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Direct linkKingdon, Danielle; Serbin, Lisa A.; Stack, Dale M. – International Journal of Behavioral Development, 2017
Internationally, girls outperform boys in overall school performance. The gender gap is particularly large among those in at-risk groups, such as children from families at economic disadvantage. This study modeled the academic trajectories of a low-income sample of boys and girls from the Concordia Longitudinal Risk Project across the full course…
Descriptors: Low Income Students, Achievement Gap, Academic Achievement, Gender Differences
Longo, Francesca; McPherran Lombardi, Caitlin; Dearing, Eric – Developmental Psychology, 2017
Family processes and parenting practices help explain developmental differences between children in low- versus higher-income households. There are, however, few studies addressing the question of: what are the key family processes and parenting practices for promoting low-income children's growth? We address this question in the present study,…
Descriptors: Child Rearing, Parenting Styles, Low Income Groups, Academic Achievement
Anderson, Sara; Leventhal, Tama; Dupéré, Véronique – Applied Developmental Science, 2014
Evidence points to associations between the socioeconomic composition of neighborhoods and children's and adolescents' development. A minimal amount of research, however, examines how timing of exposure to neighborhood socioeconomic conditions matters. This study used longitudinal data from the NICHD Study of Early Child Care and Youth Development…
Descriptors: Neighborhoods, Advantaged, Reading Achievement, Academic Achievement
Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod – Journal of Learning Disabilities, 2014
Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of…
Descriptors: Mathematics Achievement, Anxiety, Behavior Problems, Correlation
Duifhuis, E. A.; den Boer, J. C.; Doornbos, A.; Buitelaar, J. K.; Oosterling, I. J.; Klip, H. – Journal of Autism and Developmental Disorders, 2017
Purpose of this quasi-experimental trial was to investigate the effect of Pivotal response treatment (PRT) versus treatment as usual (TAU) on autism symptoms. Children with autism spectrum disorder (ASD), aged 3-8 years, received either PRT (n = 11) or TAU (n = 13). Primary outcome measure was the total score on the Autism Diagnostic Observation…
Descriptors: Disabilities, Children, Pervasive Developmental Disorders, Autism
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
Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama – Applied Developmental Science, 2015
Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development (n = 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity…
Descriptors: Family Characteristics, Academic Achievement, High School Students, Low Income
Gottfried, Adele Eskeles; Preston, Kathleen Suzanne Johnson; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M. – International Journal of Science Education, 2016
Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high…
Descriptors: Stimulation, Secondary School Science, Science Careers, Science Interests
Fanti, Kostas A.; Kimonis, Eva – Developmental Psychology, 2017
Investigating heterogeneity in antisocial behavior early in life is essential for understanding the etiology, development, prognosis, and treatment of these problems. Data from the longitudinal National Institute of Child Health and Development (NICHD) study of Early Child Care were used to identify homogeneous groups of young antisocial children…
Descriptors: Young Children, Adolescents, Behavior Problems, Biology
Wang, Yiji; Dix, Theodore – Developmental Psychology, 2017
On the basis of longitudinal data across 9 years, this study examined the contribution of sustained attention and executive function to the poor cognitive and socioemotional adjustment of school-age children whose mothers had depressive symptoms during the child's infancy. Mothers (N = 1,364) reported depressive symptoms across their child's…
Descriptors: Longitudinal Studies, Mothers, Depression (Psychology), Infants
Ehm, Jan-Henning; Kerner auch Koerner, Julia; Gawrilow, Caterina; Hasselhorn, Marcus; Schmiedek, Florian – Developmental Psychology, 2016
The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were…
Descriptors: Correlation, Elementary School Students, Attention Deficit Hyperactivity Disorder, Individual Differences
Schneider, Barry H.; Manetti, Mara; Frattini, Laura; Rania, Nadia; Santo, Jonathan Bruce; Coplan, Robert J.; Cwinn, Eli – School Psychology International, 2014
Systematic, mandated facilitation of school transitions is an important but understudied aspect of the Reggio-Emilia approach to early childhood education admired internationally as best practice. We studied the links between Northern Italian transition practices and academic achievement, school liking, cooperativeness, and problem behaviors. We…
Descriptors: Reggio Emilia Approach, Foreign Countries, Transitional Programs, Early Childhood Education
Umaña-Taylor, Adriana J.; Tynes, Brendesha M.; Toomey, Russell B.; Williams, David R.; Mitchell, Kimberly J. – Developmental Psychology, 2015
Guided by a risk and resilience framework, the current study examined the associations between Latino adolescents' ("n" = 219; "M" [subscript age] = 14.35; "SD" = 1.75) perceptions of ethnic discrimination in multiple settings (e.g., online, school) and several domains of adjustment (e.g., mental health, academic),…
Descriptors: Hispanic American Students, Adolescents, Risk, Resilience (Psychology)
Anderson, Jeffrey A. – Remedial and Special Education, 2011
Systems of care can be used to help coordinate and direct resources both external and internal to a school, thereby providing critical supports for students with emotional and behavioral challenges that historically have not been available to educators. In this study, hierarchical linear modeling was used to longitudinally examine school…
Descriptors: Emotional Disturbances, Special Education, Enrollment, Children
