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Direct linkBernier, Annie; Lapolice-Thériault, Rose; Matte-Gagné, Célia; Cyr, Chantal – Developmental Psychology, 2023
This study tested a 5-year sequential mediation model linking paternal mind-mindedness in toddlerhood to child early academic achievement through a developmental process unfolding in the preschool years. A sample of 128 mostly White middle-class families (68 girls) living in Montreal, Canada was assessed for paternal mind-mindedness when children…
Descriptors: Toddlers, Academic Achievement, Preschool Children, Foreign Countries
Burger, Kaspar; Mortimer, Jeylan T. – Developmental Psychology, 2021
Expectations about the future direct effort in goal-oriented action and may influence a range of life course outcomes, including educational attainment. Here we investigate whether such expectations are implicated in the dynamics underlying the persistence of educational advantage across family generations, and whether such dynamics have changed…
Descriptors: Advantaged, Family Characteristics, Socioeconomic Status, Academic Achievement
Zhao, Xin; Yang, Xin – Developmental Psychology, 2023
High achievers vary in terms of the constraints and difficulties they encounter on the road to success. The present study investigates whether and how children consider the constraints one overcomes in their beliefs and reasoning about academic achievement. Four- to nine-year-olds (N = 98, 57 girls, 41 boys) and their parents (N = 92, 80 females,…
Descriptors: Academic Achievement, Beliefs, Foreign Countries, Academic Ability
Gunderson, Elizabeth A.; Sorhagen, Nicole S.; Gripshover, Sarah J.; Dweck, Carol S.; Goldin-Meadow, Susan; Levine, Susan C. – Developmental Psychology, 2018
In a previous study, parent-child praise was observed in natural interactions at home when children were 1, 2, and 3 years of age. Children who received a relatively high proportion of process praise (e.g., praise for effort and strategies) showed stronger incremental motivational frameworks, including a belief that intelligence can be developed…
Descriptors: Positive Reinforcement, Parents, Toddlers, Parent Child Relationship
May, Emily M.; Witherspoon, Dawn P. – Developmental Psychology, 2019
Hispanic adolescents have high expectations for their own educational attainment, but educational attainment outcomes for Hispanic young adults are relatively low on average. Limited scholarship links Hispanic adolescents' educational expectations with attainment in adulthood. Using a longitudinal within-group approach, the authors examined…
Descriptors: Expectation, Hispanic American Students, Educational Attainment, Adolescent Attitudes
Neppl, Tricia K.; Jeon, Shinyoung; Diggs, Olivia; Donnellan, M. Brent – Developmental Psychology, 2020
The current study evaluated bidirectional associations between mother and father positive parenting and child effortful control. Data were drawn from 220 families when children were 3, 4, 5, and 6 years old. Parenting and effortful control were assessed when the child was 3, 4, and 5 years old. These variables were used to statistically predict…
Descriptors: Child Rearing, Parenting Styles, Self Control, Child Development
Loughlin-Presnal, John; Bierman, Karen L. – Developmental Psychology, 2017
Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and…
Descriptors: Parent Attitudes, Expectation, Correlation, Academic Achievement
Qu, Yang; Pomerantz, Eva M.; Wang, Qian; Ng, Florrie Fei-Yin – Developmental Psychology, 2020
To elucidate the processes underlying the cultural construction of adolescence, this research examined youth's stereotypes about teens in Hong Kong and Chongqing, a relatively less developed city in Mainland China. Youth (N = 1,269) reported on their teen stereotypes and problem behavior in the fall and spring of 7th grade. Youth in Hong Kong (vs.…
Descriptors: Foreign Countries, Early Adolescents, Stereotypes, Social Attitudes
Chang, Lei; Lu, Hui Jing; Lansford, Jennifer E.; Skinner, Ann T.; Bornstein, Marc H.; Steinberg, Laurence; Dodge, Kenneth A.; Chen, Bin Bin; Tian, Qian; Bacchini, Dario; Deater-Deckard, Kirby; Pastorelli, Concetta; Alampay, Liane Peña; Sorbring, Emma; Al-Hassan, Suha M.; Oburu, Paul; Malone, Patrick S.; Di Giunta, Laura; Tirado, Liliana Maria Uribe; Tapanya, Sombat – Developmental Psychology, 2019
Safety is essential for life. To survive, humans and other animals have developed sets of psychological and physiological adaptations known as life history (LH) tradeoff strategies in response to various safety constraints. Evolutionarily selected LH strategies in turn regulate development and behavior to optimize survival under prevailing safety…
Descriptors: Safety, Physiology, Psychological Patterns, Longitudinal Studies
Garon-Carrier, Gabrielle; Bégin, Vincent – Developmental Psychology, 2021
This study examined the longitudinal contribution of four different childcare arrangements attended during the preschool years to social behaviors and academic achievement up to age 15 years. Children participating in a Canadian longitudinal survey with available information on childcare attendance between ages 3 and 5 years (N = 6,852) were…
Descriptors: Child Care Centers, Child Caregivers, Attendance, Correlation
Duncan, Robert J.; Schmitt, Sara A.; Vandell, Deborah Lowe – Developmental Psychology, 2019
This study examines associations between stimulating-responsive social interactions with mothers and nonparental childcare providers during the first 3 years of life and children's vocabulary and mathematics skills through age 15 (N = 1,364). Additive relations were found in which more stimulating-responsive interactions with mothers and with…
Descriptors: Mothers, Parent Child Relationship, Toddlers, Infants
Lessard, Leah M.; Juvonen, Jaana – Developmental Psychology, 2019
Academic achievement disparities based on parental education are robust during the middle school years. The current study examined whether cross-class friendship (i.e., reciprocal relationships between peers with different levels of parental education) decrease class-based achievement differences during a developmental phase when friends are…
Descriptors: Friendship, Academic Achievement, Middle School Students, Parent Background
Kim, Su Yeong; Zhang, Minyu; Chen, Shanting; Song, Jiaxiu; Lopez, Belem G.; Rodriguez, Erin M.; Calzada, Esther J.; Hou, Yang; Yan, Jinjin; Shen, Yishan – Developmental Psychology, 2020
We advance a tripartite framework of language use to encompass language skills, the practice of language skills, and the subjective experiences associated with language use among Mexican-origin adolescents who function as language brokers by translating and interpreting for their English-limited parents. Using data collected over 2 waves from a…
Descriptors: Bilingualism, Translation, Mexican Americans, Spanish
McCoy, Dana Charles; Wolf, Sharon – Developmental Psychology, 2018
Rates of participation in early childhood education (ECE) programs are on the rise globally, including in sub-Saharan Africa. Yet little evidence exists on the quality of these programs and on the role of classroom quality in predicting learning for young children across diverse contexts. This study uses data from the Greater Accra Region of Ghana…
Descriptors: Educational Quality, Prediction, Foreign Countries, Early Childhood Education
Pomerantz, Eva M.; Kempner, Sara G. – Developmental Psychology, 2013
This research examined if mothers' day-to-day praise of children's success in school plays a role in children's theory of intelligence and motivation. Participants were 120 children (mean age = 10.23 years) and their mothers who took part in a 2-wave study spanning 6 months. During the first wave, mothers completed a 10-day daily interview in…
Descriptors: Mothers, Parent Child Relationship, Parent Influence, Intelligence
