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1.
This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.  相似文献   

2.
Two‐part latent growth models examined associations between two forms of peer status (popularity, likability) and adolescents' alcohol use trajectories throughout high school; ethnicity was examined as a moderator. Ninth‐grade low‐income adolescents (N = 364; Mage = 15.08; 52.5% Caucasian; 25.8% African American; 21.7% Latino) completed sociometric nominations of peer status and aggression at baseline, and reported their alcohol use every 6 months. After controlling for gender, aggression, ethnicity, and socioeconomic status, popularity—but not likability—prospectively predicted alcohol use trajectories. However, these effects were moderated by ethnicity, suggesting popularity as a risk factor for alcohol use probability and frequency among Caucasian and Latino, but not African American adolescents. Results suggest that developmental correlates of peer status should be considered within cultural context.  相似文献   

3.
The present study leveraged data from a longitudinal adoption study of 361 families recruited between 2003 and 2010 in the United States. We investigated how psychopathology symptoms in birth parents (BP; Mage = 24.1 years; 50.5–62.9% completed high school) and adoptive parents (AP; Mage = 37.8 years; 80.9% completed college; 94% mother–father couples) influenced children's behavioral inhibition (BI) trajectories. We used latent growth models of observed BI at 18 and 27 months, and 4.5 and 7 years in a sample of adopted children (Female = 42%, White = 57%, Black = 11%, Multi-racial = 21%, Latinx = 9%). BI generally decreased over time, yet there was substantial variability in these trajectories. Neither BP nor AP psychopathology symptoms independently predicted systematic differences in BI trajectories. Instead, we found that AP internalizing symptoms moderated the effects of BP psychopathology on trajectories of BI, indicating a gene by environment interaction.  相似文献   

4.
This study examined the developmental trajectories of maladaptive perfectionism over a 7‐year period among African American youth living in an urban setting (N = 547). In particular, the study attempted to determine whether two maladaptive aspects of perfectionism (socially prescribed and self‐critical) changed over time and could be distinguished by variables in 6th and 12th grades (Mage at study entry [first grade] was 6.22 years [SD = 0.34]). Four classes best described the developmental trajectories on both measures of maladaptive perfectionism: high, low, increasing, and decreasing. Sixth‐ and 12th‐grade correlates, including measures of internalizing symptoms, mostly confirmed the distinctiveness of these classes. Parallel process analyses suggested that the two processes are complementary, yet distinct. Implications regarding the prevention of maladaptive perfectionism are discussed.  相似文献   

5.
This study explored heterogeneous developmental trajectories of academic achievement and their relations to trajectories of life satisfaction and trajectories of suicidal ideation among Chinese elementary school students. A sample of 547 students (55.0% boys; Mage = 9.00 years, SD = 0.76 at Time 1) completed a packet of measures on five occasions across two years, using 6-month intervals. Three distinct trajectories of academic achievement were identified: “high-stable” (86.28%), “low-increasing” (8.94%), and “low-decreasing” (4.78%). Girls demonstrated higher academic achievement than boys. Students displaying adverse developmental trends in academic achievement were more likely to show adverse trends in life satisfaction. Finally, trajectories of academic achievement and trajectories of suicidal ideation were related for girls, but not boys. Programs promoting academic achievement may require adaptations for the differing genders and start as early as elementary school.  相似文献   

6.
Despite the extensive research demonstrating the importance of child executive functioning (EF) for school adjustment, little longitudinal work has formally examined developmental change in EF during the early school years. Based on a sample of 106 mother–child dyads, the current longitudinal study investigated patterns of growth in child performance on three executive tasks between kindergarten (Mage = 6 years) and Grade 3 (Mage = 9 years), and the predictive role of earlier mother–child attachment security in these patterns. The results suggest that early elementary school is a period of significant developmental improvement in child EF, although child performance on different EF tasks follows distinct trajectories across time. The study also provides evidence for a sustained relation between children's early attachment security and their ongoing acquisition of executive skills.  相似文献   

7.
This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.  相似文献   

8.
Early childhood education contributes to improved school readiness but impacts on high school remain unclear. This study estimates the effects of Tulsa, Oklahoma's universal pre-K and Head Start programs through the junior year of high school (in 2018/2019; N = 2902; Mage = 16.52, SD = .39; 48% female; 28% white, 34% Black, 27% Hispanic, 8% Native American). Propensity score weighted regressions suggest students who attended pre-K, but not Head Start, missed less school, were less likely to fail courses and be retained in grade, were more likely to take an Advanced Placement/International Baccalaureate course, but did not have higher test scores or grades. Subgroup analyses by race/ethnicity demonstrated some differences in the pattern of associations favoring students of color.  相似文献   

9.
This study examined how Greek and immigrant youth adapted to school life during the economic recession in Greece. Two cohorts of adolescents (Mage = 12.6 years) were compared, one assessed before the crisis and the other during the crisis (N = 1,057 and 1,052, respectively). Cohort findings were disaggregated by immigrant status, generation, and ethnic group. Crisis‐cohort youth experienced more economic problems, displayed worse conduct, higher levels of absenteeism, and lower self‐efficacy than precrisis youth. The cohorts did not differ in well‐being, school engagement, and academic achievement. Most crisis‐cohort groups showed a pervasive increase in conduct problems compared to the precrisis cohort. However, some of these groups also showed an increase in academic achievement.  相似文献   

10.
Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012–2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual trajectories of heritage and mainstream orientations among European-origin (N = 592, Mage = 14.45, 55.1% boys) and Turkish- and Moroccan-origin adolescents (N = 1269, Mage = 14.70, 53.1% boys). Two trajectories for European-origin adolescents differed in heritage orientations (high decreasing and low increasing); for Turkish- and Moroccan-origin adolescents, three trajectories differed in mainstream orientations (high stable, low increasing, and high decreasing). Acculturative change affected aspects of later school adjustment: European-origin adolescents in high heritage orientation trajectories reported more belonging and emotional engagement; Turkish- and Moroccan-origin adolescents in high mainstream orientation trajectories reported more behavioral engagement.  相似文献   

11.
The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students’ mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth‐grade algebra and geometry course placements are academically selective, but considerable between‐school variation exists in students’ odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness.  相似文献   

12.
This study identified changes in Korean and heritage language proficiencies across five waves (2011–2015) and examined the association between linguistic acculturation trajectories and adjustment (2016) among Korean adolescents with immigrant family backgrounds (N = 1441; 51.21% female; Mage(baseline) = 9.97). All adolescents were from multiethnic families with 91.65% comprising a non-Korean Asian mother (e.g., Japan, Philippines, China, Thailand) and Korean father. Parallel process latent class growth modeling and multivariate regression analysis were conducted to estimate the trajectories of linguistic acculturation and their effects on adolescents' future adjustment. Linguistic acculturation trajectories were classified into three latent groups. Bilingual adolescents demonstrated better adjustment over adolescents in other trajectories. Findings highlight the importance of considering patterns of change in linguistic acculturation for understanding Korean multicultural adolescents' adjustment.  相似文献   

13.
This study examined longitudinal effects of adolescent and parent cultural stress on adolescent and parent emotional well-being and health behaviors via trajectories of adolescent and parent family functioning. Recent immigrant Latino adolescents (Mage = 14.51) and parents (Mage = 41.09; N = 302) completed measures of these constructs. Latent growth modeling indicated that adolescent and parent family functioning remained stable over time. Early levels of family functioning predicted adolescent and parent outcomes. Baseline adolescent cultural stress predicted lower positive adolescent and parent family functioning. Latent class growth analyses produced a two-class solution for family functioning. Adolescents and parents in the low family functioning class reported low family functioning over time. Adolescents and parents in the high family functioning class experienced increases in family functioning.  相似文献   

14.
Using daily diary data, this study examined cross‐day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; Mage = 15.4) reported daily conflict; adolescents reported daily negative mood and school problems. Results indicated bidirectional, multiday spillover between parent–adolescent conflict and school problems with daily negative mood statistically accounting for spillover both within and across days. Externalizing symptoms strengthened links between father–adolescent conflict and school problems, whereas depressive and anxious symptoms strengthened links between parent–adolescent conflict and daily negative mood. By demonstrating cross‐domain transmission of daily problems, these findings highlight the salience of everyday events as possible intervention targets.  相似文献   

15.
The standardized, indicated school‐based prevention program “Networks Against School Shootings” combines a threat assessment approach with a general model of prevention of emergency situations in schools through early intervention in student psychosocial crises and training teachers to recognize warning signs of targeted school violence. An evaluation study in 98 German schools with 3,473 school staff participants (Mage = 46.2 years) used a quasi‐experimental comparison group design with three measurement points (pre, post, and 7 months followup) with schools randomly allocated to implementation conditions. The study found increases in teachers' expertise and evaluation skills, enhanced abilities to identify students experiencing a psychosocial crisis, and positive secondary effects (e.g., teacher–student interaction, feelings of safety).  相似文献   

16.
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 (Mage = 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 observed in a limited‐resource task and a group conversation task, and negative and positive group interactional styles were assessed. Multilevel modeling indicated that membership in groups that were higher on school misconduct predicted greater school misconduct only when the groups were high on negative or low on positive interactional style. Results suggest that negative laughter and a coercive interactional style may intensify group effects on children's misconduct.  相似文献   

17.
A cross‐sectional study explored the presence and power of developmental assets in a sample of youth from rural South African townships. Learners (female = 58%; Mage = 17.1; N = 505) attending three township high schools completed self‐report measures of developmental assets and thriving outcomes. Participants reported contextual assets (e.g., family, school, community) in the vulnerable ranges, with gender, family structure, and school type accounting for some differences. Correlation and regression analyses revealed that five asset contexts (family, school, community, personal, social) were uniquely predictive of thriving outcomes. Discussion focuses on contextual expressions of positive youth development among Zulu township youth in challenging environments.  相似文献   

18.
Maltreated children are a vulnerable population, yet many of these youth follow positive developmental pathways. The primary aim was to identify social skills growth trajectories among at‐risk youth to understand processes underlying resilience. Nationally representative, longitudinal data from 1,179 families investigated for child maltreatment (Mage = 12.75) were obtained from the National Survey of Child and Adolescent Well‐Being. Four trajectories were identified—stress‐resistant, emergent resilience, breakdown, and unresponsive‐maladaptive. Protective resources from multiple levels of the youth ecology (individual, family, school, and social service) predicted positive growth social skills trajectories. Resilience process and attendant positive outcomes in multiple domains of functioning were evident among the stress‐resistant and emergent resilience trajectories. Results underscore the saliency of social skills development for resilient outcomes in youth.  相似文献   

19.
This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94–19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within‐person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.  相似文献   

20.
Western preschool children often assign ownership based on first possession and some theorists have proposed that this judgment might be an early emerging, innate bias. Five‐ to 9‐year‐olds (n = 112) from a small‐scale group in Kenya (Kikuyu) watched videotaped interactions of two women passing an object. The object's starting position and the women's gestures were varied. Use of the first possession heuristic increased with age, and 8‐ to 9‐year‐olds performed similarly to German 5‐year‐olds (n = 24). Starting position and gestures had no effect. A control study confirmed that 5‐year‐old Kikuyus (n = 20) understood the video material. The findings reveal that the first possession heuristic follows different developmental trajectories cross‐culturally and stress the role of children's sociocultural environment.  相似文献   

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