Factors Associated with Behavioral Competence at School Among Young Boys from Multi-Problem Low-Income Families     

Elizabeth B. Owens  Daniel S. Shaw  Joyce Giovannelli  Monica M. Garcia  Kirsten Yaggi 《Early education and development》1999,10(2):135-162

Factors associated with school behavioral competence at 72 months were investigated in a sample of at-risk boys followed longitudinally from 18 months. Boys were at risk for developing behavior problems due to early exposure to sociodemographic and family-environmental stressors associated with low-income urban living. Research findings: Of child protective factors investigated, main effects were found for intelligence, mother-reported emotionality and sociability, and observed likability in relation to teacher-reported behavior problems, and results were generally consistent across type of risk. In only one instance did the effect of a protective factor depend on the level of risk. Furthermore, a cumulative measure of protective factors was strongly predictive of child behavior problems and was a better predictor than cumulative risk measures. Observed infant emotionality, child physical attractiveness, and children's self-perceptions of being pro-social or aggressive and fearless were essentially unrelated to behavioral outcome. Mother-reported child emotionality mediated both the relation between mother-reported infant emotionality and teacher-reported internalizing problems, and the relation between observed likability and teacher-reported externalizing problems. Practice/Policy: Clinical implications concern improved identification accuracy of at-risk children who should be targeted for intervention, and forms that intervention should take.  相似文献   

Early Relationship Quality From Home to School: A Longitudinal Study     

Joan I. Vondra  Daniel S. Shaw  Laure Swearingen  Meredith Cohen  Elizabeth B. Owens 《Early education and development》1999,10(2):163-190

The aim of this investigation was to examine the role of social relationships in the home as predictors of social functioning in the first years of school. Longitudinal data gathered on 156 children from urban, low-income families were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, the child's closeness to a sibling, and the child's status in the family relative to siblings between ages 3 and 4 years, to teacher reports of their own relationship to the child and the child's social skills in the classroom and peer relations. The role of family-based relationships as possible protective factors for children at social or demographic risk for problems in school was also tested. Results indicate that quality of different family relationships provides relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work.  相似文献   

Chapter VI. Stability and Change in Infant Attachment in a Low-Income Sample     

Joan I. Vondra  Katherine Dowdell Hommerding  & Daniel S. Shaw 《Monographs of the Society for Research in Child Development》1999,64(3):119-144

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Child Effects on Parental Negativity: The Role of Heritable and Prenatal Factors     

Chang Liu  Linying Ji  Sy-Miin Chow  Boyoung Kang  Leslie D. Leve  Daniel S. Shaw  Jody M. Ganiban  Misaki N. Natsuaki  David Reiss  Jenae M. Neiderhiser 《Child development》2020,91(5):e1064-e1081

This study examined two possible mechanisms, evocative gene–environment correlation and prenatal factors, in accounting for child effects on parental negativity. Participants included 561 children adopted at birth, and their adoptive parents and birth parents within a prospective longitudinal adoption study. Findings indicated child effects on parental negativity, such that toddlers’ negative reactivity at 18 months was positively associated with adoptive parents’ over-reactive and hostile parenting at 27 months. Furthermore, we found that child effects on parental negativity were partially due to heritable (e.g., birth mother [BM] internalizing problems and substance use) and prenatal factors (e.g., BM illicit drug use during pregnancy) that influence children’s negative reactivity at 18 months. This study provides critical evidence for “child on parent” effects.  相似文献   

Commentary. Why 'working smarter isn't working: White‐collar productivity improvement     

Edward Shaw 《Performance Improvement》2001,40(9):7-14

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Threats to the validity of science performance assessments for English language learners     

Jerome M. Shaw 《科学教学研究杂志》1997,34(7):721-743

In recent years, at the same time that performance assessments in science have become more popular, the number of English language learners (ELLs) (i.e., students whose native language is other than English) served by the U.S. educational system has also increased rapidly. While the research base is growing in each of these areas independently, little attention has been paid to their intersection. This case study of the use of a science performance assessment with 96 ELLs in five high school science classes investigated the face, construct, and consequential validity of this intersection. Qualitative and quantitative data analyses showed that both teachers and students had an overall favorable response to the assessment, although students' English comprehension and expression skills were determining factors for certain items. While most responses were reliably scored, ELL spelling and syntax on certain responses were significant sources of error. The degree of specificity of teachers' guidance also significantly affected students' scores. Recommendations from this study include increasing the clarity of an assessment's design, allowing ELLs more time to complete assessments, and scoring by raters who are knowledgeable about typical patterns in written English for this student population. Furthermore, it is recommended that the use of performance assessments with ELLs be exploratory until such time as their validity and reliability with this population can be more adequately established. J Res Sci Teach 34: 721–743, 1997.  相似文献   

Trajectories of Physical Discipline: Early Childhood Antecedents and Developmental Outcomes     

Jennifer E. Lansford  Michael M. Criss  Kenneth A. Dodge  Daniel S. Shaw  Gregory S. Pettit  John E. Bates 《Child development》2009,80(5):1385-1402

This study examined childhood antecedents and developmental outcomes associated with trajectories of mild and harsh parental physical discipline. Interview, questionnaire, and observational data were available from 499 children followed from ages 5 to 16 and from 258 children in an independent sample followed from ages 5 to 15. Analyses indicated distinct physical discipline trajectory groups that varied in frequency of physical discipline and rate of change. In both samples, family ecological disadvantage differentiated the trajectory groups; in the first sample, early child externalizing also differentiated the groups. Controlling for early childhood externalizing, the minimal/ceasing trajectory groups were associated with the lowest levels of subsequent adolescent antisocial behavior in both samples and with parent–adolescent positive relationship quality in the second sample.  相似文献   

Infant Pathways to Externalizing Behavior: Evidence of Genotype × Environment Interaction     

Leslie D. Leve  David C. R. Kerr  Daniel Shaw  Xiaojia Ge  Jenae M. Neiderhiser  Laura V. Scaramella  John B. Reid  Rand Conger  David Reiss 《Child development》2010,81(1):340-356

To further the understanding of the effects of early experiences, 9-month-old infants were observed during a frustration task. The analytical sample was composed of 348 linked triads of participants (adoptive parents, adopted child, and birth parent[s]) from a prospective adoption study. It was hypothesized that genetic risk for externalizing problems and affect dysregulation in the adoptive parents would independently and interactively predict a known precursor to externalizing problems: heightened infant attention to frustrating events. Results supported the moderation hypotheses involving adoptive mother affect dysregulation: Infants at genetic risk showed heightened attention to frustrating events only when the adoptive mother had higher levels of anxious and depressive symptoms. The Genotype × Environment interaction pattern held when substance use during pregnancy was considered.  相似文献   

eSport: Construct specifications and implications for sport management     

George B. Cunningham  Sheranne Fairley  Lesley Ferkins  Shannon Kerwin  Daniel Lock  Sally Shaw  Pamela Wicker 《Sport Management Review》2018,21(1):1-6

The purpose of this article is to add to the conceptual discussion on eSport, analyze the role of eSport within sport management, and suggest avenues for future eSport research. The authors suggest that debates surround the degree to which eSport represents formal sport, and disagreements likely stem from conceptualizations of sport and context. Irrespective of one’s notion of eSport as formal sport, the authors suggest the topic has a place in sport management scholarship and discourse. Such a position is consistent with the broad view of sport adopted by Sport Management Review, the perspective that eSport represents a form of sportification, and the association among eSport and various outcomes, including physical and psychological health, social well-being, sport consumption outcomes, and diversity and inclusion. Finally, the authors conclude that eSport scholarship can advance through the study of its governance, marketing, and management as well as by theorizing about eSport.  相似文献   

The effects of outcome imagery on golf-putting performance     

J.A. Taylor  D.F. Shaw 《Journal of sports sciences》2013,31(8):607-613

The aim of this study was to determine the effects of positive and negative outcome imagery on golf-putting performance. Players of both high and low ability performed a golf-putting task in three imagery conditions: (a) a positive outcome imagery condition, (b) a negative outcome imagery condition and (c) a no-imagery control condition. The task was conducted in a competitive setting, reducing the possibility of demand characteristics. We found that negative outcome imagery was detrimental to putting performance; however, performance in the positive outcome imagery condition was no better than performance in the control condition. There was also evidence to suggest that outcome imagery operated through the mechanism of confidence, as negative outcome imagery was detrimental to both confidence and performance. The results of the present study suggest that golfers should avoid visualizing negative images, as this could damage both confidence and performance.  相似文献