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Direct linkAntonio A. Morgan-López; Lissette M. Saavedra; Heather L. McDaniel; Stephen G. West; Nicholas S. Ialongo; Catherine P. Bradshaw; Alexandra T. Tonigan; Barrett W. Montgomery; Nicole P. Powell; Lixin Qu; Anna C. Yaros; John E. Lochman – Grantee Submission, 2024
Coping Power (CP) is a preventive intervention that focuses on reducing child externalizing problems. Although it is typically delivered in a group format (GCP), individually-delivered CP (ICP) has produced greater mean reductions in externalizing problems. However, standard analysis of randomized trials loses individual-level information…
Descriptors: Coping, Prevention, Intervention, Child Behavior
Lougheed, Jessica P.; Benson, Lizbeth; Cole, Pamela M.; Ram, Nilam – Developmental Psychology, 2019
The timing of events (e.g., how long it takes a child to exhibit a particular behavior) is often of interest in developmental science. Multilevel survival analysis (MSA) is useful for examining behavioral timing in observational studies (i.e., video recordings) of children's behavior. We illustrate how MSA can be used to answer 2 types of research…
Descriptors: Time, Child Behavior, Psychological Patterns, Data Analysis
Download full textBassett, Hideko Hamada; Denham, Susanne A.; Fettig, Nicole B.; Curby, Timothy W.; Mohtasham, Mandana; Austin, Nila – International Journal of Behavioral Development, 2017
Based on the emotion socialization and bioecological models, the present study examined the contributions of teacher emotion socialization (i.e., teacher reactions to child emotions) on children's social-emotional behaviors, and the moderating effect of child temperamental surgency on these relations in the preschool context. A total of 337…
Descriptors: Personality, Teacher Response, Socialization, Preschool Children
Ellis, Wendy; Zarbatany, Lynne; Chen, Xinyin; Kinal, Megan; Boyko, Lisa – Child Development, 2018
Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M[subscript age] = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were…
Descriptors: Behavior Problems, Task Analysis, Group Membership, Hierarchical Linear Modeling
Wildeboer, Andrea; Thijssen, Sandra; Bakermans-Kranenburg, Marian J.; Jaddoe, Vincent W. V.; White, Tonya; Tiemeier, Henning; Van IJzendoorn, Marinus H. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2017
This study examined dispositional and situational correlates of donating behavior in a sample of 221 eight-year-old children. Children were shown a promotional clip for a charity, including a donation call. For a random half of the children, the video fragment ended with a probe of a same-sex peer donating money to the charity. Seeing a peer…
Descriptors: Anxiety, Child Behavior, Interpersonal Relationship, Personality
Poulou, Maria S. – Early Education and Development, 2017
The present study used hierarchical linear modeling to examine predictors of students' emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers' perceptions of their own emotional intelligence and students' emotional and behavioral difficulties, (b) the link between teachers'…
Descriptors: Emotional Intelligence, Interpersonal Competence, Behavior Problems, Emotional Problems
Wismer Fries, Alison B.; Pollak, Seth D. – Developmental Science, 2017
Children who experience early caregiving neglect are very likely to have problems developing and maintaining relationships and regulating their social behavior. One of the earliest manifestations of this problem is reflected in indiscriminate behavior, a phenomenon where young children do not show normative wariness of strangers or use familiar…
Descriptors: Child Neglect, Social Development, Emotional Development, Interpersonal Relationship
Gottfried, Michael A.; Gee, Kevin A. – Teachers College Record, 2017
Background/Context: Chronic school absenteeism is a pervasive problem across the US; in early education, it is most rampant in kindergarten and its consequences are particularly detrimental, often leading to poorer academic, behavioral and developmental outcomes later in life. Though prior empirical research has identified a broad range of…
Descriptors: Attendance, Attendance Patterns, Incidence, Early Childhood Education
Oliver, Bonamy R.; Pike, Alison – Developmental Psychology, 2018
Links between positive and negative aspects of the parent-child relationship and child adjustment are undisputed. Scholars recognize the importance of parental differential treatment (PDT) of siblings, yet, less is known about PDT in the context of the shared (family-wide) parent-child relationship climate, or about the extent to which positivity…
Descriptors: Parent Child Relationship, Mothers, Child Development, Adjustment (to Environment)
Sjöman, Madeleine; Granlund, Mats; Almqvist, Lena – Early Child Development and Care, 2016
This study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18-71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated…
Descriptors: Behavior Problems, Learner Engagement, Hyperactivity, Teacher Student Relationship
Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Eskelä-Haapanen, Sirpa; Siekkinen, Martti; Nurmi, Jari-Erik – Early Education and Development, 2017
Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher-child interactions and teachers' self-reported curriculum emphases are related to children's reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M…
Descriptors: Teacher Student Relationship, Grade 1, Elementary School Students, Elementary School Teachers
Lansford, Jennifer E.; Godwin, Jennifer; Al-Hassan, Suha M.; Bacchini, Dario; Bornstein, Marc H.; Chang, Lei; Chen, Bin-Bin; Deater-Deckard, Kirby; Di Giunta, Laura; Dodge, Kenneth A.; Malone, Patrick S.; Oburu, Paul; Pastorelli, Concetta; Skinner, Ann T.; Sorbring, Emma; Steinberg, Laurence; Tapanya, Sombat; Alampay, Liane Peña; Uribe Tirado, Liliana Maria; Zelli, Arnaldo – Developmental Psychology, 2018
To examine whether the cultural normativeness of parents' beliefs and behaviors moderates the links between those beliefs and behaviors and youths' adjustment, mothers, fathers, and children (N = 1,298 families) from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States) were…
Descriptors: Foreign Countries, Child Rearing, Adjustment (to Environment), Cross Cultural Studies
Uretsky, Mathew C.; Lee, Bethany R.; Greeno, Elizabeth J.; Barth, Richard P. – Research on Social Work Practice, 2017
Objective: The purpose of this study is to examine the correlates of child behavior change over time in a replication of the KEEP intervention. Method: The study sample was drawn from the treatment group of the Maryland replication of KEEP (n=65). Change over time was analyzed using multilevel linear mixed modeling. Results: Parents' use of…
Descriptors: Behavior Problems, Child Behavior, Foster Care, Parent Education
Loukas, Alexandra; Cance, Jessica Duncan; Batanova, Milena – Youth & Society, 2016
Students become increasingly disconnected from their schools across the middle school years, but little is known about the factors contributing to changes in school connectedness. This study examined the time-invariant and time-varying roles of depressive symptoms and externalizing problems in trajectories of student-perceived school connectedness…
Descriptors: Middle School Students, Adolescents, Behavior Problems, Grade 6
Mihic, Josipa; Novak, Miranda; Basic, Josipa; Nix, Robert L. – International Journal of Emotional Education, 2016
Preschool PATHS (Promoting Alternative Thinking Strategies) is an evidence-based universal prevention program focused on promoting children's social and emotional competencies and reducing the likelihood of behaviour problems and negative relationships with peers and teachers. This paper examines changes in the social and emotional competencies of…
Descriptors: Foreign Countries, Social Development, Emotional Development, Preschool Children
