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Hillekens, Jessie; Baysu, Gülseli; Phalet, Karen – Child Development, 2023
Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012-2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual…
Descriptors: Acculturation, Student Adjustment, Immigrants, Longitudinal Studies
Baysu, Gülseli; Hillekens, Jessie; Phalet, Karen; Deaux, Kay – Child Development, 2021
This study aimed to relate school diversity approaches to continuity and change in teacher-student relationships, comparing Belgian-majority (N = 1,875, M[subscript age] = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, M[subscript age] = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over…
Descriptors: Minority Group Students, Age Groups, Outcomes of Education, Teacher Student Relationship
Stumm, Sophie; Rimfeld, Kaili; Dale, Philip S.; Plomin, Robert – Child Development, 2020
We compared the extent to which the long-term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher-administered ability tests at age 4.5 years, SES correlated more strongly with…
Descriptors: Preschool Children, Socioeconomic Status, Verbal Ability, Academic Achievement
Schmerse, Daniel – Child Development, 2021
This study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to…
Descriptors: Bilingualism, Peer Relationship, Vocabulary Development, Student Diversity
Cvencek, Dario; Fryberg, Stephanie A.; Covarrubias, Rebecca; Meltzoff, Andrew N. – Child Development, 2018
Minority and majority elementary school students from a Native American reservation (N = 188; K-fifth grade; 5- to 10-year-olds) completed tests of academic self-concepts and self-esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self-esteem. Minority students…
Descriptors: Self Concept, Self Esteem, Elementary School Students, American Indian Reservations
Bailey, Drew H.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Geary, David C.; Fuchs, Douglas – Child Development, 2020
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction…
Descriptors: Grade 1, Grade 2, Grade 3, Elementary School Students
Dupéré, Véronique; Dion, Eric; Leventhal, Tama; Archambault, Isabelle; Crosnoe, Robert; Janosz, Michel – Child Development, 2018
Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; M[subscript…
Descriptors: Adolescents, High School Students, Dropouts, Foreign Countries
Tolmatcheff, Chloé; Galand, Benoit; Roskam, Isabelle; Veenstra, René – Child Development, 2022
This three-armed randomized controlled trial examined how moral disengagement and social norms account for change in bullying behavior and their potential as targets of anti-bullying components within separate interventions among 1200 French-speaking Belgian elementary students (48% boys, 9-12 year-olds, 57 classes, nine schools) during 2018-2019…
Descriptors: Moral Values, Comparative Analysis, Bullying, Intervention
Poole, Kristie L.; Schmidt, Louis A. – Child Development, 2020
Positive shyness is thought to be an approach-dominant form of shyness, whereas non-positive shyness is thought to be an avoidance-dominant form of shyness. This study examined electrocortical and behavioral correlates of motivation and emotion in relation to these shy subtypes in 67 children (M[subscript age] = 10.41 years, SD = 3.23). Using…
Descriptors: Shyness, Brain Hemisphere Functions, Diagnostic Tests, Emotional Response
Williford, Amanda P.; LoCasale-Crouch, Jennifer; Whittaker, Jessica Vick; DeCoster, Jamie; Hartz, Karyn A.; Carter, Lauren M.; Wolcott, Catherine Sanger; Hatfield, Bridget E. – Child Development, 2017
A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual…
Descriptors: Randomized Controlled Trials, Attachment Behavior, Teacher Student Relationship, Student Behavior
Pesce, Caterina; Lakes, Kimberley D.; Stodden, David F.; Marchetti, Rosalba – Child Development, 2021
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9 years participated in…
Descriptors: Intervention, Self Control, Physical Education, Elementary School Students
Leuschner, Vincenz; Fiedler, Nora; Schultze, Martin; Ahlig, Nadine; Göbel, Kristin; Sommer, Friederike; Scholl, Johanna; Cornell, Dewey; Scheithauer, Herbert – Child Development, 2017
The standardized, indicated school-based prevention program "Networks Against School Shootings" combines a threat assessment approach with a general model of prevention of emergency situations in schools through early intervention in student psychosocial crises and training teachers to recognize warning signs of targeted school violence.…
Descriptors: Prevention, Violence, Early Intervention, School Activities
Gonzalez-Barrero, Ana Maria; Nadig, Aparna S. – Child Development, 2019
This study investigated the effects of bilingualism on set-shifting and working memory in children with autism spectrum disorders (ASD). Bilinguals with ASD were predicted to display a specific bilingual advantage in set-shifting, but not working memory, relative to monolinguals with ASD. Forty 6- to 9-year-old children participated (20 ASD, 20…
Descriptors: Bilingualism, Autism, Pervasive Developmental Disorders, Short Term Memory
Gelman, Susan A.; Manczak, Erika M.; Was, Alexandra M.; Noles, Nicholaus S. – Child Development, 2016
An object's mental representation includes not just visible attributes but also its nonvisible history. The present studies tested whether preschoolers seek subtle indicators of an object's history, such as a mark acquired during its handling. Five studies with 169 children 3-5 years of age and 97 college students found that children (like adults)…
Descriptors: Young Children, College Students, Ownership, Comparative Analysis
Jasinska, Kaja K.; Petitto, Laura-Ann – Child Development, 2018
Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6-10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied…
Descriptors: Bilingualism, Semantics, Reading Skills, Phonological Awareness