiliation(s)
- Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Neo Kim Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
| | - Ying Lau
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong.
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Nishiyama M, Kyono Y, Yamaguchi H, Kawamura A, Oikawa S, Tokumoto S, Tomioka K, Nozu K, Nagase H. Association of early bedtime at 3 years of age with higher academic performance and better non-cognitive skills in elementary school. Sci Rep 2023; 13:20926. [PMID: 38017093 PMCID: PMC10684487 DOI: 10.1038/s41598-023-48280-5] [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: 01/23/2023] [Accepted: 11/24/2023] [Indexed: 11/30/2023] Open
Abstract
This study investigated the relationship between sleep habits in early childhood and academic performance and non-cognitive skills in the first grade. We retrospectively analyzed a longitudinal population-based cohort from birth through early childhood, up to elementary school, in Amagasaki City, Japan. The primary outcome was academic performance in the first grade. Other outcomes were self-reported non-cognitive skills. Overall, 4395 children were enrolled. Mean national language scores for children with bedtimes at 18:00-20:00, 21:00, 22:00, and ≥ 23:00 were 71.2 ± 19.7, 69.3 ± 19.4, 68.3 ± 20.1, and 62.5 ± 21.3, respectively. Multiple regression analysis identified bedtime at 3 years as a significant factor associated with academic performance. However, sleep duration was not significantly associated with academic performance. Bedtime at 3 years also affected non-cognitive skills in the first grade. Diligence decreased with a later bedtime (21:00 vs. 18:00-20:00; odds ratio [OR]: 1.98, 95% confidence interval [CI] 1.27-3.09; 22:00 vs. 18:00-20:00; OR: 2.15, 95% CI 1.37-3.38; ≥ 23:00 vs. 18:00-20:00; OR: 2.33, 95% CI 1.29-4.20). Thus, early bedtime at 3 years may be associated with a higher academic performance and better non-cognitive skills in the first grade. Optimum early-childhood sleep habits may positively impact academic future.
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Affiliation(s)
- Masahiro Nishiyama
- Department of Pediatrics, Kobe University Graduate School of Medicine, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo, 650-0017, Japan.
- Department of Neurology, Hyogo Prefectural Kobe Children's Hospital, Kobe, Hyogo, Japan.
| | - Yuki Kyono
- Department of Pediatrics, Kobe University Graduate School of Medicine, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo, 650-0017, Japan
| | - Hiroshi Yamaguchi
- Department of Pediatrics, Kobe University Graduate School of Medicine, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo, 650-0017, Japan
| | - Aoi Kawamura
- Department of Pediatrics, Kobe University Graduate School of Medicine, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo, 650-0017, Japan
| | - Shizuka Oikawa
- Department of Pediatrics, Kobe University Graduate School of Medicine, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo, 650-0017, Japan
| | - Shoichi Tokumoto
- Department of Pediatrics, Kobe University Graduate School of Medicine, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo, 650-0017, Japan
| | - Kazumi Tomioka
- Department of Pediatrics, Kobe University Graduate School of Medicine, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo, 650-0017, Japan
| | - Kandai Nozu
- Department of Pediatrics, Kobe University Graduate School of Medicine, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo, 650-0017, Japan
| | - Hiroaki Nagase
- Department of Pediatrics, Kobe University Graduate School of Medicine, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo, 650-0017, Japan
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Chen DR, Weng HC. Associations of health literacy, personality traits, and pro-individualism with the willingness to complete advance directives in Taiwan. BMC Palliat Care 2023; 22:91. [PMID: 37424005 DOI: 10.1186/s12904-023-01215-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Accepted: 06/27/2023] [Indexed: 07/11/2023] Open
Abstract
BACKGROUND Studies indicated that patients with advance directives (ADs) have a generally better quality of life near death. Yet, the concept of ADs is relatively new in East Asian countries. This study examined the associations between health literacy, pro-individualism in end-of-life (EOL) decisions (i.e., EOL pro-individualism), and master-persistence personality traits with the willingness to complete ADs. METHODS The data is from a representative data of 1478 respondents from the 2022 Taiwan Social Change Survey. Generalized structural equation modeling (GSEM) was used to conduct path analysis. RESULTS Nearly half of the respondents (48.7%) were willing to complete ADs. Health literacy has direct and indirect effects through EOL pro-individualism values on the willingness to complete ADs. Noncognitive factors such as mastery-persistence personality traits and EOL pro-individualism values enhanced the willingness to complete ADs. CONCLUSION A personalized communication strategy, mindful of personality dimensions and cultural values, can address individual fears and concerns, promoting the benefits of advance care planning (ACP). These influences can provide a roadmap for healthcare providers to customize their approach to ACP discussions, improving patient engagement in AD completion.
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Affiliation(s)
- Duan-Rung Chen
- Institute of Health Behaviors and Community Sciences, College of Public Health, National Taiwan University, Taipei, Taiwan.
- Population Health Research Center, College of Public Health, National Taiwan University, Taipei, Taiwan.
| | - Hui-Ching Weng
- Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan
- Institute of Gerontology, College of Medicine, National Cheng Kung University, Tainan, Taiwan
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12
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Musso MF, Moyano S, Rico-Picó J, Conejero Á, Ballesteros-Duperón MÁ, Cascallar EC, Rueda MR. Predicting Effortful Control at 3 Years of Age from Measures of Attention and Home Environment in Infancy: A Machine Learning Approach. CHILDREN (BASEL, SWITZERLAND) 2023; 10:982. [PMID: 37371215 DOI: 10.3390/children10060982] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 05/26/2023] [Accepted: 05/29/2023] [Indexed: 06/29/2023]
Abstract
Effortful control (EC) is a dimension of temperament that encompass individual differences in self-regulation and the control of reactivity. Much research suggests that EC has a strong foundation on the development of executive attention, but increasing evidence also shows a significant contribution of the rearing environment to individual differences in EC. The aim of the current study was to predict the development of EC at 36 months of age from early attentional and environmental measures taken in infancy using a machine learning approach. A sample of 78 infants participated in a longitudinal study running three waves of data collection at 6, 9, and 36 months of age. Attentional tasks were administered at 6 months of age, with two additional measures (i.e., one attentional measure and another self-restraint measure) being collected at 9 months of age. Parents reported household environment variables during wave 1, and their child's EC at 36 months. A machine-learning algorithm was implemented to identify children with low EC scores at 36 months of age. An "attention only" model showed greater predictive sensitivity than the "environmental only" model. However, a model including both attentional and environmental variables was able to classify the groups (Low-EC vs. Average-to-High EC) with 100% accuracy. Sensitivity analyses indicate that socio-economic variables together with attention control processes at 6 months, and self-restraint capacity at 9 months, are the most important predictors of EC. Results suggest a foundational role of executive attention processes in the development of EC in complex interactions with household environments and provide a new tool to identify early markers of socio-emotional regulation development.
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Affiliation(s)
- Mariel F Musso
- Department of Experimental Psychology, University of Granada, 18071 Granada, Spain
- Interdisciplinary Center for Research in Mathematical and Experimental Psychology (CIIPME), National Council for Scientific and Technical Research (CONICET), Ciudad Autónoma de Buenos Aires 1040, Argentina
- Department of Psychology, Faculty of Health Sciences, Universidad Argentina de la Empresa (UADE), Ciudad Autónoma de Buenos Aires 1073, Argentina
- Mind, Brain and Behavior Research Center, University of Granada, 18071 Granada, Spain
| | - Sebastián Moyano
- Department of Experimental Psychology, University of Granada, 18071 Granada, Spain
- Mind, Brain and Behavior Research Center, University of Granada, 18071 Granada, Spain
| | - Josué Rico-Picó
- Department of Experimental Psychology, University of Granada, 18071 Granada, Spain
- Mind, Brain and Behavior Research Center, University of Granada, 18071 Granada, Spain
| | - Ángela Conejero
- Mind, Brain and Behavior Research Center, University of Granada, 18071 Granada, Spain
- Department of Educational and Developmental Psychology, University of Granada, 18071 Granada, Spain
| | - M Ángeles Ballesteros-Duperón
- Mind, Brain and Behavior Research Center, University of Granada, 18071 Granada, Spain
- Department of Psychobiology, University of Granada, 18071 Granada, Spain
| | - Eduardo C Cascallar
- Faculty of Psychology and Educational Sciences, KU Leuven, 3000 Leuven, Belgium
| | - M Rosario Rueda
- Department of Experimental Psychology, University of Granada, 18071 Granada, Spain
- Mind, Brain and Behavior Research Center, University of Granada, 18071 Granada, Spain
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Mata C, Pauen S. The role of socio-cultural background and child age for parental regulation strategies and children's self-regulation: A comparison between Germany, Chile, and El Salvador. Acta Psychol (Amst) 2023; 234:103871. [PMID: 36841119 DOI: 10.1016/j.actpsy.2023.103871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Revised: 02/15/2023] [Accepted: 02/16/2023] [Indexed: 02/26/2023] Open
Abstract
This study compared parental regulation strategies and children's self-regulation in three different countries (Germany, Chile, El Salvador). N = 300 primary caregivers of 1- to 3-year-olds filled out a parental questionnaire (IMpulse-MAnagement in the caregiver-child dyad, IMMA; Pauen et al., 2019) assessing (a) socio-demographic variables, (b) parental ideas and goals regarding children's self-regulation skills, (c) children's self-regulation strategies in dealing with internal challenges or demands, and (d) caregiver's regulation strategies. Age-group comparisons revealed that (1) children increased compliance and verbal negotiation with their caregivers as they grow older, and (2) parents adapted their regulation strategies to the age of the child. Country-group comparisons further indicated substantial similarities and differences between countries with respect to (3) how parents expected children to deal with requests and prohibitions, as well as with their own needs, feelings, and impulses, (4) how children responded to goal-frustration and parental demands, and (5) which regulatory strategies parents used to support their offspring. These exploratory findings are discussed in the light of current models on cultural learning, parent-child interactions, and child self-regulation development.
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Affiliation(s)
- Cecil Mata
- Universidad de Chile-Pontificia Universidad Católica de Chile; Heidelberg University, Germany.
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14
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Romani-Sponchiado A, Vidal-Ribas P, Bressan RA, de Jesus Mari J, Miguel EC, Gadelha A, Rohde LAP, Evans-Lacko S, Salum GA, Hoffmann MS. Longitudinal associations between positive attributes and psychopathology and their interactive effects on educational outcomes. Eur Child Adolesc Psychiatry 2023; 32:463-474. [PMID: 34559317 DOI: 10.1007/s00787-021-01882-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 09/15/2021] [Indexed: 11/26/2022]
Abstract
Psychopathology is associated with impaired learning and early termination of schooling, whereas positive attributes are associated with better educational outcomes. However, it is important to understand if and how psychopathology and positive attributes longitudinally impact each other so we could shed light on where to intervene to promote educational outcomes through these constructs. A large prospective school-based community cohort of youths (5-15 years of age, 45% female) were assessed and followed up for 3 years (n = 2010; 80% retention). We assessed the longitudinal impact of positive attributes (Youth Strength Inventory) and psychopathology (bifactor model of Strengths and Difficulties Questionnaire) using a cross-lagged panel model. We also used generalized mixed effects models to investigate how these both constructs predict school dropout and literacy, adjusting for confounders and testing their interaction. Positive attributes negatively predicted, and were negatively predicted by, the general factor of psychopathology and conduct problems in the cross-lagged panel model. Positive attributes (OR = 0.57, 95% CI [0.44, 0.73], p < 0.001) and specific conduct symptoms (OR = 2.33, 95% CI [1.64, 3.33], p < 0.001) predicted school dropout, whereas the general factor of psychopathology predicted lower literacy ability (β = - 0.08, 95% CI [- 0.11, - 0.05], p < 0.001). However, the protective association of positive attributes on school dropout decreases as the general factor of psychopathology increases. These findings provide new evidence that positive attributes and psychopathology mutually influence each other over development and have interactive effects on educational outcomes.
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Affiliation(s)
- Aline Romani-Sponchiado
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil.
- Section On Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS, Brazil.
| | - Pablo Vidal-Ribas
- Social and Behavioral Science Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, USA
| | - Rodrigo Affonseca Bressan
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil
| | - Jair de Jesus Mari
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil
| | - Eurípedes Constantino Miguel
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Universidade de São Paulo (USP), São Paulo, SP, Brazil
| | - Ary Gadelha
- Laboratory of Integrative Neuroscience (LINC), Escola Paulista de Medicina, Universidade Federal de São Paulo, São Paulo, Brazil
| | - Luis Augusto Paim Rohde
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- ADHD Outpatient Program & Developmental Psychiatry Program, Hospital de Clínicas de Porto Alegre, Federal University of Rio Grande Do Sul, Porto Alegre, RS, Brazil
| | - Sara Evans-Lacko
- Care Policy and Evaluation Centre, London School of Economics and Political Science, London, UK
| | - Giovanni Abrahão Salum
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil
- Section On Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS, Brazil
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
| | - Mauricio Scopel Hoffmann
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil
- Section On Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS, Brazil
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Care Policy and Evaluation Centre, London School of Economics and Political Science, London, UK
- Universidade Federal de Santa Maria, Santa Maria, RS, Brazil
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15
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Moreno-Betancur M, Lynch JW, Pilkington RM, Schuch HS, Gialamas A, Sawyer MG, Chittleborough CR, Schurer S, Gurrin LC. Emulating a target trial of intensive nurse home visiting in the policy-relevant population using linked administrative data. Int J Epidemiol 2023; 52:119-131. [PMID: 35588223 PMCID: PMC9908050 DOI: 10.1093/ije/dyac092] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Accepted: 04/21/2022] [Indexed: 11/14/2022] Open
Abstract
BACKGROUND Populations willing to participate in randomized trials may not correspond well to policy-relevant target populations. Evidence of effectiveness that is complementary to randomized trials may be obtained by combining the 'target trial' causal inference framework with whole-of-population linked administrative data. METHODS We demonstrate this approach in an evaluation of the South Australian Family Home Visiting Program, a nurse home visiting programme targeting socially disadvantaged families. Using de-identified data from 2004-10 in the ethics-approved Better Evidence Better Outcomes Linked Data (BEBOLD) platform, we characterized the policy-relevant population and emulated a trial evaluating effects on child developmental vulnerability at 5 years (n = 4160) and academic achievement at 9 years (n = 6370). Linkage to seven health, welfare and education data sources allowed adjustment for 29 confounders using Targeted Maximum Likelihood Estimation (TMLE) with SuperLearner. Sensitivity analyses assessed robustness to analytical choices. RESULTS We demonstrated how the target trial framework may be used with linked administrative data to generate evidence for an intervention as it is delivered in practice in the community in the policy-relevant target population, and considering effects on outcomes years down the track. The target trial lens also aided in understanding and limiting the increased measurement, confounding and selection bias risks arising with such data. Substantively, we did not find robust evidence of a meaningful beneficial intervention effect. CONCLUSIONS This approach could be a valuable avenue for generating high-quality, policy-relevant evidence that is complementary to trials, particularly when the target populations are multiply disadvantaged and less likely to participate in trials.
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Affiliation(s)
- Margarita Moreno-Betancur
- Centre for Epidemiology and Biostatistics, Melbourne School of Population and Global Health, University of Melbourne, Parkville, VIC, Australia
- Clinical Epidemiology and Biostatistics Unit, Murdoch Children’s Research Institute, Parkville, VIC, Australia
- Clinical Epidemiology and Biostatistics Unit, Department of Paediatrics, University of Melbourne, Parkville, VIC, Australia
| | - John W Lynch
- School of Public Health, University of Adelaide, Adelaide, SA, Australia
- Robinson Research Institute, University of Adelaide, Adelaide, SA, Australia
- Bristol Medical School, Population Health Sciences, University of Bristol, Bristol, UK
| | - Rhiannon M Pilkington
- School of Public Health, University of Adelaide, Adelaide, SA, Australia
- Robinson Research Institute, University of Adelaide, Adelaide, SA, Australia
| | - Helena S Schuch
- School of Public Health, University of Adelaide, Adelaide, SA, Australia
- Robinson Research Institute, University of Adelaide, Adelaide, SA, Australia
- Postgraduate programme in Dentistry, Federal University of Pelotas, Pelotas, Brazil
| | - Angela Gialamas
- School of Public Health, University of Adelaide, Adelaide, SA, Australia
- Robinson Research Institute, University of Adelaide, Adelaide, SA, Australia
| | - Michael G Sawyer
- Robinson Research Institute, University of Adelaide, Adelaide, SA, Australia
- School of Medicine, University of Adelaide, Adelaide, SA, Australia
| | - Catherine R Chittleborough
- School of Public Health, University of Adelaide, Adelaide, SA, Australia
- Robinson Research Institute, University of Adelaide, Adelaide, SA, Australia
| | - Stefanie Schurer
- School of Economics, University of Sydney, Sydney, NSW, Australia
| | - Lyle C Gurrin
- Centre for Epidemiology and Biostatistics, Melbourne School of Population and Global Health, University of Melbourne, Parkville, VIC, Australia
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16
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Philpott-Robinson K, Johnson T, Evans L, Wales K, Leonard C, Lane AE. Measurement of Self-regulation in Preschool and Elementary Children: A Scoping Review. Phys Occup Ther Pediatr 2023:1-27. [PMID: 36647208 DOI: 10.1080/01942638.2022.2158055] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
AIMS This scoping review sought to identify and characterize measurement of self-regulation in preschool and elementary aged children. METHODS The Preferred Reporting Items for Systematic Reviews and Meta-Analyses-Scoping Review (ScR) guidelines were applied. Databases from the fields of allied health, education, medicine, and social sciences were searched including: CINAHL, Education Database (ProQuest), Education Research Complete, EMBASE, ERIC, iNFORMIT Combined, Medline, PsychINFO, Social Sciences (ProQuest), Teacher Reference Center, and Web of Science. Articles published between 2015 and 2020 were included. Dual review was utilized at all stages and a third reviewer resolved any conflicts. RESULTS Sixty-seven studies were included in this review. A range of observational, self-report, teacher report, caregiver report, and observational measures of self-regulation were identified. Included studies were primarily published in education and psychology disciplines, with no studies by occupational therapists identified. CONCLUSIONS Although a range of measures were identified in this scoping review, the results highlight the lack of consensus regarding self-regulation measurement that occupational therapists use to design and implement therapy programs to address child emotional and behavioral needs.
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Affiliation(s)
- Kelsey Philpott-Robinson
- School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, Australia
| | - Tennille Johnson
- Occupational Therapy Clinic, University of Newcastle, Callaghan, Australia
| | - Leah Evans
- Occupational Therapy Clinic, University of Newcastle, Callaghan, Australia
| | - Kylie Wales
- School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, Australia
| | - Carl Leonard
- School of Education, College of Human and Social Futures, University of Newcastle, Callaghan, Australia
| | - Alison E Lane
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, College of Science, Heath & Engineering, La Trobe University, Melbourne, Australia
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17
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Age 4 Predictors of Age 5 Academic Achievement: A Multi-domain Model of Contextual, Parent, and Child Effects. CHILD & YOUTH CARE FORUM 2023. [DOI: 10.1007/s10566-022-09728-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
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18
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Ang WHD, Chew HSJ, Rusli KDB, Ng WHD, Zheng ZJ, Liaw SY, Ang NKE, Lau Y. Spotlight on noncognitive skills: Views from nursing students and educators. NURSE EDUCATION TODAY 2022; 117:105486. [PMID: 35917708 DOI: 10.1016/j.nedt.2022.105486] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 07/04/2022] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Noncognitive skills have a considerable role in influencing nursing students' performance in clinical and educational settings. Understanding how nursing students and educators perceive noncognitive skills is important given the broad classifications of noncognitive competencies. OBJECTIVE This study sought to examine nursing students' and educators' perception of noncognitive skills. DESIGN This study adopted a descriptive qualitative approach. SETTING This study was conducted virtually via Zoom in one university in Singapore. PARTICIPANTS Purposive sampling through a maximum variation technique was used to select 35 nursing students and 12 educators. METHODS Semistructured interviews were conducted through eight virtual face-to-face focus group discussions. Interviews were audio- and videorecorded and transcribed verbatim. Data were analysed through thematic analysis. RESULTS The participants stated that individual and interpersonal skills contribute to one's noncognitive skills. Two themes emerged from the participants' narratives: (1) the ability to manage oneself and (2) social interactions with others. The first theme describes the various individual characteristics such as growth mindset, adaptability, resilience, and emotional regulation. The second theme describes the importance of empathy and meaningful relationships as types of non-cognitive skills. CONCLUSIONS The findings of this study provide the basis for the development of noncognitive assessment tools by educators. In addition, they pave the foundation for the curation of future programs that promote the noncognitive skills of nursing students. Hospital-based educators may use these findings to curate suitable programs for improving the noncognitive abilities of nurses.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wai Hung Daniel Ng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Zhongjia James Zheng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Neo Kim Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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The Importance of Skills Training for Service Users in Health Care: A Comparative Analysis. Healthcare (Basel) 2022; 10:healthcare10081554. [PMID: 36011211 PMCID: PMC9407709 DOI: 10.3390/healthcare10081554] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Revised: 08/07/2022] [Accepted: 08/15/2022] [Indexed: 11/23/2022] Open
Abstract
Health care and other human services such as education are diverse in many substantive aspects. However, arguably, they all use the skills training of service users to accomplish at least some of their key aims. This brief article uses a selective literature review and a comparative analysis to review the commonalities of skills training of service users in health care and education in order to illustrate and argue for the importance of a skills training approach in health care and other human services (recognizing that complementary approaches such as support provision are needed too and that not all service users need skills training). Research and development is needed in this area.
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Kung CSJ, Pudney SE, Shields MA. Economic gradients in loneliness, social isolation and social support: Evidence from the UK Biobank. Soc Sci Med 2022; 306:115122. [PMID: 35751988 DOI: 10.1016/j.socscimed.2022.115122] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2021] [Revised: 05/28/2022] [Accepted: 06/07/2022] [Indexed: 10/18/2022]
Abstract
Despite the substantial literature on how loneliness is associated with poor health and premature mortality, there is little detailed research on the extent of its economic gradients. We provide this evidence using a sample of around 400,000 respondents aged 40-70 years from the UK Biobank, who were assessed between 2006 and 2010. We focus on differences in loneliness, as well as social isolation and a lack of social support, across educational attainment, household income, local area deprivation, and recent experience of financial stress. We employ two statistical approaches, the first exploiting the large sample size and detailed geographical information about where respondents live, so we compare individuals who differ in their economic status but reside within the same postcode district. The second approach exploits the fact that for around 36,000 respondents we observe their social health and economic circumstances at two points in time (second wave of assessment conducted between 2014 and 2020), so we conduct a panel analysis that accounts for intercorrelations between the social health measures, and controls for incomplete follow-up of panel members. Across both approaches, we find a substantially higher probability of reporting loneliness, social isolation and a lack of social support, for men and women with lower economic status. Together with the existing health-loneliness literature, these findings establish a 'loneliness pathway' contributing to health inequalities, and consequently a need for effective interventions that might address loneliness and social isolation as part of a broad policy initiative on health inequalities.
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Affiliation(s)
- Claryn S J Kung
- Research Department of Epidemiology and Public Health, University College London, 1-19 Torrington Place, London, WC1E 6BT, UK.
| | - Stephen E Pudney
- School of Health and Related Research, University of Sheffield, 30 Regent Street, Sheffield, S1 4DA, UK
| | - Michael A Shields
- Centre for Health Economics, Monash University, 900 Dandenong Road, Caulfield East, VIC, 3145, Australia
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21
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Mou C, Wei X, Zhou X. Non-cognitive differences between abacus-trained students and their counterparts. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111558] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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22
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Knigge A, Maas I, Stienstra K, de Zeeuw EL, Boomsma DI. Delayed tracking and inequality of opportunity: Gene-environment interactions in educational attainment. NPJ SCIENCE OF LEARNING 2022; 7:6. [PMID: 35508471 PMCID: PMC9068802 DOI: 10.1038/s41539-022-00122-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Accepted: 03/18/2022] [Indexed: 06/14/2023]
Abstract
There are concerns that ability tracking at a young age increases unequal opportunities for children of different socioeconomic background to develop their potential. To disentangle family influence and potential ability, we applied moderation models to twin data on secondary educational track level from the Netherlands Twin Register (N = 8847). Delaying tracking to a later age is associated with a lower shared environmental influence and a larger genetic influence on track level in adolescence. This is in line with the idea that delaying tracking improves equality of opportunity. Our results further suggest that this is mostly because delaying tracking reduces the indirect influence of family background on track level via the test performance of students. Importantly, delaying tracking improves the realization of genetic potential especially among students with low test scores, while it lowers shared environmental influence on track level for students of all test performance levels.
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Affiliation(s)
- Antonie Knigge
- Department of Sociology/ICS, Utrecht University, Utrecht, The Netherlands.
| | - Ineke Maas
- Department of Sociology/ICS, Utrecht University, Utrecht, The Netherlands
- Department of Sociology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Kim Stienstra
- Department of Sociology/ICS, Utrecht University, Utrecht, The Netherlands
| | - Eveline L de Zeeuw
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Dorret I Boomsma
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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23
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Not by g alone: The benefits of a college education among individuals with low levels of general cognitive ability. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2022.101642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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24
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Rehnberg J, Östergren O, Fors S, Fritzell J. Trends in the shape of the income-mortality association in Sweden between 1995 and 2017: a repeated cross-sectional population register study. BMJ Open 2022; 12:e054507. [PMID: 35354639 PMCID: PMC8968639 DOI: 10.1136/bmjopen-2021-054507] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVE We investigate recent trends in income inequalities in mortality and the shape of the association in Sweden. We consider all-cause, preventable and non-preventable mortality for three age groups (30-64, 65-79 and 80+ years). DESIGN AND SETTING Repeated cross-sectional design using Swedish total population register data. PARTICIPANTS All persons aged 30 years and older living in Sweden 1995-1996, 2005-2006 and 2016-2017 (n=8 084 620). METHODS Rate differences and rate ratios for all-cause, preventable and non-preventable mortality were calculated per income decile and age group. RESULTS From 1995 to 2017, relative inequalities in mortality by income increased in Sweden in the age groups 30-64 years and 65-79 years. Absolute inequalities increased in the age group 65-79 years. Among persons aged 80+ years, inequalities were small. The shape of the income-mortality association was curvilinear in the age group 30-64 years; the gradient was stronger below the fourth percentile. In the age group 65-79 years, the shape shifted from linear in 1995-1996 to a more curvilinear shape in 2016-2017. In the oldest age group (80+ years), varied shapes were observed. Inequalities were more pronounced in preventable mortality compared with non-preventable mortality. Income inequalities in preventable and non-preventable mortality increased at similar rates between 1995 and 2017. CONCLUSIONS The continued increase of relative (ages 30-79 years) and absolute (ages 65-79 years) mortality inequalities in Sweden should be a primary concern for public health policy. The uniform increase of inequalities in preventable and non-preventable mortality suggests that a more complex explanatory model than only social causation is responsible for increased health inequalities.
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Affiliation(s)
- Johan Rehnberg
- Aging Research Center, Karolinska Institutet/Stockholm University, Stockholm, Sweden
| | - Olof Östergren
- Aging Research Center, Karolinska Institutet/Stockholm University, Stockholm, Sweden
- Department of Public Health Sciences, Stockholm University, Stockholm, Sweden
| | - Stefan Fors
- Aging Research Center, Karolinska Institutet/Stockholm University, Stockholm, Sweden
- Center for Epidemiology and Community Medicine, Region Stockholm, Stockholm, Sweden
| | - Johan Fritzell
- Aging Research Center, Karolinska Institutet/Stockholm University, Stockholm, Sweden
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Rodríguez Sánchez A. Fair comparisons: Life course selection bias and the effect of father absence on US children. ADVANCES IN LIFE COURSE RESEARCH 2022; 51:100460. [PMID: 36652314 DOI: 10.1016/j.alcr.2021.100460] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Revised: 12/03/2021] [Accepted: 12/03/2021] [Indexed: 06/17/2023]
Abstract
Studies have shown that father absence in opposite-gender couples has detrimental effects on children's wellbeing, net of selection bias. However, life course informed research suggests that the problem of selection bias may be more complex than currently thought. This paper shows the importance of nonparametrically adjusting for the trajectory of confounder covariates for the estimation of these effects. This paper uses data from the Fragile Families and Child Wellbeing Study to estimate the total effect of the departure of the biological father on children's wellbeing, as well as delayed or fade-out effects of this transition. The paper employs Bayesian additive regression trees, a machine learning and causal inference method suited for statistical models involving high-dimensional data sets. After adjusting for multiple time-invariant and -varying confounder covariates, as well as their history, estimates of father absence's effect on children's wellbeing are reduced substantially, a finding which may be referred to as life course selection bias. Results suggest early and middle childhood are not negatively affected by the departure of the biological father. Life course selection bias mostly affects estimates of this effect on adolescence, which is explained by children directly experiencing changes inparent's socioeconomic trajectories that lead to divorce or separation. This would not be the case when father absence is experienced in early childhood. Results suggest father absence is mostly a marker of life course cumulative socioeconomic disadvantage, not a cause of negative effects.
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Affiliation(s)
- Alejandra Rodríguez Sánchez
- Institut für Sozialwissenschaften, Humboldt Universität zu Berlin, Universitätstrasse 3b, 10117 Berlin, Germany.
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26
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Biele G, Lekhal R, Overgaard KR, Vaage Wang M, Eek Brandlistuen R, Friis S, Zeiner P. The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children. Child Adolesc Psychiatry Ment Health 2022; 16:14. [PMID: 35209931 PMCID: PMC8876084 DOI: 10.1186/s13034-022-00442-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/18/2021] [Accepted: 01/12/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Three to seven percent of pre-schoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care (ECEC) improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if such effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders. METHODS We used data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2009, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigated the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analysed bias due to treatment by indication with directed acyclic graphs, adjusted for treatment predictors to reduce bias, and estimated effects in different patient groups and outcome domains with a hierarchical Bayesian model. RESULTS In the adjusted analysis, pre-schoolers who received special educational assistance had on average by 0.1 (0.04-0.16) standardised mean deviation fewer psycho-social difficulties in elementary school. CONCLUSION In a sample of children from mostly higher socioeconomic backgrounds we estimate a positive effects of special educational assistance during the transition from preschool to the school years. It may therefore be considered as an intervention for pre-schoolers with developmental or behaviour problems. More research with improved measurements of treatment and outcomes is needed to solidify the findings and identify success factors for the implementation of special educational assistance in ECEC.
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Affiliation(s)
- Guido Biele
- Norwegian Institute of Public Health, Marcus Thranes gate 6, 0473, Oslo, Norway.
- Oslo University Hospital, Oslo, Norway.
| | | | | | - Mari Vaage Wang
- Norwegian Institute of Public Health, Marcus Thranes gate 6, 0473, Oslo, Norway
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27
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Korucu I, Ayturk E, Finders JK, Schnur G, Bailey CS, Tominey SL, Schmitt SA. Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence. Front Psychol 2022; 12:717317. [PMID: 35115979 PMCID: PMC8803640 DOI: 10.3389/fpsyg.2021.717317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2021] [Accepted: 12/06/2021] [Indexed: 11/13/2022] Open
Abstract
Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that comprise self-regulation or if they are distinct. In this study, using a bifactor model, we tested the shared and unique variance among self-regulation constructs and prediction to pre-academic and social-emotional skills. The sample included 932 preschool children (Mage = 48 months, SD = 6.55; 49% female), their parents, and their teachers in the United States. Children’s self-regulation was assessed using measures of executive function, behavioral self-regulation, and emotion regulation. The bifactor model demonstrated a common overarching self-regulation factor, as well as distinct executive function and emotion regulation factors. The common overarching self-regulation factor and executive function predicted children’s pre-academic (i.e., mathematics and literacy) and social-emotional skills. The emotion regulation factor predicted children’s social-emotional skills. Identifying the shared and unique aspects of self-regulation may have important implications for supporting children’s regulatory skills as well as their success in school.
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Affiliation(s)
- Irem Korucu
- Child Study Center, Yale University, New Haven, CT, United States
- *Correspondence: Irem Korucu,
| | - Ezgi Ayturk
- Department of Medical Social Sciences, Northwestern University, Evanston, IL, United States
| | - Jennifer K. Finders
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Gina Schnur
- Child Study Center, Yale University, New Haven, CT, United States
| | - Craig S. Bailey
- Child Study Center, Yale University, New Haven, CT, United States
| | - Shauna L. Tominey
- Extension Family and Community Health Program, Oregon State University, Corvallis, OR, United States
| | - Sara A. Schmitt
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
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28
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Quintana R. Thinking within-persons: Using unit fixed-effects models to describe causal mechanisms. METHODS IN PSYCHOLOGY 2021. [DOI: 10.1016/j.metip.2021.100076] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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29
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Maruyama JM, Santos IS, Munhoz TN, Matijasevich A. Maternal depression trajectories and offspring positive attributes and social aptitudes at early adolescence: 2004 Pelotas birth cohort. Eur Child Adolesc Psychiatry 2021; 30:1939-1948. [PMID: 33098444 DOI: 10.1007/s00787-020-01665-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Accepted: 10/14/2020] [Indexed: 11/24/2022]
Abstract
There is growing evidence that adolescent positive attributes and social aptitudes are associated with beneficial outcomes, including higher educational attainment and lower risk of later psychiatric disorder. Although maternal depression is a well-known risk factor for a variety of offspring adverse outcomes, less is known on its repercussion on children's positive behavioral traits. This study aimed to evaluate the impact of maternal depression trajectories on offspring positive attributes and social aptitudes, testing sex-moderated models for the studied association. The 2004 Pelotas Birth Cohort is an ongoing cohort originally comprised by 4231 live births from Brazil. We included 3465 11-year-old adolescents (48.6% female; maternal self-reported skin color: 27.0% non-white). Maternal depressive symptoms were assessed by the Edinburgh Postnatal Depression Scale (EPDS) at all follow-ups. Adolescent positive attributes and social aptitudes were ascertained by specific subscales of Development and Well-Being Assessment (DAWBA). Multivariate linear regression was used to examine the effect of maternal depression trajectories on offspring's outcomes, adjusting for potential confounding variables. Moderation was assessed with interaction terms. Adolescents from mothers who presented high-chronic levels of depressive symptoms during offspring's life have lower scores of positive attributes and social aptitudes. Boys exposed to maternal depression during their lifetime are more affected than girls regarding positive attributes, but this sex difference was not observed for social aptitudes. Interventions targeting the promotion of adaptive behavioral traits may represent an effective way to buffer the adverse impact of maternal depression on offspring development, especially for vulnerable groups such as male adolescents.
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Affiliation(s)
- Jessica Mayumi Maruyama
- Departamento de Medicina Preventiva, Faculdade de Medicina FMUSP, Universidade de São Paulo, Av. Dr. Arnaldo 455, 2nd floor, São Paulo, SP, 01246-903, Brazil.
| | - Iná S Santos
- Postgraduate Program in Epidemiology, Federal University of Pelotas, Pelotas, Brazil.,Postgraduate Program in Pediatrics and Child Health, School of Medicine, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil
| | - Tiago Neuenfeld Munhoz
- Postgraduate Program in Epidemiology, Federal University of Pelotas, Pelotas, Brazil.,Faculty of Psychology, Federal University of Pelotas, Pelotas, Brazil
| | - Alicia Matijasevich
- Departamento de Medicina Preventiva, Faculdade de Medicina FMUSP, Universidade de São Paulo, Av. Dr. Arnaldo 455, 2nd floor, São Paulo, SP, 01246-903, Brazil.,Postgraduate Program in Epidemiology, Federal University of Pelotas, Pelotas, Brazil
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30
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Finkel D, Davis DW, Giangrande EJ, Womack S, Turkheimer E, Beam C. Socioeconomic status impacts genetic influences on the longitudinal dynamic relationship between temperament and general cognitive ability in childhood: The Louisville Twin Study. Child Dev 2021; 93:e135-e148. [PMID: 34741532 PMCID: PMC8941284 DOI: 10.1111/cdev.13704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 08/18/2021] [Accepted: 09/12/2021] [Indexed: 11/28/2022]
Abstract
The current analysis investigates genetic and environmental influences on the bidirectional relationships between temperament and general cognitive ability (GCA). Measures of GCA and three temperament factors (persistence, approach, and reactivity) were collected from 486 children ages 4-9 years (80% white, 50% female) from the Louisville Twin Study from 1976 to 1998. The results indicated a bidirectional dynamic model of temperament influencing subsequent GCA and GCA influencing subsequent temperament. The dynamic relationship between temperament and GCA arose primarily from shared genetic variance, particularly in families with higher socioeconomic status, where input from temperament contributed on average 20% to genetic variance in GCA versus 0% in lower SES families.
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Affiliation(s)
- Deborah Finkel
- Department of Psychology, Indiana University Southeast, New Albany, Indiana, USA.,Institute for Gerontology, Jönköping University, Jönköping, Sweden
| | - Deborah W Davis
- Department of Pediatrics, University of Louisville, Louisville, Kentucky, USA
| | - Evan J Giangrande
- Department of Psychology, University of Virginia, Charlottesville, Virginia, USA
| | - Sean Womack
- Department of Psychology, University of Virginia, Charlottesville, Virginia, USA
| | - Eric Turkheimer
- Department of Psychology, University of Virginia, Charlottesville, Virginia, USA
| | - Christopher Beam
- Department of Psychology, University of Southern California, Los Angeles, California, USA
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31
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Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort. Transl Psychiatry 2021; 11:563. [PMID: 34741011 PMCID: PMC8571267 DOI: 10.1038/s41398-021-01661-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 09/22/2021] [Accepted: 10/01/2021] [Indexed: 11/27/2022] Open
Abstract
Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ([Formula: see text] = 0.1-0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures.
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32
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Black M, Barnes A, Strong M, Brook A, Ray A, Holden B, Foster C, Taylor-Robinson D. Relationships between Child Development at School Entry and Adolescent Health-A Participatory Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:11613. [PMID: 34770127 PMCID: PMC8582847 DOI: 10.3390/ijerph182111613] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Revised: 10/21/2021] [Accepted: 10/25/2021] [Indexed: 11/17/2022]
Abstract
The relationship between child development and adolescent health, and how this may be modified by socio-economic conditions, is poorly understood. This limits cross-sector interventions to address adolescent health inequality. This review summarises evidence on the associations between child development at school starting age and subsequent health in adolescence and identifies factors affecting associations. We undertook a participatory systematic review, searching electronic databases (MEDLINE, PsycINFO, ASSIA and ERIC) for articles published between November 1990 and November 2020. Observational, intervention and review studies reporting a measure of child development and subsequent health outcomes, specifically weight and mental health, were included. Studies were individually and collectively assessed for quality using a comparative rating system of stronger, weaker, inconsistent or limited evidence. Associations between child development and adolescent health outcomes were assessed and reported by four domains of child development (socio-emotional, cognitive, language and communication, and physical development). A conceptual diagram, produced with stakeholders at the outset of the study, acted as a framework for narrative synthesis of factors that modify or mediate associations. Thirty-four studies were included. Analysis indicated stronger evidence of associations between measures of socio-emotional development and subsequent mental health and weight outcomes; in particular, positive associations between early externalising behaviours and later internalising and externalising, and negative associations between emotional wellbeing and later internalising and unhealthy weight. For all other domains of child development, although associations with subsequent health were positive, the evidence was either weaker, inconsistent or limited. There was limited evidence on factors that altered associations. Positive socio-emotional development at school starting age appears particularly important for subsequent mental health and weight in adolescence. More collaborative research across health and education is needed on other domains of development and on the mechanisms that link development and later health, and on how any relationship is modified by socio-economic context.
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Affiliation(s)
- Michelle Black
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Amy Barnes
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Mark Strong
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Anna Brook
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Anna Ray
- Department of Health Sciences, University of York, Seebohm Rowntree Building, Heslington, York YO10 5DD, UK;
| | - Ben Holden
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Clare Foster
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - David Taylor-Robinson
- Public Health, Policy and Systems, Institute of Population Health, University of Liverpool, Liverpool L69 3GL, UK;
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Estimating the late-life effects of social and emotional skills in childhood using midlife mediators. Soc Sci Med 2021; 292:114522. [PMID: 34763967 DOI: 10.1016/j.socscimed.2021.114522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 10/26/2021] [Accepted: 10/30/2021] [Indexed: 11/24/2022]
Abstract
Social and emotional skills are known to affect health and non-health outcomes, but there is limited evidence on whether these skills in childhood affect late life outcomes because of a shortage of long-running datasets containing this information. We develop a three-stage procedure and use it to estimate the effect of childhood social and emotional skills on health and labour market outcomes in late-life. This procedure makes use of mediators in midlife which are shown to be predicted by childhood skills in one dataset and to predict late-life outcomes in another dataset. We use this method to combine estimates from the National Child Development Survey and the British Household Panel Survey. We find that childhood skills predict marital status, education, home ownership, income and health at age 46 years and these midlife variables predict levels of quality-adjusted life years and labour income accumulated by age 63 years. The combined estimates suggest a standard deviation increase in average Bristol Social Adjustment Guide total score at ages 7 and 11 is associated with 4.2% (standard error = 0.6%) additional quality-adjusted life years and more than 9.9% (£14,539, standard error = £2072) additional accumulated pre-tax earnings by age 63 years. Therefore, childhood interventions to increase social and emotional skills would be expected to reduce future healthcare costs and increase wealth. Our three-stage methodology can be used to predict the life-course effects of investments in childhood skills by combining results from datasets across population cohorts.
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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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Examining the relationships among adolescent health behaviours, prefrontal function, and academic achievement using fNIRS. Dev Cogn Neurosci 2021; 50:100983. [PMID: 34265630 PMCID: PMC8280512 DOI: 10.1016/j.dcn.2021.100983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2020] [Revised: 05/17/2021] [Accepted: 06/25/2021] [Indexed: 12/05/2022] Open
Abstract
Prior studies document effects of lifestyle behaviors on the brain and academics. Among adolescents we found that activity and eating both predict task performance. Activity also predicts functional activation in the right lateral dlPFC, but not grades. Substance use predicted worse grades but not brain-related mediators.
Several adolescent health behaviours have been hypothesized to improve academic performance via their beneficial impact on cognitive control and functional aspects of the prefrontal cortex (PFC). The primary objective of this study is to examine the association between lifestyle behaviours and academic performance in a sample of adolescents, and to examine the extent to which activity within the PFC and behavioural indices of inhibition may mediate this relationship. Sixty-seven adolescents underwent two study sessions five days apart. Sleep and physical activity were measured using wrist-mounted accelerometry; eating habits, substance use and academic achievement were measured by self-report. Prefrontal function was quantified by Multi-Source Interference Task (MSIT) performance, and task-related activity via functional near-infrared spectroscopy (fNIRS). Higher levels of physical activity predicted higher MSIT accuracy scores (β = .321, ρ = 0.019) as well as greater activation within the right dlPFC (b = .008, SE = .004, ρ = .0322). Frequency of fast-food consumption and substance use were negatively associated with MSIT accuracy scores (β = −0.307, ρ = .023) and Math grades (b = −3.702, SE = 1.563, ρ = .022), respectively. Overall, the results of this study highlight the importance of lifestyle behaviours as predictors of prefrontal function and academic achievement in youth.
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Gunzenhauser C, Nückles M. Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer. Front Psychol 2021; 12:624008. [PMID: 34108906 PMCID: PMC8181736 DOI: 10.3389/fpsyg.2021.624008] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Accepted: 03/29/2021] [Indexed: 11/13/2022] Open
Abstract
The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve (cf. Diamond and Lee, 2011; Sala and Gobet, 2020). In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate academic performance via two specific pathways, namely learning-related behaviors and learning-related cognitions. Further, we discuss how domain-specific factors (e.g., task-specific demands and prior knowledge) may influence the successful application of executive functions to learning in this domain. Second, we discuss how the school setting can be used to enhance executive function training with approaches to facilitating far transfer to academic achievement. Specifically, we suggest that training executive functions as a means to improve academic performance is most promising in young students, for whom both behavioral and domain-specific cognitive demands of formal schooling are quite novel challenges. Furthermore, we outline that students could be supported in far transfer of trained executive functions by being informed of the specific relevance of these skills for learning-related behaviors and by having them practice executive functions under such authentic conditions. Moreover, we suggest that in order to promote ongoing effects of executive function training beyond short-term interventions, teachers should be equipped to consider the specific executive function components that might facilitate and support students' acquisition of a particular subject matter.
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Affiliation(s)
| | - Matthias Nückles
- Department of Educational Science, University of Freiburg, Freiburg, Germany
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Impact of child development at primary school entry on adolescent health-protocol for a participatory systematic review. Syst Rev 2021; 10:142. [PMID: 33962672 PMCID: PMC8105931 DOI: 10.1186/s13643-021-01694-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Accepted: 04/29/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Reducing child health inequalities is a global health priority and evidence suggests that optimal development of knowledge, skills and attributes in early childhood could reduce health risks across the life course. Despite a strong policy rhetoric on giving children the 'best start in life', socioeconomic inequalities in children's development when they start school persist. So too do inequalities in child and adolescent health. These in turn influence health inequalities in adulthood. Understanding how developmental processes affect health in the context of socioeconomic factors as children age could inform a holistic policy approach to health and development from childhood through to adolescence. However, the relationship between child development and early adolescent health consequences is poorly understood. Therefore the aim of this review is to summarise evidence on the associations between child development at primary school starting age (3-7 years) and subsequent health in adolescence (8-15 years) and the factors that mediate or moderate this relationship. METHOD A participatory systematic review method will be used. The search strategy will include; searches of electronic databases (MEDLINE, PsycINFO, ASSIA and ERIC) from November 1990 onwards, grey literature, reference searches and discussions with stakeholders. Articles will be screened using inclusion and exclusion criteria at title and abstract level, and at full article level. Observational, intervention and review studies reporting a measure of child development at the age of starting school and health outcomes in early adolescence, from a member country of the Organisation for Economic Co-operation and Development, will be included. The primary outcome will be health and wellbeing outcomes (such as weight, mental health, socio-emotional behaviour, dietary habits). Secondary outcomes will include educational outcomes. Studies will be assessed for quality using appropriate tools. A conceptual model, produced with stakeholders at the outset of the study, will act as a framework for extracting and analysing evidence. The model will be refined through analysis of the included literature. Narrative synthesis will be used to generate findings and produce a diagram of the relationship between child development and adolescent health. DISCUSSION The review will elucidate how children's development at the age of starting school is related to subsequent health outcomes in contexts of socioeconomic inequality. This will inform ways to intervene to improve health and reduce health inequality in adolescents. The findings will generate knowledge of cross-sector relevance for health and education and promote inter-sectoral coherence in addressing health inequalities throughout childhood. PROTOCOL REGISTRATION This systematic review protocol has been registered with PROSPERO CRD42020210011 .
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Takahashi Y, Zheng A, Yamagata S, Ando J. Genetic and environmental architecture of conscientiousness in adolescence. Sci Rep 2021; 11:3205. [PMID: 33547339 PMCID: PMC7864923 DOI: 10.1038/s41598-021-82781-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Accepted: 01/25/2021] [Indexed: 12/02/2022] Open
Abstract
Using a genetically informative design (about 2000 twin pairs), we investigated the phenotypic and genetic and environmental architecture of a broad construct of conscientiousness (including conscientiousness per se, effortful control, self-control, and grit). These four different measures were substantially correlated; the coefficients ranged from 0.74 (0.72–0.76) to 0.79 (0.76–0.80). Univariate genetic analyses revealed that individual differences in conscientiousness measures were moderately attributable to additive genetic factors, to an extent ranging from 62 (58–65) to 64% (61–67%); we obtained no evidence that shared environmental influences were observed. Multivariate genetic analyses showed that for the four measures used to assess conscientiousness, genetic correlations were stronger than the corresponding non-shared environmental correlations, and that a latent common factor accounted for over 84% of the genetic variance. Our findings suggest that individual differences in the four measures of conscientiousness are not distinguishable at both the phenotypic and behavioural genetic levels, and that the overlap was substantially attributable to genetic factors.
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Affiliation(s)
- Yusuke Takahashi
- Graduate School of Education, Kyoto University, Yoshida Honmachi, Sakyo-ku, Kyoto, 6068501, Japan.
| | - Anqing Zheng
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, USA
| | - Shinji Yamagata
- Graduate School of Education and Human Development, Nagoya University, Nagoya, Japan
| | - Juko Ando
- Faculty of Letters, Keio University, Tokyo, Japan
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Demange PA, Malanchini M, Mallard TT, Biroli P, Cox SR, Grotzinger AD, Tucker-Drob EM, Abdellaoui A, Arseneault L, van Bergen E, Boomsma DI, Caspi A, Corcoran DL, Domingue BW, Harris KM, Ip HF, Mitchell C, Moffitt TE, Poulton R, Prinz JA, Sugden K, Wertz J, Williams BS, de Zeeuw EL, Belsky DW, Harden KP, Nivard MG. Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction. Nat Genet 2021; 53:35-44. [PMID: 33414549 PMCID: PMC7116735 DOI: 10.1038/s41588-020-00754-2] [Citation(s) in RCA: 110] [Impact Index Per Article: 36.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2020] [Accepted: 11/19/2020] [Indexed: 01/28/2023]
Abstract
Little is known about the genetic architecture of traits affecting educational attainment other than cognitive ability. We used genomic structural equation modeling and prior genome-wide association studies (GWASs) of educational attainment (n = 1,131,881) and cognitive test performance (n = 257,841) to estimate SNP associations with educational attainment variation that is independent of cognitive ability. We identified 157 genome-wide-significant loci and a polygenic architecture accounting for 57% of genetic variance in educational attainment. Noncognitive genetics were enriched in the same brain tissues and cell types as cognitive performance, but showed different associations with gray-matter brain volumes. Noncognitive genetics were further distinguished by associations with personality traits, less risky behavior and increased risk for certain psychiatric disorders. For socioeconomic success and longevity, noncognitive and cognitive-performance genetics demonstrated associations of similar magnitude. By conducting a GWAS of a phenotype that was not directly measured, we offer a view of genetic architecture of noncognitive skills influencing educational success.
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Affiliation(s)
- Perline A Demange
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Amsterdam University Medical Centers, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Margherita Malanchini
- Department of Biological and Experimental Psychology, Queen Mary University of London, London, UK
- Social, Genetic and Developmental Psychiatric Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
| | - Travis T Mallard
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
| | - Pietro Biroli
- Department of Economics, University of Zurich, Zurich, Switzerland
| | - Simon R Cox
- Lothian Birth Cohorts group, Department of Psychology, University of Edinburgh, Edinburgh, UK
| | | | - Elliot M Tucker-Drob
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
- Population Research Center, University of Texas at Austin, Austin, TX, USA
| | - Abdel Abdellaoui
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Department of Psychiatry, Amsterdam UMC, University of Amsterdam, Amsterdam, the Netherlands
| | - Louise Arseneault
- Social, Genetic and Developmental Psychiatric Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Dorret I Boomsma
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Avshalom Caspi
- Social, Genetic and Developmental Psychiatric Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Department of Psychology & Neuroscience, Duke University, Durham, NC, USA
- Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC, USA
- Center for Genomic and Computational Biology, Duke University, Durham, NC, USA
| | - David L Corcoran
- Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC, USA
| | - Benjamin W Domingue
- Stanford Graduate School of Education, Stanford University, Palo Alto, CA, USA
| | - Kathleen Mullan Harris
- Department of Sociology and Carolina Population Center, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Hill F Ip
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Colter Mitchell
- Institute for Social Research, University of Michigan, Ann Arbor, MI, USA
| | - Terrie E Moffitt
- Social, Genetic and Developmental Psychiatric Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Department of Psychology & Neuroscience, Duke University, Durham, NC, USA
- Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC, USA
- Center for Genomic and Computational Biology, Duke University, Durham, NC, USA
| | - Richie Poulton
- Department of Psychology and Dunedin Multidisciplinary Health and Development Research Unit, University of Otago, Dunedin, New Zealand
| | - Joseph A Prinz
- Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC, USA
| | - Karen Sugden
- Department of Psychology & Neuroscience, Duke University, Durham, NC, USA
| | - Jasmin Wertz
- Department of Psychology & Neuroscience, Duke University, Durham, NC, USA
| | | | - Eveline L de Zeeuw
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Daniel W Belsky
- Department of Epidemiology, Columbia University Mailman School of Public Health, New York, NY, USA.
- Robert N. Butler Columbia Aging Center, Columbia University, New York, NY, USA.
| | - K Paige Harden
- Department of Psychology, University of Texas at Austin, Austin, TX, USA.
| | - Michel G Nivard
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands.
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Tumanova V, Wilder B, Gregoire J, Baratta M, Razza R. Emotional Reactivity and Regulation in Preschool-Age Children Who Do and Do Not Stutter: Evidence From Autonomic Nervous System Measures. Front Hum Neurosci 2020; 14:600790. [PMID: 33390919 PMCID: PMC7772147 DOI: 10.3389/fnhum.2020.600790] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 11/23/2020] [Indexed: 11/30/2022] Open
Abstract
Purpose: This experimental cross-sectional research study examined the emotional reactivity and emotion regulation in preschool-age children who do (CWS) and do not stutter (CWNS) by assessing their psychophysiological response during rest and while viewing pictures from the International Affective Picture System (Lang et al., 2008). Method: Participants were 18 CWS (16 boys and two girls; mean age 4 years, 5 months) and 18 age- and gender-matched CWNS. Participants' psychophysiological responses were measured during two baselines and two picture viewing conditions. Skin conductance level (SCL) and heart rate were measured to assess emotional reactivity. Respiratory sinus arrhythmia (RSA) was measured to assess emotional regulation. Participants' shyness and executive function were assessed via parent report and considered for their effects on participants' psychophysiological responses. Results: First, CWNS and CWS did not differ in their initial baseline SCL, heart rate, or RSA, but all participants had higher SCL and lower RSA in the second baseline, subsequent to the first challenge condition, compared to the first baseline. Second, during the challenge conditions, CWS did not differ from CWNS in their SCL, but showed a significantly higher heart rate than CWNS. Third, CWS exhibited a significantly lower RSA during the challenge conditions compared to CWNS. Lastly, the temperamental quality of shyness was associated with preschool-age children's SCL, such that participants who were rated higher in shyness had a higher SCL during the challenge conditions. Participants' executive function had a marginally significant effect on the RSA, such that the participants who had higher executive function composite scores exhibited lower RSA during the challenge conditions. Conclusions: Our findings suggest that CWS and CWNS did not differ in their emotional reactivity and emotional regulation abilities at rest. During challenge conditions, however, CWS tended to be more emotionally reactive, as indicated by a higher heart rate, and also employed more emotional regulation, indexed by a greater decrease in RSA, compared to CWNS. Preschool-age children's behavior is largely dominated by reactivity, but there is the emergence of regulation, which can help children adjust to various contextual demands. For CWS who are more emotionally reactive, regulatory skills may be particularly critical to their prognosis and treatment.
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Affiliation(s)
- Victoria Tumanova
- Department of Communication Sciences and Disorders, Syracuse University, Syracuse, NY, United States
| | - Blair Wilder
- Department of Communication Sciences and Disorders, Syracuse University, Syracuse, NY, United States
| | - Julia Gregoire
- Department of Communication Sciences and Disorders, Syracuse University, Syracuse, NY, United States
| | - Michaela Baratta
- Department of Communication Sciences and Disorders, Syracuse University, Syracuse, NY, United States
| | - Rachel Razza
- Department of Human Development and Family Science, Syracuse University, Syracuse, NY, United States
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Postigo Á, Cuesta M, García-Cueto E, Menéndez-Aller Á, González-Nuevo C, Muñiz J. Grit Assessment: Is One Dimension Enough? J Pers Assess 2020; 103:786-796. [PMID: 33236925 DOI: 10.1080/00223891.2020.1848853] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Grit is one of the non-cognitive variables that has received the most attention in recent years given its relationship to and influence in various aspects of life. There are very few reliable, valid instruments to evaluate it in Spanish-speaking countries. Because of that, the aim of this study is the development and validation of a new scale to evaluate grit in Spanish-speaking contexts. We used a sample of 531 Spanish participants (60% women) from the general population (Myears = 38.60, SDyears = 14.90). We examined the structure and measurement invariance of the instrument. We calculated the instrument's reliability and obtained evidence of validity in relation to other variables. We examined the differences in grit as a function of gender and age. The factorial analyses confirmed the unidimensionality of the instrument, along with the measurement invariance of the scores with respect to sex and age. The new grit scale demonstrated excellent reliability (α = .94; ω = .94). We found clear evidence of validity in relation to other variables; the Grit short scale (r = .691), self-control (r = .595), self-efficacy (r = .703), and conscientiousness (r = .661). The new scale for evaluating grit (Oviedo Grit Scale) is essentially unidimensional, and scores produced by it exhibit excellent indicators of reliability and validity.
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Collier LR, Gregory T, Harman-Smith Y, Gialamas A, Brinkman SA. Inequalities in child development at school entry: A repeated cross-sectional analysis of the Australian Early Development Census 2009-2018. THE LANCET REGIONAL HEALTH. WESTERN PACIFIC 2020; 4:100057. [PMID: 34327392 PMCID: PMC8315438 DOI: 10.1016/j.lanwpc.2020.100057] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2020] [Revised: 10/28/2020] [Accepted: 11/02/2020] [Indexed: 11/27/2022]
Abstract
BACKGROUND Australia is the only developed country to consistently undertake a developmental census of its children nationwide. The repeated collection of the Australian Early Development Census (AEDC) has provided an unprecedented opportunity to examine the prevalence of developmental vulnerability across Australia's states and territories, the socio-economic distribution of developmental vulnerability across jurisdictions, and how these distributions might have changed over time. METHODS This study employed multivariable logistic regressions to estimate the probability of developmental vulnerability within each jurisdiction and AEDC collection year (2009 to 2018), adjusting for jurisdictional differences in socio-demographic characteristics. To explore socio-economic inequalities in child development, adjusted slope index of inequality (SII) models were utilised. FINDINGS The results of this study found reductions in the adjusted prevalence of developmental vulnerability over time in Western Australia (26% to 20%) and Queensland (30% to 25%), with an increase observed in the Australian Capital Territory (27% to 30%). Analysis also indicated an increase in socio-economic inequalities over time in the Northern Territory (+12%), the Australian Capital Territory (+6%) and Tasmania (+4%). Sensitivity analysis found these effects to be robust with an alternative measure of socio-economic position. INTERPRETATION There is considerable variation in the prevalence and socio-economic inequalities in developmental vulnerability across Australia's jurisdictions. Future research should explore the policy drivers in early childhood education and health contributing to the findings of this study, with a particular focus on jurisdictions where there have been notable changes in developmental vulnerability and socio-economic inequality over time. FUNDING Analyses were funded under research contract by the Department of Education, Skills and Employment. Prof Brinkman is supported by a National Health and Medical Research Council fellowship, APP1160185.
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Affiliation(s)
- Luke R. Collier
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St., Adelaide, SA 5000, Australia
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
| | - Tess Gregory
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St., Adelaide, SA 5000, Australia
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
| | - Yasmin Harman-Smith
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St., Adelaide, SA 5000, Australia
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
| | - Angela Gialamas
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
| | - Sally A. Brinkman
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St., Adelaide, SA 5000, Australia
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
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Smid CR, Karbach J, Steinbeis N. Toward a Science of Effective Cognitive Training. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2020. [DOI: 10.1177/0963721420951599] [Citation(s) in RCA: 30] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
A long-standing question in the behavioral sciences is whether cognitive functions can be improved through dedicated training. It is uncontested that training programs can lead to near transfer, meaning increased performance on untrained tasks involving similar cognitive functions. However, whether training also leads to far transfer, meaning increased performance on loosely related untrained tasks or even activities of daily living, is still hotly debated. Here, we review the extant literature and, in particular, the most recent meta-analytic evidence and argue that the ongoing crisis in the field of cognitive-training research may benefit from taking a more mechanistic approach to studying the effectiveness of training. We propose that (a) adopting a more rigorous theoretical framework that builds on a process-based account of training and transfer, (b) considering the role of individual differences in the responsiveness to training, and (c) drawing on Bayesian models of development may help to solve controversial issues in the field and lead the way to designing and implementing more effective training protocols.
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Affiliation(s)
- Claire R. Smid
- Department of Clinical, Educational and Health Psychology, University College London
| | - Julia Karbach
- Department of Psychology, University of Koblenz-Landau
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
| | - Nikolaus Steinbeis
- Department of Clinical, Educational and Health Psychology, University College London
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Lucas-Molina B, Quintanilla L, Sarmento-Henrique R, Martín Babarro J, Giménez-Dasí M. The Relationship between Emotion Regulation and Emotion Knowledge in Preschoolers: A Longitudinal Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E5726. [PMID: 32784765 PMCID: PMC7459747 DOI: 10.3390/ijerph17165726] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Revised: 07/30/2020] [Accepted: 08/01/2020] [Indexed: 12/23/2022]
Abstract
Numerous studies have shown the important role of both emotion regulation (ER) and emotion knowledge (EK) in child development. Despite the number of studies carried out on both variables, there is practically no research on the developmental relationship between these two constructs. We present a longitudinal study to explore the relationship between EK and ER in preschoolers in which we measured these variables over 3 academic years in a cohort of 108 preschool children using the Test of Emotion Comprehension (TEC) and the Emotion Regulation Checklist (ERC). The ERC is divided into 2 subscales: Emotional Regulation (ER) and Lability/Negativity (L/N). Two cross-lagged models were constructed in order to examine the predictive power of ER and L/N on EK across the three time points. The results suggest that ER is an ability that precedes and predicts EK during preschool years. We also discuss the theoretical and practical implications of these findings.
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Affiliation(s)
| | - Laura Quintanilla
- Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain;
| | - Renata Sarmento-Henrique
- Department of Education and Psychology, Centro Universitario Cardenal Cisneros, 28806 Alcalá de Henares, Spain;
| | | | - Marta Giménez-Dasí
- Faculty of Psychology, Complutense University of Madrid, 28223 Madrid, Spain;
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Suarez-Alvarez J, Fernández-Alonso R, Kyllonen PC, De Fruyt F, Fonseca-Pedrero E, Muñiz J. Editorial: Bridging the Gap Between Research and Policy in Fostering Social and Emotional Skills. Front Psychol 2020; 11:426. [PMID: 32269537 PMCID: PMC7110336 DOI: 10.3389/fpsyg.2020.00426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Accepted: 02/24/2020] [Indexed: 11/25/2022] Open
Affiliation(s)
| | - Rubén Fernández-Alonso
- Department of Education and Culture, Government of the Principality of Asturias, Oviedo, Spain.,Department of Psychology, University of Oviedo, Oviedo, Spain
| | | | - Filip De Fruyt
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
| | | | - José Muñiz
- Department of Psychology, University of Oviedo, Oviedo, Spain
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Ormel J, Cuijpers P, Jorm A, Schoevers RA. What is needed to eradicate the depression epidemic, and why. ACTA ACUST UNITED AC 2020. [DOI: 10.1016/j.mhp.2019.200177] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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Munafò M, Davies NM, Davey Smith G. Can genetics reveal the causes and consequences of educational attainment? JOURNAL OF THE ROYAL STATISTICAL SOCIETY. SERIES A, (STATISTICS IN SOCIETY) 2020; 183:681-688. [PMID: 32999534 PMCID: PMC7508183 DOI: 10.1111/rssa.12543] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
There is an extensive literature on the causes of educational inequalities, and the life course consequences of educational attainment. Mendelian randomization, where genetic variants associated with exposures of interest are used as proxies for those exposures, often within an instrumental variables framework, has proven highly effective at elucidating the causal effects of several risk factors in the biomedical sciences. We discuss the potential for this approach to be used in the context of social and socio-economic exposures and outcomes, such as educational attainment.
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Duckworth AL, Quirk A, Gallop R, Hoyle RH, Kelly DR, Matthews MD. Cognitive and noncognitive predictors of success. Proc Natl Acad Sci U S A 2019; 116:23499-23504. [PMID: 31685624 PMCID: PMC6876246 DOI: 10.1073/pnas.1910510116] [Citation(s) in RCA: 45] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
When predicting success, how important are personal attributes other than cognitive ability? To address this question, we capitalized on a full decade of prospective, longitudinal data from n = 11,258 cadets entering training at the US Military Academy at West Point. Prior to training, cognitive ability was negatively correlated with both physical ability and grit. Cognitive ability emerged as the strongest predictor of academic and military grades, but noncognitive attributes were more prognostic of other achievement outcomes, including successful completion of initiation training and 4-y graduation. We conclude that noncognitive aspects of human capital deserve greater attention from both scientists and practitioners interested in predicting real-world success.
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Affiliation(s)
- Angela L Duckworth
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104;
| | - Abigail Quirk
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104
| | - Robert Gallop
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104
| | - Rick H Hoyle
- Department of Psychology and Neuroscience, Duke University, Durham, NC 27708
| | - Dennis R Kelly
- Office of Institutional Research, US Military Academy, West Point, NY 10996
| | - Michael D Matthews
- Department of Behavioral Sciences and Leadership, US Military Academy, West Point, NY 10996
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Olszewski-Kubilius P, Subotnik RF, Davis LC, Worrell FC. Benchmarking Psychosocial Skills Important for Talent Development. New Dir Child Adolesc Dev 2019; 2019:161-176. [PMID: 31663255 DOI: 10.1002/cad.20318] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
How can high potential in childhood be transformed into outstanding adult accomplishment? Research indicates that individuals who become outstanding performers and producers have more than just raw talent in the domain or opportunities to develop their talent-they have the will, drive, and focus to take advantage of the opportunities with which they are presented, and the capacity to persist through failures even as the bar for success gets higher. Despite the importance of these psychosocial facilitators, they are among the least well understood in the field of gifted and talented research. In this study, we reviewed existing literature in order to build comprehensive list of the psychosocial variables associated with talent development across domains (visual art, dance, sports, academics, music, acting, medicine, and software engineering). With the help of psychologists with expertise in these domains, we completed an initial categorization of these skills and asked the experts to indicate at which of the three stages in talent development-the transition of abilities into competencies, competencies into expertise, and expertise to creative productivity or eminence-each psychosocial skill was important. We found promising general patterns of commonality as well as variation by domain and stage of talent development, and discuss the implications of this study on future research into psychosocial skill development.
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Simmering VR, Ou L, Bolsinova M. What Technology Can and Cannot Do to Support Assessment of Non-cognitive Skills. Front Psychol 2019; 10:2168. [PMID: 31607992 PMCID: PMC6774043 DOI: 10.3389/fpsyg.2019.02168] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2018] [Accepted: 09/09/2019] [Indexed: 12/03/2022] Open
Abstract
Advances in technology hold great promise for expanding what assessments may achieve across domains. We focus on non-cognitive skills as our domain, but lessons can be extended to other domains for both the advantages and drawbacks of new technological approaches for different types of assessments. We first briefly review the limitations of traditional assessments of non-cognitive skills. Next, we discuss specific examples of technological advances, considering whether and how they can address such limitations, followed by remaining and new challenges introduced by incorporating technology into non-cognitive assessments. We conclude by noting that technology will not always improve assessments over traditional methods and that careful consideration must be given to the advantages and limitations of each type of assessment relative to the goals and needs of the assessor. The domain of non-cognitive assessments in particular remains limited by lack of agreement and clarity on some constructs and their relations to observable behavior (e.g., self-control versus -regulation versus -discipline), and until these theoretical limitations must be overcome to realize the full benefit of incorporating technology into assessments.
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Affiliation(s)
| | - Lu Ou
- ACTNext by ACT, Inc., Iowa City, IA, United States
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