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1.
Research Findings: This study examined the contribution of teacher-student conflict at kindergarten to the child’s school adjustment in primary school using a Hong Kong sample. It investigated self-regulation as a mediator and parents’ positive relations with others as a moderator in that transition. At Time 1 (T1), kindergarten teachers reported their levels of conflict with individual children (N = 324, 168 girls), whereas children’s self-regulation was assessed with a Head-Toes-Knees-Shoulders Task. Fathers and mothers also rated their positive relations with others. At Time 2 (T2; 8 months later), when children were enrolled in primary school (N = 247, 126 girls), primary school teachers rated how well they adjusted to the new school. Moderated mediation analyses showed that although the direct effect of T1 teacher-student conflict on T2 school adjustment was not significant, the indirect effect of self-regulation was. T1 teacher-student conflicts were negatively related to children’s self-regulation, which in turn predicted subsequent school adjustment. Interestingly, this indirect effect was significant only when parents’ positive relations with others were low rather than high. Practice or Policy: The findings highlight the importance of both a warm and caring relationship in the home and self-regulation to successful school transition.  相似文献   

2.
Research Findings: The transition to school is a major developmental milestone, and behavior tendencies already evident at the point of school entry can impact upon a child's subsequent social and academic adjustment. The current study aimed to investigate stability and change in the social behavior of girls and boys across the transition from day care to 1st grade. Teacher ratings and peer nominations for prosocial and antisocial behavior were obtained for 248 children belonging to 2 cohorts: school transitioning (n = 118) and day care remaining (n = 130). Data were gathered again from all children 1 year later, following the older group's entry into school. Teacher ratings of prosocial and antisocial behavior significantly predicted teacher ratings of the same behavior at Time 2 for both cohorts. Peer reports of antisocial behavior also showed significant stability, whereas stability of peer-reported prosocial behavior varied as a function of behavior type. Practice or Policy: The results contribute to understanding of trends in early childhood social behavior that potentially influence long-term developmental trajectories. Identification of some behaviors as more stable in early childhood than others, regardless of school entry, provides useful information for both the type and timing of early interventions.  相似文献   

3.
The authors conducted a cross-sectional and prospective longitudinal study of stress, coping, and psychological symptoms in children of divorce. The sample consisted of 258 children (mean age = 10.1; SD = 1.2), of whom 196 were successfully followed 5.5 months later. A 4-dimensional model of coping was found using confirmatory factor analysis, with the factors being active coping, avoidance, distraction, and support. In the cross-sectional model avoidance coping partially mediated the relations between negative events and symptoms while active coping moderated the relations between negative events and conduct problems. In the longitudinal model significant negative paths were found from active coping and distraction Time 1 to internalizing symptoms Time 2, while Time 1 support coping had a positive path coefficient to Time 2 depression. Positive paths were found between negative events at Time 1 and anxiety at Time 2, and between all symptoms at Time 1 and negative events at Time 2.  相似文献   

4.
Research Findings: The present longitudinal study investigated whether a range of social–emotional difficulties in early childhood predict the development of depressive symptoms in middle childhood. Participants were 56 children and their teachers. Teachers' reports of internalizing and externalizing behaviors were obtained during preschool, and children's displays of negative affect were observed through classroom videotapes in preschool. Children's self-reports of depressive symptoms were collected approximately three and a half years later. Teachers' ratings of social problems and atypical behaviors were positively associated with later depressive symptoms. Teachers' ratings of rule breaking and observed negative affect in preschool were stronger predictors of later depressive symptoms in girls than in boys. Findings point to social non-conformity as an important feature in the developmental course of depressive symptoms. Results lend support to a developmental psychopathology framework, showing change over time across types of social–emotional difficulties in gender-specific directions. Practice or Policy: Findings underscore the role that preschool teachers and classroom observation could play in identifying early risk for depressive symptoms. Results suggest the possible utility of early screening programs for at-risk preschool-aged children. Moreover, results could inform school-based intervention or prevention programs targeting internalizing symptoms, an under-recognized area of children's mental health.  相似文献   

5.
To facilitate students’ transition into secondary school, a coping-oriented group program was designed. Pre- and posttest data from three intervention groups conducted over the course of 5 weeks were combined for a total of 56 sixth-grade students waiting to undergo school transition. There was also a test–retest control group (n = 26). Results indicate that completion of the intervention led to a significant decrease on scales measuring self-reported social anxiety symptoms. There was also a significant increase in intervention participants’ self-reported self-esteem, likeability, adherence to social rules, and frequency of active coping strategies, compared with the control group. Furthermore, a regression analysis showed that change in the self-reported use of active coping strategies predicted change in social anxiety symptoms for the intervention group. However, no significant change in self-reported use of passive-avoidant coping was observed. We conclude that facilitating effective coping with stress may provide a highly beneficial perspective toward designing transition groups, that may also lead to a significant reduction in social anxiety symptoms in adolescents waiting to undergo secondary school transition.  相似文献   

6.
Effortful Control and Academic Achievement in Rural China   总被引：1，自引：1，他引：0  
Research Findings: This study investigated the relationships between effortful control and early literacy and mathematics achievement. A total of 181 children (85 girls and 96 boys) from rural China were assessed when they were in Grades 1 and 2. Path analyses controlling for maternal education indicated that effortful control at the beginning of Grade 1 predicted incremental achievement in literacy and mathematics at the end of Grade 1 and mathematics achievement at the end of Grade 2. Growth in effortful control during Grade 1 also contributed significantly to the prediction of both literacy and mathematics achievement at the end of Grade 2. Although girls performed significantly better than boys in literacy achievement, gender did not moderate the relationships between effortful control and literacy and mathematics achievement. Practice or Policy: Children’s effortful control appears to be an important predictor of early literacy and mathematics achievement. Findings suggest that children’s effortful control should be fostered during the preschool and early years of formal schooling, and this can be done in both home and school contexts.  相似文献   

7.
This study investigated to what extent primary school teachers’ perceptions of their students’ ability and effort predict developmental changes in children’s self-concepts of ability in math and reading after controlling for students’ academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their teachers were followed for four years. Children’s self-concepts and performance ability in math and reading were measured annually during Waves 2–4. Teachers rated the children’s ability and effort at each of the four waves. Domain-specific differences and developmental changes could be identified in the associations between teachers’ perceptions and children’s ability self-concepts. Teachers’ ability perceptions predicted children’s concurrent and subsequent ability self-concepts in math and reading, whereas teachers’ effort perceptions predicted children’s math ability self-concept only at Wave 4. Analyses with multi-sample procedure showed that these models were similar for boys and girls and for children in different cohort groups.  相似文献   

8.
Coping style plays an important role in children’s wellbeing. This paper describes the patterns of associations between children’s self-reported coping styles and symptoms of anxiety in order to determine whether particular dimensions are associated with better adjustment. Participants were 2566 children (1268 girls, 1298 boys) aged 7–11 years attending 15 schools in the South East of England. Results showed that aspects of coping were differentially associated with children’s self-reported anxiety. Patterns of association also varied by age and gender. Dimensions of coping were shown to form distinct adaptive and maladaptive coping styles which were also differentially associated with anxiety. Analysis of these styles indicated that it is the absence of maladaptive coping strategies, rather than the presence of adaptive strategies, that is significant in emotional wellbeing. These findings suggest that interventions designed to reduce or extinguish maladaptive coping styles may be of particular benefit in facilitating emotional wellbeing.  相似文献   

9.
Recent research suggests that children may encounter aggressive behaviour during the transition from preschool to school. Yet, relatively few longitudinal studies have been conducted on children’s perceptions of aggressive behaviour in the transition from preschool to school. This study aims to fill a major gap in the literature by exploring Chinese children’s perceptions and experiences of aggressive behaviour, and their ways of coping with aggression, at three points in time: during the last month at preschool (Time 1), the first three months of Year 1 at school (Time 2) and the last month of Year 1 (Time 3). The present study also examines the role gender plays in 79 Chinese children’s perceptions of aggressive behaviour, as depicted in their drawings and accompanying narratives. The children mainly reported physical and verbal aggression rather than relational aggression. The findings provide robust data for understanding how children cope with aggression at school.  相似文献   

10.
OBJECTIVE: The aim of the study was to investigate whether different levels of depressive symptoms in early adolescent boys and girls could be predicted on the basis of war experiences, perceived available social support (instrumental support, support to self-esteem, belonging and acceptance) and extraversion. METHODS: The sample consisted of 583 children ages 12 to 15 years; 283 children were displaced from different parts of Croatia for a period of approximately three and a half years. The following instruments were administered: Questionnaire on Children's Stressful and Traumatic War Experiences, Reynolds Adolescent Depression Scale, Junior Eysenck Personality Questionnaire, and Interpersonal Support Evaluation List. RESULTS: Regression analyses showed that more war experiences were related to more depressive symptoms for boys only. The greater extent of perceived available social support for boys (instrumental support, support to self-esteem, belonging and acceptance) related to fewer depressive symptoms. For girls, perceived instrumental support and self-esteem were related to fewer depressive symptoms. Predictors in the boys' sample accounted for 35% of the variance in the results on the depression scale, and 27% in the girls' sample. CONCLUSIONS: We conclude that boys suffer more from the long-term effects of war than girls. In situations where children cannot be shielded from stressful events, such as war, a greater level of perceived social support is related to fewer depressive symptoms both for boys and girls in early adolescence.  相似文献   

11.
This study examined bidirectional associations between mothers' depressive symptoms and children's externalizing behavior and whether they were moderated by preschool‐age effortful control and gender. Mothers and teachers reported on 224 primarily White, middle‐class children at ages 3, 5, and 10. Effortful control was assessed via behavioral battery and mother ratings. Structural equation modeling indicated that maternal depressive symptoms at child age 3 predicted more externalizing behavior at age 10 among children with low effortful control and among boys. Externalizing behavior at age 3 predicted fewer depressive symptoms at the age 10 assessments among mothers of children with high effortful control. Boys with suboptimal self‐regulation exposed to high levels of maternal depressive symptoms were at greatest risk for school‐age behavioral problems.  相似文献   

12.
Objective. This study investigated how parents’ perceptions of, feelings toward, and anticipated responses to children’s emotions relate to parents’ meta-emotion philosophy and attachment. Design. Parents (112 mothers and 95 fathers) completed an online research study where they viewed photographs of unfamiliar girls and boys (aged 10–14 years) displaying varying intensities of happiness, sadness, fear, anger, and neutral expressions. Parents labeled the emotion, identified the emotion’s intensity, and reported their mirrored emotion and responses. They also completed measures assessing their meta-emotion philosophy and attachment. Results. Meta-emotion philosophy predicted parents’ responses to children’s negative emotion, in that greater emotion-coaching predicted greater accuracy in labeling emotions (boys only), a greater likelihood to interact with children, and for mothers to be further from the mean in either direction in their mirrored emotion. Attachment also predicted parents’ responses to children’s negative emotions: Parents higher in anxiety reported more mirrored emotion, and those higher in avoidance reported less mirrored emotion, lower intensity, and less willingness to interact (boys only). In exploratory models for positive emotion, parents’ meta-emotion philosophy did not predict their responses, but parents higher in attachment avoidance rated girls’ positive emotions as less intense, reported less mirrored emotion, less willingness to interact, and less supportive responses, and those higher in anxiety showed the opposite pattern. Conclusion. Despite methodological limitations, results offer new evidence that parents’ ratings on a standardized emotion perception task as well as their anticipated responses toward children’s emotion displays are predicted by individual differences in their attachment and meta-emotion philosophy.  相似文献   

13.
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14.
The Infant Index was initially developed as a baseline assessment instrument for children at school entry, with literacy as a key component. A later version, Baseline-PLUS, was developed to meet the accreditation criteria of the Qualifications and Curriculum Authority. The paper reports the results of a study of 5915 children, which comprised the 1996–97 cohort for one local education authority. The results indicate that the instrument is reliable (Cronbach’s alpha 0.92), that girls are rated as more advanced than boys in literacy and other domains, and that there are significant differences with respect to both children’s ethnic status and home language. Results for pre-school experience are also reported, but these are confounded by the LEA’s policy of provision. The implications for the use of the Infant Index/Baseline-PLUS and for the national scheme are explored.  相似文献   

15.
《Child abuse & neglect》2014,38(11):1848-1859
Research suggests that adverse events in childhood, such as childhood physical, sexual, and emotional abuse, confer risk for later sexual assault. Psychological distress, coping strategies, and sexual behavior may help explain the path from childhood abuse to revictimization. The present study explored how the use of sex to regulate negative affect (SRNA) operates independently, and in combination with other psychosocial factors to increase college women's (N = 541) risk of experiencing prospective adult sexual assault (ASA). Sequential multiple mediator models in Mplus were used to assess the effect of three different forms of childhood abuse on prospective ASA, both independently and while controlling for other forms of childhood abuse. The indirect effect of adolescent sexual assault (AdolSA), depressive symptoms, SRNA, and participants’ response to a sex-related vignette was tested using bias-corrected bootstrapping. In the full path model, childhood emotional abuse and AdolSA predicted ASA, while childhood physical and sexual abuse were directly associated with AdolSA, but not ASA. Additionally, depressive symptoms and participants’ estimate of their likely behavior in a sex-related vignette directly predicted prospective ASA. Results using bootstrapping revealed that a history of childhood abuse predicted prospective ASA via diverse direct and indirect paths, as well as through a similar multiple mediator path. Overall, findings suggest that a combination of affective, coping, and sexual expectancy factors contribute to risk for revictimization in adult survivors of childhood abuse. Future research directions and targets for risk-reduction programming are discussed.  相似文献   

16.
Using a large sample from the National Institute of Child Health and Development Study of Early Child Care and Youth Development (N = 1,178, 51% were male and 80% were White), the random intercept cross-lagged panel model was employed to unpack the trait and state aspects in the relations between mothers’ depressive symptoms and children’s behavioral problems from age 2 to 15. The transactional predictions among mothers’ depressive symptoms and children’s behavioral problems were largely attributed to their correlations at the underlying trait level (rs = .458–.528). At the state level, the mutual influences among mothers’ depressive symptoms and children’s behavior problems occurred more often during periods of transition. With that said, the child effects hypothesis was not supported.  相似文献   

17.
Objective. The present study investigated whether longitudinal associations between peer-related parenting behaviors (facilitation of peer interactions, social coaching about peer problems) and peer adjustment were moderated by young adolescents’ peer status. Design. Participants included 123 young adolescents (mean age = 12.03 years; 50% boys; 58.5% European American) at Time 1. At Time 1 (summer before the middle school transition), parents reported on their facilitation of peer interaction opportunities and coaching strategies to a hypothetical peer exclusion situation; teachers reported on youth peer acceptance. At Times 1 and 2 (spring after the middle school transition), youth reported on peer adjustment (friendship quality, loneliness, peer victimization). Results. Peer acceptance (pre-middle school transition) moderated prospective associations between peer-related parenting and peer adjustment, yielding two patterns of associations. Parental facilitation predicted better friendship quality and lower levels of loneliness over time among youth with high peer acceptance, but not among youth with low peer acceptance. In contrast, parental social coaching predicted better friendship quality among youth with low peer acceptance, but lower friendship quality among youth with high peer acceptance. Conclusions. Not all forms of positive peer-related parenting are equally beneficial for all youth. Well-accepted youth may have the social opportunities to take advantage of parental facilitation, whereas low-accepted youth may have greater social needs and benefit from support in the form of social coaching. Implications of these findings are discussed in relation to the literatures on peer-related parenting and peer adjustment.  相似文献   

18.
This longitudinal study aimed at examining the relationship between children's task persistence, mothers' academic help, and the development of children’s literacy skills (reading and spelling) at the beginning of primary school. The participants were 870 children, 682 mothers, and 53 class teachers. Data were collected three times – at the beginning and the end of Grade 1 and at the end of Grade 2. Better literacy skills predicted higher persistence in completing school tasks and, correspondingly, higher persistence was related to better subsequent skills. Also, lower task persistence at the end of Grade 1 corresponded to more frequent academic help from mothers in Grade 2. Moreover, children’s literacy skills predicted mother’s later academic help via task persistence: the lower the children’s literacy skills were, the less task persistence children exhibited, and the more mothers engaged in academic help later on.  相似文献   

19.
The current study examines how gender discrimination by adults in school is linked with depressive symptoms and sleep duration over time in middle school. The main goal is to test one psychological mechanism that can account for such associations: perceived school unfairness. Relying on a racially-ethnically diverse sample of girls (N = 2,718, Mage = 13.01, SDage = 0.39) from 26 middle schools, multilevel mediation analyses revealed that girls who experienced school-based gender discrimination by an adult in seventh grade reported higher levels of perceived school unfairness in eighth grade. Moreover, perceived unfairness, in turn, was associated with more depressive symptoms and shorter sleep durations by eighth grade. Implications of changes in adolescent girls’ sleep and mood related to their experiences of gender discrimination are discussed.  相似文献   

20.
The present study investigated gender differences in social mastery motivation, vocabulary knowledge, behavioral self-regulation, and socioemotional skills and examined the relationships among this knowledge and these skills by gender. Participants were 134 Chinese children (68 boys, M age = 3.80; 66 girls, M age = 3.89) and their parents recruited through local kindergartens’ parent groups. The children were administered measures of social mastery motivation, vocabulary knowledge, behavioral self-regulation, and nonverbal intelligence. Parents reported their education level and children’s socioemotional skills. Research Findings: Results revealed that boys exhibited more social mastery interactions than girls, and girls showed better behavioral self-regulation and socioemotional skills than boys. Girls with higher social mastery interaction frequency demonstrated better vocabulary knowledge and socioemotional skills, whereas boys with higher social mastery interaction frequency showed lower behavioral self-regulation. Boys, who showed more positive affect during social mastery interactions, tended to have better expressive vocabulary, which facilitated their behavioral self-regulation. Practice or Policy: Findings highlight social mastery motivation as a potential factor that facilitates children’s early development, but it may contribute to boys and girls in different ways.  相似文献   

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