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Theory Testing, Effect-Size Evaluation, and Differential Susceptibility to Rearing Influence: The Case of Mothering and Attachment.
Peer reviewed Peer reviewed
Belsky, Jay – Child Development, 1997
Maintains that it is important to distinguish theory testing from effect-size evaluation when considering the impact of mothering on attachment security. Contends that it is possible that the De Wolff and van IJzendoorn meta-analysis both over- and underestimates mothering effects, as would be the case if infants varied in their susceptibility to…
Descriptors: Attachment Behavior, Child Rearing, Effect Size, Infants
Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects.
Peer reviewed Peer reviewed
Kuklinski, Margaret R.; Weinstein, Rhona S. – Child Development, 2001
Evaluated a path model of teacher expectancy effects in 376 first- through fifth-grade urban children. Found that classroom environment and developmental differences moderated the strength of teacher expectancy effects on students' year-end achievement. Results suggested that teacher expectations may tend to magnify achievement differences in the…
Descriptors: Academic Achievement, Age Differences, Comparative Analysis, Effect Size