Parenting correlates of victimization depend on adolescents' internalizing behavior
Discussion addresses individuals' differential susceptibility which may elucidate why some adolescents might be more affected than others by what parents do. (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - October 12, 2019 Category: Child Development Source Type: research

Ethnic discrimination predicting academic attitudes for Latinx students in middle childhood
We examined the frequency and type of teacher and peer discrimination Latinx children perceive; whether perceptions of teacher and peer discrimination predict changes in children's academic attitudes over time (namely, their interest in academics, perceived importance of academic success, school belonging, and perceptions of Latinx peers' academic norms); and whether this influence is moderated by the school ethnic context. Results indicated that a majority of children perceived at least one instance of school-based discrimination, more often from teachers than peers. Further, controlling for academic performance, percepti...
Source: Journal of Applied Developmental Psychology - October 12, 2019 Category: Child Development Source Type: research

Bidirectionality in self-regulation and academic skills in play-based early childhood education
Publication date: November–December 2019Source: Journal of Applied Developmental Psychology, Volume 65Author(s): Dieuwer ten Braak, Ingunn Størksen, Thormod Idsoe, Megan McClellandAbstractSupport for the idea that self-regulation and early academic skills co-develop in young children is accumulating. The majority of this research, however, is conducted in countries with a school readiness approach to early childhood education. We investigated bidirectional relations between self-regulation and mathematics, expressive vocabulary, and phonological awareness in children (N = 243, ages 6–7) making the tr...
Source: Journal of Applied Developmental Psychology - October 12, 2019 Category: Child Development Source Type: research

Childhood protective factors and a prevention program reduce later problem behaviors
Publication date: November–December 2019Source: Journal of Applied Developmental Psychology, Volume 65Author(s): Robert J. Duncan, Emily Rolan, Kristine Marceau, Kendra M. Lewis, Niloofar Bavarian, David L. DuBois, Brian FlayAbstractPrior research has yet to elucidate how constellations of protective factors in childhood and prevention efforts simultaneously may influence youth involvement in problem behaviors across different points in development. The current study examines how latent classes of social and emotional learning (SEL) skills, parent-child relationships, and peer influences in third grade and receipt of...
Source: Journal of Applied Developmental Psychology - October 12, 2019 Category: Child Development Source Type: research

The use of the Warnke Method in dyslexia therapy for children
Publication date: July–September 2019Source: Journal of Applied Developmental Psychology, Volume 64Author(s): Małgorzata Lipowska, Ariadna B. Łada, Paulina Pawlicka, Paweł JurekAbstractSchools are introducing more and more non-evidence-based methods in dyslexia therapy. The aim of the study is to verify whether the novel method – Warnke Method can be regarded as a useful tool in dyslexia therapy in Polish children. The research group consisted of 37 pupils, between 10 and 12 years, diagnosed with developmental dyslexia. Participants were assessed at pretest on literacy and phonological processing and tasks...
Source: Journal of Applied Developmental Psychology - September 20, 2019 Category: Child Development Source Type: research

Cooperative learning effects on peer relations and alcohol use in middle school
Publication date: July–September 2019Source: Journal of Applied Developmental Psychology, Volume 64Author(s): Mark J. Van Ryzin, Cary J. RosethAbstractWe tested a prevention approach aimed at reducing growth in alcohol use in middle school using four waves (2 years) of data from a cluster randomized trial (N = 15 middle schools, 1890 students, 47.1% female, 75.2% White). Our approach exposed students to a broad cross-section of peers through collaborative, group-based learning activities in school (i.e., cooperative learning). We hypothesized that the increased social contact created by cooperative learning wou...
Source: Journal of Applied Developmental Psychology - August 31, 2019 Category: Child Development Source Type: research

Early parent–child relationships and child sleep at school age
Publication date: July–September 2019Source: Journal of Applied Developmental Psychology, Volume 64Author(s): Catherine Cimon-Paquet, Émilie Tétreault, Annie BernierAbstractFew studies have investigated the associations between parent–child relationships and child sleep across distinct developmental stages using objective measures of sleep and while considering both parents. The current study aimed to investigate the longitudinal associations between the quality of parent–child interactions in toddlerhood and sleep duration and quality at early school age. The sample consisted of 88 families...
Source: Journal of Applied Developmental Psychology - August 25, 2019 Category: Child Development Source Type: research

How a preschool parent intervention produced later benefits: A longitudinal mediation analysis
This study explored associations between initial effects of the REDI (Research-based Developmentally Informed) Parent program and later benefits. A randomized trial involving 200 Head Start children (55% European-American, 26% African American, 19% Latino, 56% male, Mage = 4.45 years) produced kindergarten gains in parenting and child skills. Four years later, sustained effects were evident in areas of academic performance and social-emotional competence at school and new benefits emerged at home. Initial gains in child academic and social-emotional domains mediated sustained gains within the same domains. In additio...
Source: Journal of Applied Developmental Psychology - August 22, 2019 Category: Child Development Source Type: research

The impact of Galli Galli Sim Sim on Indian preschoolers
Publication date: July–September 2019Source: Journal of Applied Developmental Psychology, Volume 64Author(s): Dina L.G. Borzekowski, Darius Singpurwalla, Deepti Mehrotra, Donna HowardAbstractWhile educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw ...
Source: Journal of Applied Developmental Psychology - August 10, 2019 Category: Child Development Source Type: research

Family income from birth through adolescence: Implications for positive youth development
This study took a life course approach to examine associations among family income from birth to age 15, and adolescent health and well-being. Utilizing latent growth mixture modeling, we identified four distinct family income trajectories based on changes in low-income status (family income ≤200% of the federal poverty line) over 15 years, which in turn related to their outcomes in adolescence. More specifically, youth living in a consistent state of higher income from birth to age 15 (Consistent Higher Income) reported better health and behavioral outcomes than youth in the Consistent Low Income, Increasing Income, ...
Source: Journal of Applied Developmental Psychology - August 2, 2019 Category: Child Development Source Type: research

Linking self and society: Identity and the immigrant experience in two macro-contexts
Publication date: July–September 2019Source: Journal of Applied Developmental Psychology, Volume 64Author(s): Ylva Svensson, Moin SyedAbstractThe purpose of this study was to compare identity processes associated with the immigrant experience in two macro-contexts, the U.S and Sweden. Using a qualitative narrative approach, we explored how immigrant and non-immigrant youth negotiate their identities in the intersection between individual selves and society, by studying how they experience deviations from societal expectations and whether such deviations were associated with alternative group belonging. The sample con...
Source: Journal of Applied Developmental Psychology - August 2, 2019 Category: Child Development Source Type: research

Shared reading with preverbal infants and later language development
This study examined features of parents' shared reading with preverbal infants in relation to children's early language development. Forty-four mothers of diverse socioeconomic status and their 10-month-old infants were observed during shared reading. Their interactions were coded for quantity and qualities of maternal speech and gesture, and for children's interest in the activity. The results indicate that maternal questions and child interest during shared reading at 10-months predicted children's expressive, receptive, and pragmatic language skills at 18-months, controlling for children's earlier skills and maternal ed...
Source: Journal of Applied Developmental Psychology - July 21, 2019 Category: Child Development Source Type: research

Emotion socialization, social connectedness and internalizing symptoms in emerging adults
Publication date: July–September 2019Source: Journal of Applied Developmental Psychology, Volume 64Author(s): Alyssa L. Faro, Laura G. McKee, Randi L. Garcia, Jessica L. O'LearyAbstractInternalizing disorders represent a substantial public health burden in the United States, and recent studies have focused on identifying factors related to internalizing symptoms (IS) in emerging adults (EA). The current study utilizes Structural Equation Modeling to examine the associations between parental psychopathology, recalled parent emotion socialization (ES), EA perception of social connectedness (SC), and EA IS in a comprehe...
Source: Journal of Applied Developmental Psychology - July 18, 2019 Category: Child Development Source Type: research

Virtual reality's effect on children's inhibitory control, social compliance, and sharing
Publication date: July–September 2019Source: Journal of Applied Developmental Psychology, Volume 64Author(s): Jakki O. Bailey, Jeremy N. Bailenson, Jelena Obradović, Naomi R. AguiarAbstractWe compared the effects of different immersive technologies on four- to six-year-olds' inhibitory control skills, social compliance (i.e., walking upon request), and sharing (i.e., physical stickers) with a children's media character (Grover from Sesame Street©). Children (N = 52) completed an inhibitory control task, Simon Says, with Grover either via TV or VR. Children using VR were less likely to suppress a dominant mo...
Source: Journal of Applied Developmental Psychology - July 11, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: July–August 2019Source: Journal of Applied Developmental Psychology, Volume 63Author(s): (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - July 6, 2019 Category: Child Development Source Type: research

Financial behaviors and adult identity: Mediating analyses of a college cohort
Publication date: July–September 2019Source: Journal of Applied Developmental Psychology, Volume 64Author(s): Xiaomin Li, Melissa Curran, Nan Zhou, Joyce Serido, Soyeon Shim, Hongjian CaoAbstractUsing mediating analyses with Latent Change Scores (N = 208), we examined (Aim 1) associations from financial behaviors of emerging adults and romantic partners to adult identity (i.e., feeling like an adult; being recognized by others as adult; obtaining adult status), and (Aim 2) the mediating roles of depressive symptoms and relationship satisfaction in these associations. We included initial levels and over-time chang...
Source: Journal of Applied Developmental Psychology - July 6, 2019 Category: Child Development Source Type: research

Narrowing the achievement gap in low-achieving children by targeted executive function training
Publication date: July–August 2019Source: Journal of Applied Developmental Psychology, Volume 63Author(s): Cuiping Wang, Susanne M. Jaeggi, Ling Yang, Tianshu Zhang, Xiaozhong He, Martin Buschkuehl, Qiong ZhangAbstractBy comparing the performance of two low-achieving (LA) training groups, targeting working memory (WM) or inhibitory control (IC), respectively, with that of a matched LA group and a normal-achieving (NA) group, the present study aimed to test whether cognitive training might be helpful to narrow the gap between the LA children and their (NA) peers. We tested children's Chinese language skills, math and ...
Source: Journal of Applied Developmental Psychology - June 27, 2019 Category: Child Development Source Type: research

Interactions between familial risk profiles and preschoolers' emotionality in predicting executive function
This study extends our understanding of how different constellations of familial risks interact with child emotionality to contribute to child EF development. (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - June 23, 2019 Category: Child Development Source Type: research

Maternal depression and acculturative stress impacts on Mexican-origin children through authoritarian parenting
Publication date: July–August 2019Source: Journal of Applied Developmental Psychology, Volume 63Author(s): Esther J. Calzada, Adam Sales, Jaimie L. O'GaraAbstractDepression and acculturative stress are common among Latina mothers, yet little is known about how these variables are related to parenting practices and in turn, to the mental health functioning of their young children. The present study used a sample of Mexican-origin mothers of 3- to 6-year-old children (N = 175) to test a model of maternal depression and acculturative stress as predictors of child internalizing and externalizing problems, mediated by...
Source: Journal of Applied Developmental Psychology - June 14, 2019 Category: Child Development Source Type: research

Children's behavioral self-regulation and conscience: Roles of child temperament, parenting, and parenting context
This study examined longitudinal, temperament-specific relations between parenting qualities in two interactive contexts and behavioral measures of child self-regulation and conscience. Mother-toddler interactions were observed for maternal gentle control and mutual positivity and responsiveness (MPR) when children were 18 months old (sample N = 134, 53% male, 92% non-Hispanic White). Child temperament was also assessed, yielding exuberant, inhibited, and average-approach temperament groups. Children's behavioral self-regulation and conscience were assessed at 4.5 years of age. Mother gentle control in a free play ...
Source: Journal of Applied Developmental Psychology - June 11, 2019 Category: Child Development Source Type: research

Infants' emotional security: The confluence of parental depression, Interparental conflict, and parenting
Publication date: July–August 2019Source: Journal of Applied Developmental Psychology, Volume 63Author(s): Tina D. Du Rocher Schudlich, Norman Wells Jessica, Seneca E.A. Erwin, Amber RishorAbstractUtilizing the Emotional Security Theory (EST; Davies & Cummings, 1994) the current study examined links between parent depression, interparental conflict, parenting behavior, and infant emotional security. Seventy-four families with infants 6-14 months old participated. Behavioral observations examined mothers' and fathers' parenting during a triadic task, interparental conflict (i.e., destructive, depressive, and con...
Source: Journal of Applied Developmental Psychology - June 8, 2019 Category: Child Development Source Type: research

Let’s Connect: A developmentally-driven emotion-focused parenting intervention
Publication date: July–August 2019Source: Journal of Applied Developmental Psychology, Volume 63Author(s): Anne Shaffer, Monica M. Fitzgerald, Kimberly Shipman, Marcela TorresAbstractResearch on emotional development and emotion socialization emphasize the importance of supportive parent-child emotion communication, yet most empirically supported parenting interventions omit guidance on emotion communication skills. The primary goal of this paper is to introduce the Let's Connect emotion-focused parenting intervention as an innovative treatment modality for increasing supportive emotion socialization in families, dra...
Source: Journal of Applied Developmental Psychology - June 5, 2019 Category: Child Development Source Type: research

Sleep and cognitive development in preschoolers: Stress and autobiographical performance associations
Publication date: July–August 2019Source: Journal of Applied Developmental Psychology, Volume 63Author(s): Marta Nieto, Jorge J. Ricarte, James W. Griffith, Noël C. Slesinger, Bayley J. Taple, Luz Fernández-Aguilar, Laura Ros, Jose M. LatorreAbstractSleep regulation is an important developmental milestone for children. Although sleep quality has been associated with mental health as a function of negative valence of memories, to our knowledge, there is no information about autobiographical memory specificity and sleep functioning among children ages 3 to 6 years. Because autobiographical memory is conso...
Source: Journal of Applied Developmental Psychology - May 30, 2019 Category: Child Development Source Type: research

Longitudinal associations of first-grade teaching with reading in early primary school
Publication date: July–August 2019Source: Journal of Applied Developmental Psychology, Volume 63Author(s): Xin Tang, Eija Pakarinen, Marja-Kristiina Lerkkanen, Joona Muotka, Jari-Erik NurmiAbstractThe present study examined the longitudinal associations between first-grade teaching practices and children's reading skills development from Grade 1 to Grade 3. Using the Early Childhood Classroom Observation Measure (ECCOM), the teaching practices of 32 Finnish teachers were observed in Grade 1. Students' (N = 359) word recognition and sentence reading skills were assessed yearly from Grade 1 to Grade 3. The person-o...
Source: Journal of Applied Developmental Psychology - May 30, 2019 Category: Child Development Source Type: research

School corporal punishment and its associations with achievement and adjustment
This study reports results from an anonymous online survey of emerging adults (ages 18 to 23) in the 19 states where school corporal punishment is legal. Of the more than 800 participants, 16% revealed that they experienced school corporal punishment. Propensity score matching was used to equate those who had experienced school corporal punishment and those who had not on a range of covariates. In regression models, having ever experienced school corporal punishment was linked with lower high school GPA, higher current depressive symptoms, and greater likelihood of spanking their own children in the future. (Source: Journa...
Source: Journal of Applied Developmental Psychology - May 29, 2019 Category: Child Development Source Type: research

Negative social self-cognitions: How shyness may lead to social anxiety
Publication date: July–August 2019Source: Journal of Applied Developmental Psychology, Volume 63Author(s): Anke W. Blöte, Anne C. Miers, Esther Van den Bos, P. Michiel WestenbergAbstractThis three-wave longitudinal study spanning five years evaluated the mediating roles of negative social self-perception and social interpretation bias in the link between adolescent shyness and social anxiety. Participants were 331 (pre-)adolescents aged 9 to 17 years old at Wave 1, with data from 261 participants available for the main analyses. The study used a parent-reported measure of shyness. Social anxiety and the mediat...
Source: Journal of Applied Developmental Psychology - May 29, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - May 17, 2019 Category: Child Development Source Type: research

Parent-youth discussions about politics from age 13 to 28
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Yunhwan Kim, Håkan StattinAbstractIt has been commonly assumed that post-adolescent youth have fewer political discussions with parents than do adolescents, due to transitional events in young adulthood and the emergence of new age-appropriate socializing agents, like peers, colleagues, and romantic partners. We proposed a contrasting view that post-adolescent youth have more frequent political discussions with parents due to their increased political interest over time. Using an accelerated longitudinal desi...
Source: Journal of Applied Developmental Psychology - May 4, 2019 Category: Child Development Source Type: research

Latina mothers' mental health and children's academic readiness: Moderation by maternal education
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Francisco Palermo, Gustavo Carlo, Jean M. Ispa, Christina SquiresAbstractWe tested a mediated-moderation model examining the association between Latina mothers' parenting stress and depression and children's academic skills approximately 4 years later, prior to kindergarten entry, whether mothers' positive parenting behaviors and children's self-regulation mediated those associations, and whether the mediated associations varied based on mothers' education. Participants were 714 low-income Latina mothers (M age a...
Source: Journal of Applied Developmental Psychology - May 4, 2019 Category: Child Development Source Type: research

A dimensional risk approach to assessing early adversity in a national sample
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Sharon Wolf, Noelle M. SuntheimerAbstractWe examine how incidence and accumulation of two domains of risk factors—deprivation and threat of harm—predict early childhood development, testing a framework put forth by McLaughlin and Sheridan (2016). Using the ECLSK: 11 (N = 18,200, M = 5.6 years; 48.7% female), a nationally representative sample of kindergarteners, we consider behavioral and cognitive indicators that represent different learning processes. We find partial support for the hypothes...
Source: Journal of Applied Developmental Psychology - May 4, 2019 Category: Child Development Source Type: research

Developmental differences in young children's self-regulation
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Antonia Zachariou, David WhitebreadAbstractThis paper explores self-regulatory development in young children. Research suggests developmental differences in the acquisition of self-regulation, which could inform self-regulatory training at different ages. Most of this research focuses on very young children's (younger than 5) or older children's (aged 9+) self-regulation during academic tasks. This paper takes an innovative approach and investigates self-regulatory development in children aged 6 and 8 years old, ...
Source: Journal of Applied Developmental Psychology - May 4, 2019 Category: Child Development Source Type: research

Predicting the development of victimization from early childhood internalizing and externalizing behavior
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): J. Loes Pouwels, Laura H.D. Hanish, Sanny Smeekens, Antonius H.N. Cillessen, Yvonne H.M. van den BergAbstractThe aim of this 8-year longitudinal study was to predict children's (n = 96) level of self-reported victimization at age 9 and their development of victimization from age 9 to 13 from parent-reported and teacher-reported internalizing and externalizing behaviors at age 5. We also examined whether ego-resiliency was a protective factor in these associations. Findings revealed that early childhood external...
Source: Journal of Applied Developmental Psychology - May 4, 2019 Category: Child Development Source Type: research

Further evidence for social projection in the classroom: Predicting perceived ethnic norms
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Jochem Thijs, Marjolein ZeeAbstractThis longitudinal study examines whether children in late childhood (age 7–12) project their ethnic attitudes on their classroom peer group, by using these attitudes to predict children's perceptions of the descriptive ethnic norms in their classroom. Children's norm perceptions were relatively unstable over a half year period, and their ethnic minority group attitudes in the fall uniquely predicted their perceptions of the corresponding classroom norm in the spring. This ef...
Source: Journal of Applied Developmental Psychology - April 7, 2019 Category: Child Development Source Type: research

Gender-based harassment in early adolescence: Group and individual predictors of perpetration
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Michelle J. Tam, Jennifer A. Jewell, Christia Spears BrownAbstractThe current study examined gender-based harassment in early adolescence and the characteristics of individuals who perpetrate such harassment (specifically, experiences with witnessing gender-based harassment and gender identity). Students in seventh and eighth grade (n = 483; 247 girls, 236 boys) completed surveys containing measures of gender identity (perceived same and other-gender typicality, felt pressure to conform to gender norms, and gen...
Source: Journal of Applied Developmental Psychology - March 29, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: March–April 2019Source: Journal of Applied Developmental Psychology, Volume 61Author(s): (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - March 21, 2019 Category: Child Development Source Type: research

Understanding Well-Being among Teachers in Early Childhood Settings: Challenges, Supports, and Implications for Children’s Development
Publication date: March–April 2019Source: Journal of Applied Developmental Psychology, Volume 61Author(s): Annemarie H. Hindman, Andres S. Bustamante (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - March 21, 2019 Category: Child Development Source Type: research

Valuing happiness in youth: Associations with depressive symptoms and well-being
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Amy L. Gentzler, Cara A. Palmer, Brett Q. Ford, Karena M. Moran, Iris B. MaussAbstractIn Western society, happiness is often viewed as an important or even preeminent life goal. Yet, research with adults suggests that excessively valuing happiness (e.g., equating happiness to constant feelings of happiness, worrying about happiness even when happy) is linked to more depressive symptoms and lower subjective well-being. We extended this work by investigating valuing happiness in youth within three samples: 7–12...
Source: Journal of Applied Developmental Psychology - March 18, 2019 Category: Child Development Source Type: research

Observing teachers' displays and scaffolding of executive functioning in the classroom context
This study introduces the Teachers' Displays and Scaffolding of Executive Function (T-DASEF) Protocol, an observational measure designed to capture how teachers display EF-related behaviors and scaffold students' EFs in elementary school classrooms. We describe the process for developing the T-DASEF protocol and evaluating the reliability and predictive validity of components derived from the protocol in a diverse sample of 813 students (ages 8–12) and 33 teachers. We found that components from the T-DASEF protocol reliably capture teachers' EF-related difficulties and scaffolding practices. Multi-level path analysis...
Source: Journal of Applied Developmental Psychology - March 17, 2019 Category: Child Development Source Type: research

Children who disclose a minor transgression often neglect disclosing secrecy and coaching
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Angela D. Evans, Alison M. O'Connor, Kaila C. Bruer, Heather L. PriceAbstractThe present study examined 7- to 12-year-olds' disclosure of a minor transgression as well as their disclosure about being asked to keep a secret and being coached to lie about the transgression. All children interacted with a confederate who allowed children to play with a forbidden object. Children were randomly assigned to one of three coaching conditions: Secrecy coaching (told to keep a secret), Cover story coaching (provided with a c...
Source: Journal of Applied Developmental Psychology - March 15, 2019 Category: Child Development Source Type: research

Unpopularity with same- and cross-ethnicity peers as predictors of depressive symptoms during adolescence
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Luiza V. Mali, David Schwartz, Daryaneh Badaly, Tana J. Luo, Sarah Malamut, Alexandra C. Ross, Mylien T. DuongAbstractThis longitudinal study examined associations between perceptions of unpopularity with same- and cross-ethnicity peers and depressive symptoms in an ethnically diverse adolescent peer group. Participants were 393 Vietnamese and Mexican American adolescents (209 boys, 184 girls; Mage = 15.04 years, SD = 0.73, age range: 14–17 years) followed across two consecutive school years. Part...
Source: Journal of Applied Developmental Psychology - March 13, 2019 Category: Child Development Source Type: research

Preschoolers' school readiness profiles and the teacher-child relationship: A latent transition approach
This study used latent profile analysis to identify subgroups of children who displayed similar underlying school readiness skills at the beginning of the school year, as well as to examine whether these children transitioned across readiness profiles over the course of the school year. The sample included 899 preschool children (mean age = 53.91 months). Measures consisted of fall and spring assessments of children's math, science, executive functioning, behavior, and approaches to learning. Latent profile analyses yielded a three-profile solution at both time points. Within each profile, children performed similarl...
Source: Journal of Applied Developmental Psychology - March 13, 2019 Category: Child Development Source Type: research

Exploring neighborhood environmental influences on reading comprehension
This study examined the association between neighborhood environment and reading using geocoding techniques. Addresses and FCAT reading scores for 2215 (751 MZ, 1464 DZ) twin pairs in 3rd through 10th grades were obtained from The Florida Twin Project on Reading (FTP-R). Additionally, addresses for neighborhood features were collected from publicly available data sources. Distances between participants' homes and potential risk and protective aspects of neighborhood environment were calculated using ArcGIS and used to predict reading comprehension. Results indicated that shelter proximity was negatively associated with FCA...
Source: Journal of Applied Developmental Psychology - March 12, 2019 Category: Child Development Source Type: research

Preventive intervention for strengthening effective parenting practices: A randomized controlled trial
In conclusion, the ACT Program showed efficacy for improving the mothers' positive parenting practices and reducing the children's behavior problems. (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - March 9, 2019 Category: Child Development Source Type: research

Comprehensive systems of support: Where do we go from here?
Publication date: Available online 5 March 2019Source: Journal of Applied Developmental PsychologyAuthor(s): Patricia A. JenningsAbstractThe articles in this special issue demonstrate that early childhood educator psychological distress is a growing problem and shed light on the causes of this distress. Further, they illuminate the negative impacts early childhood educator distress can have on young children. However, there is still much to learn about how best to support teachers in order to reduce psychological distress, promote social and emotional skills and promote positive impacts on young children. Addressing these ...
Source: Journal of Applied Developmental Psychology - March 6, 2019 Category: Child Development Source Type: research

A randomized efficacy trial of the second step early learning (SSEL) curriculum
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Carole C. Upshur, Melodie Wenz-Gross, Christopher Rhoads, Miriam Heyman, Yeonsoo Yoo, Gail SawosikAbstractA classroom randomized efficacy trial conducted over four years in 7 community-based preschool and 6 Head Start programs investigated effects of the Second Step Early Learning (SSEL) curriculum on end of preschool executive functioning (EF) and social-emotional (SE) skills in low-income children. Outcomes are reported for n = 770 four-year-olds independently assessed for EF and SE by study staff in fall and...
Source: Journal of Applied Developmental Psychology - March 5, 2019 Category: Child Development Source Type: research

Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten
This study of children from two U. S. states examined associations among four cognitive and academic skills: executive function (EF), visuo-motor integration, mathematics assessed with applied problems, and letter-word knowledge. Before (T1) and after (T2) kindergarten, children (N = 555) were assessed using the Head-Toes-Knees-Shoulders (HTKS) EF task, the Beery-Buktenica test of Visuo-motor Integration (Beery VMI), and Woodcock-Johnson subtests of Applied problems and Letter-word identification. Bidirectional analyses showed that all T1 skills predicted at least one other skill, with T1 HTKS and T1 Applied problems p...
Source: Journal of Applied Developmental Psychology - February 27, 2019 Category: Child Development Source Type: research

Examination of school readiness constructs in Tanzania: Psychometric evaluation of the MELQO scales
This study examines the development and learning of 684 Tanzanian children starting school, averaging 7 years of age. A primary goal was to evaluate the psychometric properties of a globally-informed measure of school readiness. Using multiple measures including newly-developed direct assessment, and teacher and parent reports of child development, we hypothesized that children's development and learning would demonstrate expected constructs of academic and social/emotional skills and associations with family and child characteristics. Children's direct assessment scores factored into five domains measuring pre-mathemati...
Source: Journal of Applied Developmental Psychology - February 27, 2019 Category: Child Development Source Type: research

Myths in science: Children trust but do not retain their teacher's information
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Silvia Guerrero, Carla Sebastián-Enesco, Natalia Pérez, Ileana EnescoAbstractRecent years have seen an unprecedented interest in the way children learn from the testimony of others, yet little research has been conducted on the role of the teacher as a source of information. In the current study, we presented a sample of 63 children aged 9–10 and 11–12 with incorrect scientific ideas (myths), to determine whether they accepted the correct scientific facts provided by their actual science t...
Source: Journal of Applied Developmental Psychology - February 22, 2019 Category: Child Development Source Type: research

An exploration of normative social and emotional skill growth trajectories during adolescence
This study examines longitudinal growth trajectories of self-awareness, self-management, responsible decision making, and relationship skills (creating relationships and relationship quality) using data from the 4-H Study of Positive Youth Development, a diverse sample of over 1500 United States youth beginning at age 10 and following them to age 18. Findings suggest that during adolescence (1) SEL component skills follow differing, often nonlinear trajectories and (2) these trajectories differ for males and females. This tracking can inform a foundational understanding of adolescent social and emotional development and hi...
Source: Journal of Applied Developmental Psychology - February 20, 2019 Category: Child Development Source Type: research

Agency and high school science students' motivation, engagement, and classroom support experiences
Publication date: May–June 2019Source: Journal of Applied Developmental Psychology, Volume 62Author(s): Erika A. Patall, Keenan A. Pituch, Rebecca R. Steingut, Ariana C. Vasquez, Nicole Yates, Alana A.U. KennedyAbstractAgentic engagement is a potential gateway to improving the classroom climate and adolescent students' motivation. The current investigation provided the first test of daily and short-term longitudinal relations between U.S. high school science students' agentic engagement during class and their psychological need satisfaction, other forms of engagement (behavioral, cognitive, emotional), and perception...
Source: Journal of Applied Developmental Psychology - February 15, 2019 Category: Child Development Source Type: research