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1.
This study examined differential and mediating relations between hot and cool self-regulation (Mage = 48.2 months; N = 1,155, 48% girls), first-grade (Mage = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (Mage = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment.  相似文献   

2.
Frontal asymmetry (FA), the difference in brain activity between the left versus right frontal areas, is thought to reflect approach versus avoidance motivation. This study (2012–2021) used functional near-infrared spectroscopy to investigate if infant (Mage = 7.63 months; N = 90; n = 48 male; n = 75 White) FA in the dorsolateral prefrontal cortex relates to psychopathology in later childhood (Mage = 62.05 months). Greater right FA to happy faces was associated with increased internalizing (η2 = .09) and externalizing (η2 = .06) problems at age 5 years. Greater right FA to both happy and fearful faces was associated with an increased likelihood of a lifetime anxiety diagnosis (R2 > .13). FA may be an informative and early-emerging marker for psychopathology.  相似文献   

3.
This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems.  相似文献   

4.
The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally: Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test between subject design, including thinking-aloud data. Students of the experimental group (n = 20) were prompted for self-regulation activities that had to be followed while learning basic learning theory. No self-regulation support was offered in the control group (n = 20). In Experiment 2 (Prompting with Training), the experimental group (n = 20) received a short training, in addition to the prompting: the self-regulated learning activities were explained in detail, demonstrated and practiced right before the learning session. Again, no self-regulation support was offered in the control group (n = 20). Analyses of learning processes and learning outcomes confirm partly the positive effects of both measures of self-regulated learning prompts. The more extended measure (with training) had superior effects on students’ learning transfer performance and acceptance. Implications for the design of instructional support to improve self-regulated learning with computer-based learning environments are discussed.  相似文献   

5.
This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program—the Chicago School Readiness Project (CSRP)—may contribute to low-income children's long-term outcomes (N = 466; Mage at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade out, while also shedding light on the cross-domain relations between academic and self-regulatory skills.  相似文献   

6.
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.  相似文献   

7.
This study conducted two meta-analyses to synthesize the association between children’s language skills and two broad-band dimensions of psychopathology: internalizing and externalizing. Pooled estimates across 139 samples (externalizing k = 105; internalizing k = 90) and 147,305 participants (age range: 2–17 years old; mean % males: 53.75; mean % White participants: 55.59; mean % minority participants: 43.12) indicated small but significant associations between child language skills and externalizing problems (Hedges’ g = .22) and between language skills and internalizing problems (Hedges’ g = .23). The association between language difficulties and externalizing problems was stronger amongst males and in children with low versus high sociodemographic risk. Implications of the results for theory and practice are discussed.  相似文献   

8.
The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.  相似文献   

9.
This longitudinal study examined the reciprocal associations between paternal and maternal rejection and firstborn children's (Mage = 49.9 months; 55% boys) behavior problems across the transition to siblinghood in a sample of 120 families recruited from 2016 to 2018 from Shanghai, China. Parental rejection and behavior problems were assessed before (prenatal) and 1, 6, and 12 months after the birth of a baby sibling. Random intercept cross-lagged panel models revealed positive relations between internalizing problems and both maternal and paternal rejection, and between externalizing problems and paternal rejection at the between-person level (rs = .32–.37), but only cross-lagged effects from children's internalizing and externalizing problems to maternal rejection at the within-person level (βs = .30–.54).  相似文献   

10.
Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.  相似文献   

11.
Most psychological interventions have to be administered repeatedly to be effective, but what is the optimal frequency? The answer will depend on how quickly the effects build up and wear off between intervention prompts. We investigated these temporal dynamics in a popular self-regulation intervention: implementation intentions. We combined a novel intervention design with objective high-resolution data of students’ learning success during 40 days of preparation for an exam. Students (n = 223) received intervention prompts on half of the days, alternating between 2 and 3 consecutive days of prompting and no-prompting. These students outperformed a no-prompt control group (n = 116) in the final exam (d = 0.21). However, the beneficial effect of prompting on learning success increased over consecutive days of prompting and decreased when prompting was discontinued. These results suggest that the beneficial effects of self-regulation prompts on learning success are highly volatile and might benefit from regular repetitions.  相似文献   

12.
This study examined the neurobiology of maternal sensitivity to children's emotions among mothers involved with Child Protective Services (CPS) and low‐risk comparison mothers (Mage = 31.6 years). CPS‐referred mothers participated in the Attachment and Biobehavioral Catch‐up (ABC) intervention or a control intervention. Mothers' event‐related potentials (ERPs) were measured while they categorized images of children with crying, laughing, and neutral expressions. CPS‐referred ABC mothers (n = 19) and low‐risk comparison mothers (n = 30) showed a larger enhancement of ERP responses for emotional faces relative to neutral faces than CPS‐referred control mothers (n = 21). Additionally, the magnitude of ERP responses to emotional faces was associated with observed maternal sensitivity. Findings add to the understanding of the neurobiology of deficits in parenting and suggest that these deficits are changeable through a parenting intervention.  相似文献   

13.
This meta-analysis synthesizes the empirical data on problem behaviors among foreign- (G1) and U.S-born (G2+) youth and explores the effects of immigrant status on youth internalizing and externalizing problems. A random effects meta-regression with robust variance estimates summarized effect sizes for internalizing and externalizing problems across 91 studies (N = 179,315, Mage = 13.98). Results indicated that G1 youth reported significantly more internalizing problems (g = .06), and fewer externalizing problems than G2+ youth (g = −.06). Gender and sample type moderated the effects. The findings provide a first-step toward reconciling mixed support for the immigrant paradox by identifying for whom and under what conditions the immigrant experience serves as a risk or protective factor for youth.  相似文献   

14.
This preregistered study examined whether child temperament and executive functions moderated the longitudinal association between early life stress (ELS) and behavior problems. In a Dutch population-based cohort (n = 2803), parents reported on multiple stressors (age 0–6 years), child temperament (age 5), and executive functions (age 4), and teachers rated child internalizing and externalizing problems (age 7). Results showed that greater ELS was related to higher levels of internalizing and externalizing problems, with betas reflecting small effects. Lower surgency buffered the positive association of ELS with externalizing problems, while better shifting capacities weakened the positive association between ELS and internalizing problems. Other child characteristics did not act as moderators. Findings underscore the importance of examining multiple protective factors simultaneously.  相似文献   

15.
Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2–4 years after the disaster (n = 24,642; 9–12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential.  相似文献   

16.
The present study took a differentiated perspective on parental psychological control to examine its impact on adolescent adjustment among urban (n = 349, females: 53%) and rural (n = 293, females: 54%) Chinese adolescents (Mage = 12.14 years). Four times over the first 2 years of Junior High school (from October, 2016 to April, 2018), adolescents reported on parental psychological control, their psychological well-being (life satisfaction and depressive symptoms), and academic relative autonomy. Adolescents’ grades also were obtained. The findings show generally negative effects of social comparison shame, love withdrawal and harsh psychological control (but not shared shame or parental relationship-oriented guilt induction) on adolescents’ psychological well-being, and negative effects of social comparison shame on adolescents’ academic functioning.  相似文献   

17.
This meta‐analytic review examines the association between early attachment (assessed at 1–5 years) and child temperament (assessed at birth–12 years), and compares the strength of this association with recently documented meta‐analytic associations between early attachment and social competence, externalizing behavior, and internalizing symptoms. Based on 109 independent samples (N = 11,440) of diverse socioeconomic and ethnic backgrounds, temperament was weakly associated with attachment (in)security (d = .14, CI [0.08, 0.19]) but modestly associated with resistant attachment (d = .30, CI [0.21, 0.40]). Temperament was not significantly associated with avoidant (d = .10, CI [?0.02, 0.19]) or disorganized (d = .11, CI [?0.03, 0.25]) attachment. Across developmental domains, early attachment security was more strongly associated with social competence and externalizing behaviors than internalizing symptoms and temperament.  相似文献   

18.
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1, ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language like German.  相似文献   

19.
Studies suggest prenatal cannabis exposure is associated with mood/behavioral problems in children. However, it is unclear if targeting modifiable domains like sleep behaviors would improve outcomes in exposed youth. Using a causal inference framework, the effect of changing sleep-hours on changing internalizing/externalizing problems in children was examined using the Adolescent Brain Cognitive Development™ study baseline (ages 9–10; collected during 2016–2018) and year-1 follow-up data (N = 9825; 4663 female; 5196 white). Average treatment effects (ATE) indicated that more sleep predicted less internalizing (ATE = −.34, SE = .08, p < .001) and externalizing (ATE = −.29, SE = .07, p < .001) problems over time. However, prenatal cannabis exposure moderated the ATE on internalizing (conditional-ATE = .91, SE = .39, p = .019), whereby participants with exposure (n = 605) did not show any effect of changing sleep-hours on mood (B = .09, SE = .24).  相似文献   

20.
This study tested whether maternal responsiveness moderated or mediated pathways from iron deficiency (ID) at 12–18 months to adolescent behavior problems. Participants were part of a large Chilean cohort (N = 933). Iron status was assessed at 12 and 18 months. Maternal responsiveness was assessed at 9 months and 5 years. Parents reported their child’s symptomology at 5 years, 10 years, and adolescence (11–17 years; M = 14.4). Structural equation modeling identified a previously unrecognized pathway by which child externalizing problems and negative maternal responsiveness at 5 years mediated associations between ID at 12–18 months and adolescent internalizing, externalizing, and social problems. Positive maternal responsiveness in infancy did not buffer those with ID anemia from developing 5-year internalizing problems.  相似文献   

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