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Frye KE, Anthony CJ, Huggins-Manley AC, Smith-Bonahue TM. Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007. J Sch Psychol 2024; 103:101278. [PMID: 38432729 DOI: 10.1016/j.jsp.2023.101278] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 07/12/2023] [Accepted: 12/21/2023] [Indexed: 03/05/2024]
Abstract
Behavior rating scales are frequently used assessment tools designed to measure social skills. Use of norm-referenced assessments such as behavior rating scales requires examiners and test publishers to consider when norms become obsolete and norm-referenced scores can no longer be validly interpreted. A fundamental factor influencing norm obsolescence regards changes in baseline levels of targeted traits within the population. Yet, limited research exists regarding how social skills may change at a population level over time as measured by established assessment tools. Thus, the present study investigates population trends in social skills of K-12 children as rated by parents, teachers, and students by concordantly linking the Social Skills Rating System (SSRS; nparent = 833, nteacher = 1215, nstudent = 4105) and the Social Skills Improvement System-Rating Scales (SSIS-RS; nparent = 2400, nteacher = 750, nstudent = 800) using validity samples collected during the development of the SSIS-RS (nparent = 240, nteacher = 221, nstudent = 224). Analyses evaluated differences between ratings on the standardization data from 1988 and 2007 by informant, sex, grade level, and sex by grade level. After applying linear linking techniques, we conducted a series of statistical comparisons that revealed a general upward trend of ratings for the 2007 sample compared to the 1988 sample, with important differences across sex, grade level, and informant. We conclude with a discussion of the implications of these findings for consideration and assessment of children's social skills.
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Affiliation(s)
- Katherine E Frye
- Department of Educational Psychology, Counseling, and Special Education, College of Education, The Pennsylvania State University, USA.
| | - Christopher J Anthony
- School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida, USA
| | - A Corinne Huggins-Manley
- School of Human Development and Organizational Studies in Education, College of Education, University of Florida, USA
| | - Tina M Smith-Bonahue
- School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida, USA
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Anthony CJ, Lei PW, Elliott SN, DiPerna JC, Cefai C, Bartolo PA, Camilleri L, O’Riordan M, Grazzani I, Cavioni V, Conte E, Ornaghi V, Tatalović Vorkapić S, Poulou M, Martinsone B, Simões C, Colomeischi AA. Measurement Invariance of Children’s SEL Competencies. European Journal of Psychological Assessment 2023. [DOI: 10.1027/1015-5759/a000753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Abstract. Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these challenges, the current study examined the measurement invariance of translated versions of a brief, multi-informant (Teacher, Parent, Student) measure of SEL skills developed in the US with data from six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania; n = 10,602; 8,520; 6,611, for the SSIS SEL b – Teacher, Parent, and Student versions, respectively). In addition to cross-country invariance testing, we conducted measurement invariance testing across ages (Primary and Secondary students) for the Teacher and Student forms of the measure. Results revealed a high degree of measurement invariance across countries (Scalar for the Teacher form and Partial Scalar for the Parent and Student form) and developmental levels (Scalar for the Teacher form and Partial Scalar for the Student form), supporting the use of translated versions of the SSIS SEL b for international research across these countries and developmental levels. Implications are discussed for assessment and promoting children’s SEL competencies globally.
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Affiliation(s)
- Christopher J. Anthony
- School of Special Education, School of Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL, USA
| | - Pui-Wa Lei
- Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, PA, USA
| | - Stephen N. Elliott
- Sanford School of Social & Family Dynamics, Arizona State University, Tempe, AZ, USA
| | - James C. DiPerna
- Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, PA, USA
| | - Carmel Cefai
- Department of Psychology, University of Malta, Msida, Malta
| | | | - Liberato Camilleri
- Department of Psychology, University of Malta, Msida, Malta
- Department of Statistics and Operations Research, University of Malta, Malta
| | - Mollie O’Riordan
- Department of Psychology, University of Malta, Msida, Malta
- Department of Statistics and Operations Research, University of Malta, Malta
| | - Ilaria Grazzani
- “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy
| | - Valeria Cavioni
- “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy
| | - Elisabetta Conte
- “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy
| | - Veronica Ornaghi
- “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy
| | - Sanja Tatalović Vorkapić
- Faculty of Teacher Education, University of Rijeka, Croatia
- Centre for Resilience and Socio-Emotional Health, University of Malta, Malta
| | - Maria Poulou
- Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
| | | | - Celeste Simões
- Department of Education, Social Sciences and Humanities, University of Lisbon, Portugal
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Anthony CJ, Styck KM, Volpe RJ, Robert CR. Using many-facet rasch measurement and generalizability theory to explore rater effects for direct behavior rating–multi-item scales. Sch Psychol 2022; 38:119-128. [PMID: 36174169 DOI: 10.1037/spq0000518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Although originally conceived of as a marriage of direct behavioral observation and indirect behavior rating scales, recent research has indicated that Direct Behavior Ratings (DBRs) are affected by rater idiosyncrasies (rater effects) similar to other indirect forms of behavioral assessment. Most of this research has been conducted using generalizability theory (GT), yet another approach, many-facet Rasch measurement (MFRM), has recently been utilized to illuminate the previously opaque nature of these rater idiosyncrasies. The purpose of this study was to utilize both approaches (GT and MFRM) to consider rater effects with 126 second- through fifth-grade students who were rated on two DBR-Multi-Item Scales by four raters (22 of these ratings were fully crossed). Results indicated the presence of rater effects and revealed nuances about their nature, including showing differences across construct domains, identifying items that are potentially more susceptible to rater effects than others, and isolating specific raters who appear to have been more susceptible to rater effects than other raters. These findings further indicate the indirect nature of DBRs and offer potential avenues for addressing and ameliorating rater effects in research and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Anthony CJ, Elliott SN, Yost M, Lei PW, DiPerna JC, Cefai C, Camilleri L, Bartolo PA, Grazzani I, Ornaghi V, Cavioni V, Conte E, Vorkapić ST, Poulou M, Martinsone B, Simões C, Colomeischi AA. Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries. Front Psychol 2022; 13:928189. [PMID: 35983195 PMCID: PMC9380595 DOI: 10.3389/fpsyg.2022.928189] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Accepted: 06/28/2022] [Indexed: 11/17/2022] Open
Abstract
The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania). The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent and predictive relationships with scores from the Connor-Davidson Resilience Scale (CD-RISC) and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire (SDQ). Although there were a few exceptions, these patterns generally were consistent across informants (parents, teachers, and students) and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed.
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Affiliation(s)
- Christopher J. Anthony
- School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL, United States
| | - Stephen N. Elliott
- Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, United States
| | - Michayla Yost
- School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL, United States
| | - Pui-Wa Lei
- Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, PA, United States
| | - James C. DiPerna
- Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, PA, United States
| | - Carmel Cefai
- Centre for Resilience and Socio-Emotional Health, University of Malta, Msida, Malta
- *Correspondence: Carmel Cefai,
| | - Liberato Camilleri
- Centre for Resilience and Socio-Emotional Health, University of Malta, Msida, Malta
| | - Paul A. Bartolo
- Centre for Resilience and Socio-Emotional Health, University of Malta, Msida, Malta
| | - Ilaria Grazzani
- Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Veronica Ornaghi
- Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Valeria Cavioni
- Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Elisabetta Conte
- Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | | | - Maria Poulou
- Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece
| | | | - Celeste Simões
- Faculty of Human Kinetics, University of Lisbon, Lisbon, Portugal
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Frye KE, Boss DL, Anthony CJ, Du H, Xing W. Content Analysis of the CASEL Framework Using K–12 State SEL Standards. School Psychology Review 2022. [DOI: 10.1080/2372966x.2022.2030193] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Ogg JA, Anthony CJ, Malecki CK, Demaray MK, Kelly KM, Menter K, Rodriguez-Harris D, Riffle LN. Bidirectional associations between biased language exposure and school-based relationships across gender. J Sch Psychol 2021; 89:72-90. [PMID: 34836577 DOI: 10.1016/j.jsp.2021.09.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Revised: 06/17/2021] [Accepted: 09/30/2021] [Indexed: 11/30/2022]
Abstract
Students often hear their peers use biased language regarding race, religion, sexual orientation, or disability status in the school setting. Prior research has indicated that biased language is related to school climate, and specifically to school-based relationships between peers and between students and their teachers. This study investigated the longitudinal associations among student-student relationships, teacher-student relationships, and being the target of or hearing biased language in middle school students. Students (N = 501; 46.5% White, 21.8% Hispanic, 13% African American, and 15% Multi-Racial; 48.7% female) reported on how much they were targeted or heard biased language related to race/religion, sexual orientation, and disability status. Students also reported on their relationships with their peers and teachers. Using a cross-lagged panel model with the overall sample, a negative unidirectional association from being the target of or hearing biased language and student-student relationships and teacher-student relationships was identified. Separate models for boys and girls identified unique patterns. For boys, biased-language exposure predicted more negative student-student relationships and teacher-student relationships, whereas for girls, biased-language exposure was not associated with school-based relationships. Implications include addressing language use and building positive student-student and teacher-student relationships.
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Affiliation(s)
- Julia A Ogg
- Northern Illinois University, Department of Psychology, DeKalb, IL 60115, USA.
| | | | - Christine K Malecki
- Northern Illinois University, Department of Psychology, DeKalb, IL 60115, USA
| | - Michelle K Demaray
- Northern Illinois University, Department of Psychology, DeKalb, IL 60115, USA
| | - Kathleen M Kelly
- Northern Illinois University, Department of Psychology, DeKalb, IL 60115, USA
| | - Kellie Menter
- Northern Illinois University, Department of Psychology, DeKalb, IL 60115, USA
| | | | - Logan N Riffle
- Northern Illinois University, Department of Psychology, DeKalb, IL 60115, USA
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Anthony CJ, Brann KL, Elliott SN, Garis EJ. Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms. Psychology in the Schools 2021. [DOI: 10.1002/pits.22607] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Affiliation(s)
- Christopher J. Anthony
- School of Special Education, School Psychology, and Early Childhood Studies University of Florida Gainesville Florida USA
| | - Kristy L. Brann
- Department of Educational Psychology Miami University of Ohio Oxford Ohio USA
| | - Stephen N. Elliott
- Sanford School of Social and Family Dynamics Arizona State University Tempe Arizona USA
| | - Elizabeth J. Garis
- School of Special Education, School Psychology, and Early Childhood Studies University of Florida Gainesville Florida USA
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Kim EK, Anthony CJ, Chafouleas SM. Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks: Advancing Research Through Reflections on the Past Decade. School Psychology Review 2021. [DOI: 10.1080/2372966x.2021.1907221] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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J. Anthony C, Styck KM, Cooke E, Martel JR, E. Frye K. Evaluating the Impact of Rater Effects on Behavior Rating Scale Score Validity and Utility. School Psychology Review 2021. [DOI: 10.1080/2372966x.2020.1827681] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
| | | | - Erin Cooke
- P.K. Yonge Developmental Research School
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Anthony CJ, Ogg J. Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade. Journal of Educational Psychology 2020. [DOI: 10.1037/edu0000447] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Abstract
The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is a popular measure of teacher-child interactions. Despite its prominence, CLASS scores have fairly weak relations with various child outcomes (e.g., Zaslow et al., 2010). One potential reason for these findings could be systematic differences in observer severity. As such, the purpose of this study was to explore the scope and impact of rater effects on CLASS scores with a sample of 77 teachers who were rated by 13 observers. Results indicated significant rater effects across all three CLASS domains. Adjusting for these effects, however, did not improve relations between CLASS scores and child outcomes. Implications for the CLASS and related assessments are discussed.
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Anthony CJ, Elliott SN, DiPerna JC, Lei P. Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form. Journal of Psychoeducational Assessment 2020. [DOI: 10.1177/0734282920953240] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Despite the need for assessments targeting social and emotional learning (SEL) skills within multitiered systems of support, there are few brief SEL measures available. To address this need, this article describes the development of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form (SSIS SEL b-T), a significantly shorter version of the Social Skills Improvement System—Social and Emotional Learning Edition Rating Form-Teacher (SSIS SEL RF-T). Using the SSIS SEL standardization sample and item response theory, we identified efficient sets of items for each SSIS SEL RF-T scale and examined psychometric evidence for resulting scores. In general, SSIS SEL b-T scales functioned well and very similarly to scores from corresponding SSIS SEL RF-T scales. One exception was the Self-Awareness scale which, similar to its long-form counterpart, exhibited several content and psychometric limitations. Results provide initial psychometric evidence for a time-efficient teacher-informant measure of SEL competencies with promise for use within multitiered systems of support.
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Affiliation(s)
| | | | | | - Pui‐Wa Lei
- The Pennsylvania State University, State College, PA, USA
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Abstract
The SSIS SEL Brief Scales-Student Form (SSIS SELb-S) was developed to create an efficient assessment of students' social and emotional learning (SEL). Using item response theory with ratings from 800 students in Grades 3-12 from the standardization sample, 20 items were selected from the full-length SSIS SEL Rating Form - Student to maximize score information and rating efficiency. After identifying items for the SSIS SELb-S, we conducted several reliability and validity analyses. These analyses provided initial support for the use of the SSIS SELb-S for low-stakes decision making contexts. As such, the SSIS SELb-S holds promise for incorporating the perspectives of students ages 8-18 into assessments of their SEL competencies. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Christopher J Anthony
- School of Special Education, School Psychology, and Early Childhood Studies, University of Florida
| | | | - James C DiPerna
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University
| | - Pui-Wa Lei
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University
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Ogg J, Anthony CJ. Parent involvement and children's externalizing behavior: Exploring longitudinal bidirectional effects across gender. J Sch Psychol 2019; 73:21-40. [PMID: 30961879 DOI: 10.1016/j.jsp.2019.02.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2017] [Revised: 11/15/2018] [Accepted: 02/11/2019] [Indexed: 10/27/2022]
Abstract
The current study longitudinally examined potential bidirectional associations between parents' home-based involvement, school-based involvement, and home-school communication and their children's externalizing behavior across child gender. Using the Early Childhood-Longitudinal Study - Kindergarten Cohort of 1998-99, three sets of analyses were conducted examining home involvement (n = 16,555), school involvement (n = 12,011), and home-school communication (n = 16,555). Cross-lagged panel analyses indicated a small effect of school-based involvement in kindergarten on externalizing behavior in the first grade but no other significant effects with no differences in patterns across gender. The utilized methodology also enabled an examination of longitudinal trends in different types of parent involvement across gender, which revealed important developmental differences in average parent involvement. Ultimately, the results of this study did not indicate robust unidirectional or bidirectional effects between parent involvement and student externalizing behavior. These findings are an important step forward in understanding the family variables influencing student behavior at school.
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Affiliation(s)
- Julia Ogg
- Northern Illinois University, Department of Psychology, DeKalb, IL 60115, USA.
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Anthony CJ, DiPerna JC, Amato PR. Divorce, approaches to learning, and children's academic achievement: a longitudinal analysis of mediated and moderated effects. J Sch Psychol 2014; 52:249-61. [PMID: 24930818 DOI: 10.1016/j.jsp.2014.03.003] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2012] [Revised: 03/24/2014] [Accepted: 03/28/2014] [Indexed: 12/01/2022]
Abstract
Data from the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) were used to test the hypothesis that approaches to learning (ATL) mediates the link between parental divorce and academic achievement. Fixed effects regression was utilized to test for mediation, and subsequent moderation analyses examining gender and age at time of divorce also were conducted. Results indicated that divorce was associated with less growth in test scores and that ATL mediated 18% and 12% of this association in reading and mathematics respectively. Parental divorce also was associated with larger negative effects for children who experienced divorce at an older age as well as for girls' mathematics test scores. These findings contribute to the understanding of the impact of parental divorce on children's academic achievement and underscore the importance of focusing on the variability of child outcomes following parental divorce.
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Abstract
The authors used child fixed effects models to estimate the effects of parental divorce and death on a variety of outcomes using 2 large national data sets: (a) the Early Childhood Longitudinal Study, Kindergarten Cohort (kindergarten through the 5th grade) and (b) the National Educational Longitudinal Study (8th grade to the senior year of high school). In both data sets, divorce and death were associated with multiple negative outcomes among children. Although evidence for a causal effect of divorce on children was reasonably strong, effect sizes were small in magnitude. A second analysis revealed a substantial degree of variability in children's outcomes following parental divorce, with some children declining, others improving, and most not changing at all. The estimated effects of divorce appeared to be strongest among children with the highest propensity to experience parental divorce.
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Affiliation(s)
| | - Christopher J. Anthony
- Department of Educational Psychology, Pennsylvania State University, University Park, PA 16803
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Capps S, Jackson RA, Winckler SC, Tribble P, Anthony CJ, Halperin JA. The future of compounding: an industry perspective. Int J Pharm Compd 2000; 4:204-205. [PMID: 23986004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
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Anthony CJ. Risk factors associated with breast cancer. Nurse Pract 1978; 3:31-2. [PMID: 733126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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