1
|
Yan S, Li M, Yan Z, Hu B, Zeng L, Lv B. Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary. Front Public Health 2023; 11:1077634. [PMID: 36969678 PMCID: PMC10030885 DOI: 10.3389/fpubh.2023.1077634] [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: 11/23/2022] [Accepted: 02/13/2023] [Indexed: 03/10/2023] Open
Abstract
Objective To understand the working mechanism and the relationships among the quality of teacher-child interaction (TCI), children's comprehensible vocabulary (CV) and executive function (EF). Methods Using stratified sampling, 900 children (boys 50.2%) and 60 preschool teachers were recruited from 4 places in China for testing, and five measurement tools, including the Classroom Assessment Scoring System (CLASS), the Peabody Picture Vocabulary Test (PPVT-R), the Stroop test, a card sorting task, and the Wechsler Intelligence Scale for Children (WISC-IV), were used. Results For every additional unit of TCI, EF increases by 0.55 units; For every additional unit of EF, CV increases by 0.55 units; For every additional unit of CV, EF increases by 0.55 units; For every additional unit of CV, TCI increases by 0.38 units; For every additional unit of TCI, CV increases by 0.38 units. In the Model of TCI-EF-CV, the estimated value of TCI and the total effect of comprehensible vocabulary is 0.18; Z = 9.84, which is significantly greater than 1.96 at the bias-corrected 95% confidence interval and at the percentile 95% confidence interval (0.15, 0.23), both of which do not contain 0. The direct effect of TCI and CV is significant and indirect effects account for 39%. In the Model of TCI-CV-EF, the total effect of TCI on executive function is 0.09 (Z = 6.14), the direct effect is not significant with bias-corrected 95% confidence interval and 95% confidence interval (-0.01, 0.03), both of which include 0. Conclusion There are two-way effects among children's EF and CV, TCI and CV. EF plays a mediating role in the influence of TCI on CV. TCI positively predicts children's EF, but this mainly depends on CV. Therefore, TCI plays a positive role in the development of children's CV and EF.
Collapse
Affiliation(s)
- Shi Yan
- Faculty of Education, Northeast Normal University, Changchun, Jilin, China
| | - Min Li
- Faculty of Education, Northeast Normal University, Changchun, Jilin, China
| | - Zhonglian Yan
- Faculty of Education, Northeast Normal University, Changchun, Jilin, China
| | - Biying Hu
- Faculty of Education, University of Macau, Taipa, Macau SAR, China
| | - Li Zeng
- Faculty of Education, Wenzhou University, Wenzhou, Zhejiang, China
| | - Bo Lv
- Faculty of Education, Northeast Normal University, Changchun, Jilin, China
| |
Collapse
|
2
|
Prime H, Andrews K, Markwell A, Gonzalez A, Janus M, Tricco AC, Bennett T, Atkinson L. Positive Parenting and Early Childhood Cognition: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Clin Child Fam Psychol Rev 2023; 26:362-400. [PMID: 36729307 PMCID: PMC10123053 DOI: 10.1007/s10567-022-00423-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/30/2022] [Indexed: 02/03/2023]
Abstract
This review examines the effectiveness of positive parenting interventions aimed at improving sensitivity, responsiveness, and/or non-harsh discipline on children's early cognitive skills, in four meta-analyses addressing general mental abilities, language, executive functioning, and pre-academics. The objectives are to assess the magnitude of intervention effectiveness and identify moderators of effectiveness. We include randomized controlled trials of interventions targeting positive parenting to improve cognition in children < 6 years. Studies that include children with neurodevelopmental and/or hearing disorders were excluded. MEDLINE, PsycINFO, ERIC, and ProQuest Dissertations & Theses (October 2021) and citation chaining identified relevant records. Five reviewers completed screening/assessments, extraction, and risk of bias. Pooled analysis in Comprehensive Meta-Analysis (Version 3) used random effects modeling, with moderation via Q-statistics and meta-regression. Positive parenting interventions led to significant improvements in mental abilities (g = 0.46, N = 5746; k = 33) and language (g = 0.25, N = 6428; k = 30). Effect sizes were smaller and nonsignificant for executive functioning (g = 0.07, N = 3628; k = 14) and pre-academics (g = 0.16, N = 2365; k = 7). Robust moderators emerged for language and cognition. For cognition, studies with higher risk of bias scores yielded larger intervention effects. For language, studies with younger children had larger effect sizes. Studies mitigated selection and detection bias, though greater transparency of reporting is needed. Interventions that promote parental sensitivity, responsiveness, and non-harsh discipline improve early mental abilities and language. Studies examining executive functioning and pre-academics are needed to examine moderators of intervention effectiveness. Trial registration Systematic review PROSPERO registration. CRD42020222143.
Collapse
Affiliation(s)
- Heather Prime
- Department of Psychology, York University, Toronto, Canada. .,LaMarsh Centre for Child & Youth Research, York University, Toronto, Canada.
| | - Krysta Andrews
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Alexandra Markwell
- Department of Psychology, York University, Toronto, Canada.,LaMarsh Centre for Child & Youth Research, York University, Toronto, Canada
| | - Andrea Gonzalez
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Magdalena Janus
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Andrea C Tricco
- Knowledge Translation Program, Li Ka Shing Knowledge Institute, St. Michaels Hospital, Unity Health Toronto, Toronto, Canada.,Epidemiology Division and Institute of Health Policy, Management, and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.,Queen's Collaboration for Health Care Quality Joanna Briggs Institute Centre of Excellence, Queen's University, Kingston, Canada
| | - Teresa Bennett
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Leslie Atkinson
- Department of Psychology, Toronto Metropolitan University, Toronto, Canada
| |
Collapse
|
3
|
More to the story than executive function: Effortful control soon after injury predicts long-term functional and social outcomes following pediatric traumatic brain injury in young children. J Int Neuropsychol Soc 2022; 29:325-335. [PMID: 36102333 PMCID: PMC10011017 DOI: 10.1017/s1355617722000315] [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: 11/06/2022]
Abstract
OBJECTIVE To examine the impact of early traumatic brain injury (TBI) on effortful control (EC) over time and the relationship of EC and executive functioning (EF) to long-term functional and social outcomes. METHOD Parents of children (N = 206, ages 3-7) with moderate-to-severe TBI or orthopedic injuries (OIs) rated EC using the Child Behavior Questionnaire at 1 (pre-injury), 6, 12, and 18 months post-injury. Child functioning and social competence were assessed at 7 years post-injury. Mixed models examined the effects of injury, time since injury, and their interaction on EC. General linear models examined the associations of pre-injury EC and EC at 18 months with long-term functional and social outcomes. Models controlled for EF to assess the unique contribution of EC to outcomes. RESULTS Children with severe TBI had significantly lower EC than both the OI and moderate TBI groups at each post-injury time point. Both pre-injury and 18-month EC were associated with long-term outcomes. Among those with low EC at baseline, children with moderate and severe TBI had more functional impairment than those with OI; however, no group differences were noted at high levels of EC. EC had main effects on parent-reported social competence that did not vary by injury type. CONCLUSIONS Findings suggest that EC is sensitive to TBI effects and is a unique predictor of functional outcomes, independent of EF. High EC could serve as a protective factor, and as such measures of EC could be used to identify children for more intensive intervention.
Collapse
|
4
|
Jones LB, Kiel EJ, Luebbe AM, Hay MC. Resilience in mothers during the COVID-19 pandemic. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2022; 36:815-826. [PMID: 35343734 PMCID: PMC9703466 DOI: 10.1037/fam0000985] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
The coronavirus disease (COVID-19) pandemic has brought immense psychological pressure and disruptions to daily life for all individuals, and particularly children, parents, and families. Despite these difficulties, parents are able to show resilience through adaptive coping and positive parenting behaviors. Although there is robust research on resilience in children, very little research has tested predictors of parental resilience. The present study presents descriptive information about mothers' pandemic-related stressors and positive changes and then tests whether prepandemic maternal well-being and child effortful control predicted mothers' resilient parental outcomes (positive behavior and coping) through the mediators of maternal self-compassion, adherence to family routines, and child coping. The sample comprised 95 mothers (95.38% European American, 3.2% African American, and 1.1% Asian American) with a mean age of 38.21 years (SD = 5.71 years, Range = 25.72-51.60 years) and education ranging from a high school to an advanced degree (M = 16.26 years, SD = 2.28 years, Range = 12-21 years). Results revealed that prepandemic maternal well-being predicted adaptive coping both directly and indirectly through self-compassion. Children's effortful control predicted maternal adaptive coping indirectly through children's own adaptive coping, and predicted mothers' positive parenting behaviors directly. Posthoc models revealed adherence to routines to be a correlate and outcome, rather than predictor, of positive parenting and bidirectional relations between parent and child coping. This study provides evidence for parent, child, and family-level factors related to parental resilience during the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Collapse
|
5
|
Day N, Paas F, Kervin L, Howard SJ. A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19042454. [PMID: 35206641 PMCID: PMC8878745 DOI: 10.3390/ijerph19042454] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 01/29/2022] [Accepted: 02/16/2022] [Indexed: 01/27/2023]
Abstract
Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are diverse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination Theory (SDT) as a guiding framework, we present a scoping review of early SR-intervention research to identify the characteristics of pre-school interventions that show significant and strong effects on young children’s SR. Studies from peer-reviewed journal articles were included if they evaluated a SR intervention with pre-school children, were published between 2010 and 2020, written in English, and included a SR outcome measure. This yielded 19 studies, each reporting the efficacy of a different SR intervention. Results showed that content factors (what interventions do) interacted with their implementation (how, when, and by whom interventions are implemented) to discriminate the more versus less efficacious interventions. Through the lens of SDT, results further suggested that targeting competence through encouragement and feedback, and nurturing children’s autonomy distinguished more from less effective interventions. Relatedness was least able to discriminate intervention efficacy.
Collapse
Affiliation(s)
- Natalie Day
- Early Start, University of Wollongong, Wollongong 2522, Australia; (N.D.); (L.K.); (S.J.H.)
| | - Fred Paas
- Early Start, University of Wollongong, Wollongong 2522, Australia; (N.D.); (L.K.); (S.J.H.)
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, 3062 PA Rotterdam, The Netherlands
- Correspondence:
| | - Lisa Kervin
- Early Start, University of Wollongong, Wollongong 2522, Australia; (N.D.); (L.K.); (S.J.H.)
- School of Education, University of Wollongong, Wollongong 2522, Australia
| | - Steven J. Howard
- Early Start, University of Wollongong, Wollongong 2522, Australia; (N.D.); (L.K.); (S.J.H.)
- School of Education, University of Wollongong, Wollongong 2522, Australia
| |
Collapse
|
6
|
The structure of affect: A network analytic moderation approach. MOTIVATION AND EMOTION 2021. [DOI: 10.1007/s11031-021-09916-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
7
|
Mulvihill A, Matthews N, Dux PE, Carroll A. Preschool children’s private speech content and performance on executive functioning and problem-solving tasks. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
8
|
Rakesh D, Whittle S. Socioeconomic status and the developing brain - A systematic review of neuroimaging findings in youth. Neurosci Biobehav Rev 2021; 130:379-407. [PMID: 34474050 DOI: 10.1016/j.neubiorev.2021.08.027] [Citation(s) in RCA: 61] [Impact Index Per Article: 20.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 08/13/2021] [Accepted: 08/25/2021] [Indexed: 02/06/2023]
Abstract
A growing literature has shown associations between socioeconomic disadvantage and neural properties (such as brain structure and function). In this review, we aimed to synthesize findings on the neural correlates of socioeconomic status (SES) in youth samples across neuroimaging modalities. We also aimed to disentangle the effects of different SES measures (e.g., parent income and education) in our synthesis. We found relatively consistent patterns of positive associations between SES and both volume and cortical surface area of frontal regions, and amygdala, hippocampal, and striatal volume (with most consistent results for composite SES indices). Despite limited longitudinal work, results suggest that SES is associated with developmental trajectories of gray matter structure. Higher SES was also found to be associated with increased fractional anisotropy of some white matter tracts, although there were more null than positive findings. Finally, methodological heterogeneity in brain function and connectivity studies prevented us from making strong inferences. Based on our findings, we make recommendations for future research, discuss the role of mitigating factors, and implications for policy.
Collapse
Affiliation(s)
- Divyangana Rakesh
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, The University of Melbourne and Melbourne Health, VIC, Australia.
| | - Sarah Whittle
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, The University of Melbourne and Melbourne Health, VIC, Australia
| |
Collapse
|
9
|
Rea-Sandin G, Oro V, Strouse E, Clifford S, Wilson MN, Shaw DS, Lemery-Chalfant K. Educational attainment polygenic score predicts inhibitory control and academic skills in early and middle childhood. GENES, BRAIN, AND BEHAVIOR 2021; 20:e12762. [PMID: 34318993 PMCID: PMC8549462 DOI: 10.1111/gbb.12762] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Revised: 07/05/2021] [Accepted: 07/27/2021] [Indexed: 01/10/2023]
Abstract
Inhibitory control skills are important for academic outcomes across childhood, but it is unknown whether inhibitory control is implicated in the association between genetic variation and academic performance. This study examined the relationship between a GWAS-based (EduYears) polygenic score indexing educational attainment (EA PGS) and inhibitory control in early (Mage = 3.80 years) and middle childhood (Mage = 9.18 years), and whether inhibitory control in early childhood mediated the relation between EA PGS and academic skills. The sample comprised 731 low-income and racially/ethnically diverse children and their families from the longitudinal early steps multisite study. EA PGS predicted middle childhood inhibitory control (estimate = 0.09, SE = 0.05, p < 0.05) and academic skills (estimate = 0.18, SE = 0.05, p < 0.01) but did not predict early childhood inhibitory control (estimate = 0.08, SE = 0.05, p = 0.11); thus, mediation was not tested. Sensitivity analyses showed that effect sizes were similar across European and African American groups. This study suggests that inhibitory control could serve as a potential mechanism linking genetic differences to educational outcomes.
Collapse
|
10
|
Finlay-Jones A, Ang JE, Bennett E, Downs J, Kendall S, Kottampally K, Krogh-Jespersen S, Lim YH, MacNeill LA, Mancini V, Marriott R, Milroy H, Robinson M, Smith JD, Wakschlag LS, Ohan JL. Caregiver-mediated interventions to support self-regulation among infants and young children (0-5 years): a protocol for a realist review. BMJ Open 2021; 11:e046078. [PMID: 34112642 PMCID: PMC8194327 DOI: 10.1136/bmjopen-2020-046078] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 05/17/2021] [Indexed: 11/12/2022] Open
Abstract
INTRODUCTION Self-regulation is a modifiable protective factor for lifespan mental and physical health outcomes. Early caregiver-mediated interventions to promote infant and child regulatory outcomes prevent long-term developmental, emotional and behavioural difficulties and improve outcomes such as school readiness, educational achievement and economic success. To harness the population health promise of these programmes, there is a need for more nuanced understanding of the impact of these interventions. The aim of this realist review is to understand how, why, under which circumstances and for whom, early caregiver-mediated interventions improve infant and child self-regulation. The research questions guiding this review were based on consultation with families and community organisations that provide early childhood and family services. METHODS AND ANALYSIS Realist reviews take a theory-driven and iterative approach to evidence synthesis, structured around continuous refinement of a programme theory. Programme theories specify context-mechanism-outcome configurations to explain what works, for whom, under which circumstances and how. Our initial programme theory is based on prior work in this field and will be refined through the review process. A working group, comprising service users, community organisation representatives, representatives from specific populations, clinicians and review team members will guide the evidence synthesis and interpretation, as well as the development and dissemination of recommendations based on the findings of the review. The review will involve searching: (i) electronic databases, (ii) connected papers, articles and citations and (iii) grey literature. Decisions to include evidence will be guided by judgements about their contribution to the programme theory and will be made by the research team, with input from the working group. Evidence synthesis will be reported using the Realist and MEta-narrative Evidence Synthesis: Evolving Standards guidelines. ETHICS AND DISSEMINATION Ethical approval is not required as this is a review. Findings will be disseminated to our working group and through peer-reviewed publications and conference presentations. REVIEW REGISTRATION NUMBER The protocol is registered with Open Science Framework https://osf.io/5ce2z/registrations.
Collapse
Affiliation(s)
- Amy Finlay-Jones
- Early Neurodevelopment and Mental Health, Telethon Kids Institute, Nedlands, Western Australia, Australia
- School of Population Health, Curtin University, Bentley, Western Australia, Australia
| | - Jetro Emanel Ang
- Early Neurodevelopment and Mental Health, Telethon Kids Institute, Nedlands, Western Australia, Australia
| | - Elaine Bennett
- School of Nursing & Midwifery, The University of Notre Dame Australia, Fremantle, Western Australia, Australia
- Ngangk Yira Research Centre for Aboriginal Health and Social Equity, Murdoch University, Murdoch, Western Australia, Australia
| | - Jenny Downs
- School of Physiotherapy and Exercise Science, Curtin University, Perth, Western Australia, Australia
- Child Disability, Telethon Kids Institute, Nedlands, Western Australia, Australia
| | - Sally Kendall
- Centre for Health Services Studies, University of Kent, Canterbury, UK
| | - Keerthi Kottampally
- Early Neurodevelopment and Mental Health, Telethon Kids Institute, Nedlands, Western Australia, Australia
- School of Psychological Sciences, The University of Western Australia, Crawley, Western Australia, Australia
| | - Sheila Krogh-Jespersen
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, Illinois, USA
| | - Yi Huey Lim
- Early Neurodevelopment and Mental Health, Telethon Kids Institute, Nedlands, Western Australia, Australia
| | - Leigha A MacNeill
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, Illinois, USA
| | - Vincent Mancini
- Early Neurodevelopment and Mental Health, Telethon Kids Institute, Nedlands, Western Australia, Australia
- School of Population Health, Curtin University, Bentley, Western Australia, Australia
| | - Rhonda Marriott
- Ngangk Yira Research Centre for Aboriginal Health and Social Equity, Murdoch University, Murdoch, Western Australia, Australia
| | - Helen Milroy
- Youth Mental Health, Telethon Kids Institute, Nedlands, Western Australia, Australia
- Department of Psychiatry, School of Medicine, University of Western Australia, Crawley, Western Australia, Australia
| | - Monique Robinson
- Youth Mental Health, Telethon Kids Institute, Nedlands, Western Australia, Australia
| | - Justin D Smith
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
- School of Medicine, The University of Utah, Salt Lake City, Utah, USA
| | - Lauren S Wakschlag
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, Illinois, USA
| | - Jeneva L Ohan
- School of Psychological Sciences, The University of Western Australia, Crawley, Western Australia, Australia
| |
Collapse
|
11
|
Kälin S, Roebers CM. Self-regulation in Preschool Children: Factor Structure of Different Measures of Effortful Control and Executive Functions. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2020.1862120] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Sonja Kälin
- Department of Psychology, University of Bern, Bern, Switzerland
| | | |
Collapse
|
12
|
Feldman JS, Zhou Y, Krug CW, Wilson MN, Shaw DS. Indirect Effects of the Family Check-Up on Youth Extracurricular Involvement at School-Age through Improvements in Maternal Positive Behavior Support in Early Childhood. SOCIAL DEVELOPMENT 2020; 30:311-328. [PMID: 34326576 DOI: 10.1111/sode.12474] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Extracurricular involvement in the school-age years has widespread potential benefits for children's subsequent socioemotional development, especially for low-income youth. However, there is a dearth of research on interventions aimed at increasing school-age extracurricular involvement in low-income youth. Thus, the present study aimed to test the collateral effect of a brief, family-focused intervention for low-income families, the Family Check-Up, on children's school-age extracurricular involvement via improvements in maternal Positive Behavior Support in early childhood. The sample (n = 630, 50% female, 50% White, 28% Black/African American) represented a subsample of families from the Early Steps Multisite Study. At age 2, families were randomly assigned to the Family Check-Up or Women, Infants, and Children Nutritional Supplement Services as usual. Mother-child dyads participated in observed interaction tasks at child ages 2 and 3 that were subsequently coded to assess positive behavior support. Primary caregivers reported on children's school-age extracurricular involvement at ages 7.5, 8.5, and 9.5. Results indicated that although there was not a direct path between intervention status and children's school-age extracurricular involvement, a significant indirect path emerged from intervention group to changes in positive behavior support between ages 2 to 3 to children's school-age extracurricular involvement. The results are discussed in terms of implications for designing preventive interventions in early childhood that promote extracurricular involvement at school-age, particularly for children at risk for maladaptive outcomes.
Collapse
|
13
|
Investigating the interplay between parenting dimensions and styles, and the association with adolescent outcomes. Eur Child Adolesc Psychiatry 2020; 29:327-342. [PMID: 31144101 DOI: 10.1007/s00787-019-01349-x] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2018] [Accepted: 05/09/2019] [Indexed: 10/26/2022]
Abstract
Research has indicated that a strictly dimensional or parental style approach does not capture the full complexity of parenting. To better understand this complexity, the current study combined these two approaches using a novel statistical technique, i.e., subspace K-means clustering. Four objectives were addressed. First, the study tried to identify meaningful groups of parents in longitudinal adolescent reports on parenting behaviour. Second, the dimensional structure of every cluster was inspected to uncover differences in parenting between and within clusters. Third, the parenting styles were compared on several adolescent characteristics. Fourth, to examine the impact of change in parenting style over time, we looked at the cluster membership over time. Longitudinal questionnaire data were collected at three annual waves, with 1,116 adolescents (mean age = 13.79 years) at wave 1. Based on five parenting dimensions (support and proactive, punitive, psychological and harsh control), subspace K-means clustering, analysed per wave separately, identified two clusters (authoritative and authoritarian parenting) in which parenting dimensions were interrelated differently. Authoritative parenting seemed to be beneficial for adolescent development (less externalising problem behaviour and higher self-concept). Longitudinal data revealed several parenting group trajectories which showed differential relations with adolescent outcomes. Change in membership from the authoritative cluster to the authoritarian cluster was associated with a decrease in self-concept and an increase in externalising problem behaviour, whereas changes from the authoritarian cluster to the authoritative cluster were associated with an increase in self-concept and a decrease in externalising problem behaviour.
Collapse
|
14
|
Su S, Pettit GS, Lansford JE, Dodge KA, Bates JE. Children's competent social‐problem solving across the preschool‐to‐school transition: Developmental changes and links with early parenting. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12426] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Shu Su
- Department of Early Childhood, Youth, and Family Studies Ball State University Muncie IN USA
| | - Gregory S. Pettit
- Department of Human Development and Family Studies Auburn University Auburn AL USA
| | | | - Kenneth A. Dodge
- Center for Child and Family Policy Duke University Durham NC USA
| | - John E. Bates
- Department of Psychological and Brain Sciences Indiana University Bloomington IN USA
| |
Collapse
|
15
|
Morawska A, Dittman CK, Rusby JC. Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clin Child Fam Psychol Rev 2019; 22:43-51. [PMID: 30715651 DOI: 10.1007/s10567-019-00281-5] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Self-regulation is a foundational skill in childhood and underpins various positive and negative outcomes throughout childhood, adolescence and into adulthood. Parents and the way they parent their children play a key role in the development of young children's self-regulatory capacity. However, there is limited evidence for the effectiveness of parenting interventions on child self-regulatory outcomes. This paper provides an overview of the role of parenting in the development of child self-regulation and a summary of the evidence base for parenting interventions to promote self-regulation in children under age eight, focusing on infancy, the toddler/preschooler period, and early school-age. We conclude by examining the gaps in this field of research and providing directions for future research.
Collapse
Affiliation(s)
- Alina Morawska
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Upland Rd St Lucia, Brisbane, 4072, Australia.
| | - Cassandra K Dittman
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Upland Rd St Lucia, Brisbane, 4072, Australia
| | | |
Collapse
|
16
|
Garcia D, Hungerford GM, Hill RM, Barroso NE, Bagner DM. Infant Language Production and Parenting Skills: A Randomized Controlled Trial. Behav Ther 2019; 50:544-557. [PMID: 31030872 PMCID: PMC6708603 DOI: 10.1016/j.beth.2018.09.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/04/2018] [Revised: 09/06/2018] [Accepted: 09/08/2018] [Indexed: 01/03/2023]
Abstract
The current study examined the indirect effect of the use of behavioral parenting skills following the Infant Behavior Program, a brief, home-based adaptation of the child-directed interaction phase of parent-child interaction therapy, on infant language production. Participants were 60 infants (55% male, mean age 13.47 ± 1.31 months) and their caregivers, who were recruited at a large urban pediatric primary care clinic and were included if their scores exceeded the 75th percentile on a brief screener of early behavior problems. Families were randomly assigned to receive the infant behavior program or standard pediatric primary care. Results demonstrated a significant indirect effect of caregivers' use of positive parenting skills (i.e., praise, reflections, and behavior descriptions) on the relation between group and infant total utterances at the 6-month follow-up, such that infants whose caregivers increased their use of positive parenting skills following the intervention showed greater increases in language production. These findings extend previous research examining parenting skills as a mechanism of change in infant language production, and highlight the potential for an early parenting intervention to target behavior and language simultaneously during a critical period in language development.
Collapse
Affiliation(s)
| | | | - Ryan M. Hill
- Florida International University, 11200 SW 8th St., Miami, FL 33199
| | | | - Daniel M. Bagner
- Florida International University, 11200 SW 8th St., Miami, FL 33199
| |
Collapse
|
17
|
Meuwissen AS, Carlson SM. An experimental study of the effects of autonomy support on preschoolers' self-regulation. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2018.10.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
|
18
|
HAO Y, WANG Z, DONG S, LIU S, WU M, LU S. The predictive effects of maternal life event stress in early childhood on 5-year-old child behavioral problems: A chained mediation model. ACTA PSYCHOLOGICA SINICA 2019. [DOI: 10.3724/sp.j.1041.2019.00085] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
19
|
Pandey A, Hale D, Das S, Goddings AL, Blakemore SJ, Viner RM. Effectiveness of Universal Self-regulation-Based Interventions in Children and Adolescents: A Systematic Review and Meta-analysis. JAMA Pediatr 2018; 172:566-575. [PMID: 29710097 PMCID: PMC6059379 DOI: 10.1001/jamapediatrics.2018.0232] [Citation(s) in RCA: 129] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/11/2017] [Accepted: 01/28/2018] [Indexed: 11/25/2022]
Abstract
Importance Childhood and adolescence self-regulation (SR) is gaining importance as a target of intervention because of mounting evidence of its positive associations with health, social and educational outcomes. Objective To conduct a systematic review and meta-analysis of rigorously evaluated interventions to improve self-regulation in children and adolescents. Data Sources Keyword searches of the PsycINFO, PubMed, EMBASE, CINAHL Plus, ERIC, British Education Index, Child Development and Adolescent Studies, and CENTRAL were used to identify all studies published through July 2016. Study Selection To be eligible for this review, studies had to report cluster randomized trials or randomized clinical trials, evaluate universal interventions designed to improve self-regulation in children and adolescents aged 0 to 19 years, include outcomes associated with self-regulation skills, and be published in a peer-reviewed journal with the full text available in English. Data Extraction and Synthesis A total of 14 369 published records were screened, of which 147 were identified for full-text review and 49 studies reporting 50 interventions were included in the final review. Results were summarized by narrative review and meta-analysis. Main Outcomes and Measures Self-regulation outcomes in children and adolescents. Results This review identified 17 cluster randomized trials and 32 randomized clinical trials evaluating self-regulation interventions, which included a total of 23 098 participants ranging in age from 2 to 17 years (median age, 6.0 years). Consistent improvement in self-regulation was reported in 16 of 21 curriculum-based interventions (76%), 4 of the 8 mindfulness and yoga interventions (50%), 5 of 9 family-based programs (56%), 4 of 6 exercise-based programs (67%), and 4 of 6 social and personal skills interventions (67%), or a total of 33 of 50 interventions (66%). A meta-analysis evaluating associations of interventions with self-regulation task performance scores showed a positive effect of such interventions with pooled effect size of 0.42 (95% CI, 0.32-0.53). Only 24 studies reported data on distal outcomes (29 outcomes). Positive associations were reported in 11 of 13 studies (85%) on academic achievement, 4 of 5 studies on substance abuse (80%), and in all studies reporting on conduct disorders (n = 3), studies on social skills (n = 2), studies on depression (n = 2), studies on behavioral problems (n = 2), and study on school suspensions (n = 1). No effect was seen on 2 studies reporting on academic achievement, 1 study reporting on substance abuse, and 1 additional study reporting on psychological well-being. Conclusions and Relevance A wide range of interventions were successful in improving self-regulation in children and adolescents. There was improvement in distal academic, health, and behavioral outcomes in most intervention groups compared with controls.
Collapse
Affiliation(s)
- Anuja Pandey
- University College London Great Ormond Street Institute of Child Health, London, United Kingdom
| | - Daniel Hale
- Heriot-Watt University, Edinburgh, United Kingdom
| | - Shikta Das
- University College London Great Ormond Street Institute of Child Health, London, United Kingdom
| | - Anne-Lise Goddings
- University College London Great Ormond Street Institute of Child Health, London, United Kingdom
| | - Sarah-Jayne Blakemore
- University College London Institute of Cognitive Neuroscience, London, United Kingdom
| | - Russell M. Viner
- University College London Great Ormond Street Institute of Child Health, London, United Kingdom
| |
Collapse
|
20
|
Anaya B, Pérez-Edgar K. Personality development in the context of individual traits and parenting dynamics. NEW IDEAS IN PSYCHOLOGY 2018; 53:37-46. [PMID: 30872892 DOI: 10.1016/j.newideapsych.2018.03.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Our conceptualization of adult personality and childhood temperament can be closely aligned in that they both reflect endogenous, likely constitutional dispositions. Empirical studies of temperament have focused on measuring systematic differences in emotional reactions, motor responses, and physiological states that we believe may contribute to the underlying biological components of personality. Although this work has provided some insight into the early origins of personality, we still lack a cohesive developmental account of how personality profiles emerge from infancy into adulthood. We believe the moderating impact of context could shed some light on this complex trajectory. We begin this article reviewing how researchers conceptualize personality today, particularly traits that emerge from the Five Factor Theory (FFT) of personality. From the temperament literature, we review variation in temperamental reactivity and regulation as potential underlying forces of personality development. Finally, we integrate parenting as a developmental context, reviewing empirical findings that highlight its important role in moderating continuity and change from temperament to personality traits.
Collapse
|
21
|
Boots SB, Tiggemann M, Corsini N. "That's enough now!": A prospective study of the effects of maternal control on children's snack intake. Appetite 2018. [PMID: 29534989 DOI: 10.1016/j.appet.2018.03.008] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
The aim of this study was to investigate maternal feeding strategies as prospective predictors of young children's snack intake. Participants were 252 mothers of children aged 3-11 years old who completed questionnaire measures of parent feeding strategies (Restriction and Covert Control) and reported on their child's healthy and unhealthy snack intake at two time points separated by three years. Longitudinal regression models showed no prediction of healthy snack food intake. However, Time 1 parental restrictive feeding predicted greater unhealthy snack intake at Time 2, while Time 1 covert feeding strategies predicted lower unhealthy snack intake at Time 2. Structural equation modeling showed that these associations were independent of known covariates that influence children's snack intake (child and parent weight, education level and SES). The results provide longitudinal evidence for the negative impact of restrictive parent feeding strategies on children's snack intake and highlight the importance of dissuading parents from using this type of feeding control. Instead, parents should be encouraged to use more covert feeding strategies that are associated with less unhealthy snack intake over the longer term.
Collapse
|
22
|
Salmon K, O'Kearney R, Reese E, Fortune CA. The Role of Language Skill in Child Psychopathology: Implications for Intervention in the Early Years. Clin Child Fam Psychol Rev 2018; 19:352-367. [PMID: 27678011 DOI: 10.1007/s10567-016-0214-1] [Citation(s) in RCA: 43] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
In this narrative review, we suggest that children's language skill should be targeted in clinical interventions for children with emotional and behavioral difficulties in the preschool years. We propose that language skill predicts childhood emotional and behavioral problems and this relationship may be mediated by children's self-regulation and emotion understanding skills. In the first sections, we review recent high-quality longitudinal studies which together demonstrate that that children's early language skill predicts: (1) emotional and behavioral problems, and this relationship is stronger than the reverse pattern; (2) self-regulation skill; this pattern may be stronger than the reverse pattern but moderated by child age. Findings also suggest that self-regulation skill mediates the relation between early language skill and children's emotional and behavioral problems. There is insufficient evidence regarding the mediating role of emotion understanding. In subsequent sections, we review evidence demonstrating that: (1) particular kinds of developmentally targeted parent-child conversations play a vital role in the development of language skill, and (2) some current clinical interventions, directly or indirectly, have a beneficial impact on children's vocabulary and narrative skills, but most approaches are ad hoc. Targeting language via parent-child conversation has the potential to improve the outcomes of current clinical interventions in the preschool years.
Collapse
Affiliation(s)
- Karen Salmon
- School of Psychology, Victoria University of Wellington, Kelburn Parade, PO Box 600, Wellington, 6012, New Zealand.
| | - Richard O'Kearney
- Research School of Psychology, The Australian National University, Canberra, Australia
| | - Elaine Reese
- Department of Psychology, University of Otago, Dunedin, New Zealand
| | - Clare-Ann Fortune
- School of Psychology, Victoria University of Wellington, Kelburn Parade, PO Box 600, Wellington, 6012, New Zealand
| |
Collapse
|
23
|
Feng X, Hooper EG, Jia R. From compliance to self-regulation: Development during early childhood. SOCIAL DEVELOPMENT 2017. [DOI: 10.1111/sode.12245] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
24
|
Chang H, Shaw DS, Shelleby EC, Dishion TJ, Wilson MN. The Long-Term Effectiveness of the Family Check-up on Peer Preference: Parent-Child Interaction and Child Effortful Control as Sequential Mediators. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 45:705-717. [PMID: 27558394 PMCID: PMC5927574 DOI: 10.1007/s10802-016-0198-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
We examined the longitudinal effects of the Family Check-Up (FCU) intervention beginning in toddlerhood on children's peer preference at school-age. Specifically, a sequential mediational model was proposed in which the FCU was hypothesized to promote peer preference (i.e., higher acceptance and lower rejection by peers) in middle childhood through its positive effects on parent-child interaction and child effortful control in early childhood. Participants were 731 low-income families (49 % female). Qualities of parent-child interaction were observed during structured activities at 2 to 5 years, child effortful control was assessed using behavioral tasks at 5 years, and peer acceptance and rejection were rated by teachers at 7.5 to 10.5 years. Results indicated that the FCU indirectly predicted peer preference by sequentially improving parent-child interaction and child effortful control. The findings are discussed with respect to implications for understanding mechanisms by which early parenting-focused programs may enhance child functioning across time and context.
Collapse
Affiliation(s)
- Hyein Chang
- Department of Psychology, Sungkyunkwan University, 25-2 Sungkyunkwan-Ro, Jongno-Gu, Seoul, South Korea.
| | - Daniel S Shaw
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
| | | | - Thomas J Dishion
- Department of Psychology, Arizona State University, Tempe, AZ, USA
| | - Melvin N Wilson
- Department of Psychology, University of Virginia, Charlottesville, VA, USA
| |
Collapse
|
25
|
Bridgett DJ, Kanya MJ, Rutherford HJV, Mayes LC. Maternal executive functioning as a mechanism in the intergenerational transmission of parenting: Preliminary evidence. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2017; 31:19-29. [PMID: 27929313 PMCID: PMC5293611 DOI: 10.1037/fam0000264] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Multiple lines of inquiry, including experimental animal models, have recently converged to suggest that executive functioning (EF) may be one mechanism by which parenting behavior is transmitted across generations. In the current investigation, we empirically test this notion by examining relations between maternal EF and parenting behaviors during mother-infant interactions, and by examining the role of maternal EF in the intergenerational transmission of parenting behavior. Mother-infant dyads (N = 150) in a longitudinal study participated. Mothers were administered measures of EF (working memory and inhibition), reported on the parenting they received from their parents (i.e., the infants' maternal grandparents), and were observed interacting with their 8-month-old infants. SEM findings indicated that the negative parenting mothers received from their own parents was significantly related to poorer maternal EF, and that poorer maternal EF was significantly related to subsequent engagement in more negative parenting practices (e.g., intrusiveness, displays of negativity) with their own infant. A significant indirect effect, through maternal EF, was observed between maternal report of her experiences of negative parenting received while growing up and her own use of negative parenting practices. Our findings make two contributions. First, we add to existing work that has primarily considered relations between parent EF and parenting behavior while interacting with older children by showing that maternal EF affects children, via maternal parenting behavior, beginning very early in life. Second, we provide key evidence of the role of EF in the intergenerational transmission of parenting. Additional implications of these findings, as well as important future directions, are discussed. (PsycINFO Database Record
Collapse
Affiliation(s)
| | | | | | - Linda C Mayes
- School of Medicine, Child Study Center, Yale University
| |
Collapse
|
26
|
Tamm L, Epstein JN, Loren REA, Becker SP, Brenner SB, Bamberger ME, Peugh J, Halperin JM. Generating Attention, Inhibition, and Memory: A Pilot Randomized Trial for Preschoolers With Executive Functioning Deficits. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2017; 48:S131-S145. [PMID: 28107027 PMCID: PMC5519457 DOI: 10.1080/15374416.2016.1266645] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
This goal of this study was to assess the initial feasibility and efficacy of a play-based intervention targeting executive functions (EF) and parent-child relationships in preschoolers compared with an active control group. Preschoolers with EF deficits (M age = 3.7 ± 0.47, predominantly White boys) and their parents were randomized to intervention (n = 36) or active control (n = 32) conditions. Child performance on EF tasks, parent and masked teacher ratings of EF and behavior, and masked clinician ratings of severity were collected at baseline and at 3 and 6 months postbaseline. Partial eta-squared effect sizes at .02 or higher comparing performance across the two groups was considered evidence of meaningful, albeit small, intervention effects. Intervention effects were observed for parent ratings of inattention, hyperactivity/impulsivity, and number/severity of problems experienced in various home situations, teacher ratings of severity of problems in various school situations, parent and teacher ratings of overall impairment, and clinician ratings of impairment. Intervention effects for functional improvements were maintained at the 6-month follow-up. No effect of the intervention was observed on the objective EF measures, although parent ratings of emotional control were improved for children in the intervention group. An intervention utilizing play-based activities targeting EF, when administered in a structured way by parents, is a promising approach for improving behavior in preschoolers with self-regulation deficits. More work is needed to investigate potential impact on EF and to disentangle mechanisms of action. It may be that the intervention's focus on the structure and quality of parent-child interactions is a mediator of outcomes, rather than improved EFs.
Collapse
Affiliation(s)
- Leanne Tamm
- a Behavioral Medicine and Clinical Psychology , Cincinnati Children's Hospital Medical Center
| | - Jeffery N Epstein
- a Behavioral Medicine and Clinical Psychology , Cincinnati Children's Hospital Medical Center
| | - Richard E A Loren
- a Behavioral Medicine and Clinical Psychology , Cincinnati Children's Hospital Medical Center
| | - Stephen P Becker
- a Behavioral Medicine and Clinical Psychology , Cincinnati Children's Hospital Medical Center
| | - Sarah B Brenner
- b College of Humanities and Social and Behavioral Sciences , Central Michigan University
| | - Morgan E Bamberger
- c Communication Science Research Center , Cincinnati Children's Hospital Medical Center
| | - James Peugh
- a Behavioral Medicine and Clinical Psychology , Cincinnati Children's Hospital Medical Center
| | - Jeffrey M Halperin
- d The Graduate Center Psychology Program, Queens College , City University of New York
| |
Collapse
|
27
|
Van Heel M, Bijttebier P, Claes S, Colpin H, Goossens L, Van Den Noortgate W, Verschueren K, Van Leeuwen K. Measuring Parenting Throughout Adolescence: Measurement Invariance Across Informants, Mean Level, and Differential Continuity. Assessment 2017; 26:111-124. [PMID: 28076976 DOI: 10.1177/1073191116686827] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study examined the structural validity of the parenting concept throughout adolescence. First, we examined whether an established five-dimension parenting model including support, proactive control, punitive control, harsh punitive control, and psychological control, showed longitudinal invariance across time (i.e., early, middle, and late adolescence) and measurement invariance across informants (i.e., mothers, fathers, and adolescents). Second, patterns of continuity and discontinuity in these dimensions were examined from the perspective of the different informants. In a four-wave accelerated longitudinal study with 1,111 adolescents and their parents, a multigroup structural equation modelling showed partial scalar invariance across adolescence and across informants. Subsequent growth modelling indicated that parenting was relatively stable over time and that similar patterns were present for mother, father, and adolescent ratings of parenting. Future research on associations between parenting and adolescent development can build on the findings of this study, given that comparing perspectives on parenting by different informants and over time seems to be valid.
Collapse
|
28
|
Executive function in the first three years of life: Precursors, predictors and patterns. DEVELOPMENTAL REVIEW 2016. [DOI: 10.1016/j.dr.2016.06.005] [Citation(s) in RCA: 102] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
|
29
|
How Do Family-Focused Prevention Programs Work? A Review of Mediating Mechanisms Associated with Reductions in Youth Antisocial Behaviors. Clin Child Fam Psychol Rev 2016; 19:285-309. [DOI: 10.1007/s10567-016-0207-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
30
|
Dishion TJ. Social Influences on Executive Functions Development in Children and Adolescents: Steps Toward a Social Neuroscience of Predictive Adaptive Responses. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2016; 44:57-61. [DOI: 10.1007/s10802-015-0117-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
|