Pub Date : 2021-08-07DOI: 10.13110/merrpalmquar1982.67.2.0203
McKellar, Ryan, Messman, Brass, Laninga-Wijnen
Abstract:This study investigated how two aspects of the classroom environment (teachers’ emphasis on mastery goals and descriptive norms (i.e., the average student disruptive, prosocial, and achievement-related behavior in a classroom), moderated the relationship between student behaviors and coolness. The sample included 976 students nested in 54 fifth- and sixth-grade classrooms. Students completed peer nominations of coolness and three behaviors (prosocial, disruptive, and academic achievement). Students reported on the extent to which their teacher emphasized mastery goals in the classroom. The extent to which each of these three behaviors correlated with coolness varied across classrooms. The variability between classrooms in the behavioral correlates of coolness was not related to descriptive norms but was related to classroom mastery goals. In classrooms with a high-mastery goal emphasis, good grades and prosocial behavior were more likely to be perceived as cool. Our findings also suggest the need for future studies to examine the direct effect of prosocial descriptive norms on nominations of coolness. This study adds to a growing literature on how teaching practices matter for peer relationships in the classroom.
{"title":"Teachers’ Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classrooms","authors":"McKellar, Ryan, Messman, Brass, Laninga-Wijnen","doi":"10.13110/merrpalmquar1982.67.2.0203","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.67.2.0203","url":null,"abstract":"Abstract:This study investigated how two aspects of the classroom environment (teachers’ emphasis on mastery goals and descriptive norms (i.e., the average student disruptive, prosocial, and achievement-related behavior in a classroom), moderated the relationship between student behaviors and coolness. The sample included 976 students nested in 54 fifth- and sixth-grade classrooms. Students completed peer nominations of coolness and three behaviors (prosocial, disruptive, and academic achievement). Students reported on the extent to which their teacher emphasized mastery goals in the classroom. The extent to which each of these three behaviors correlated with coolness varied across classrooms. The variability between classrooms in the behavioral correlates of coolness was not related to descriptive norms but was related to classroom mastery goals. In classrooms with a high-mastery goal emphasis, good grades and prosocial behavior were more likely to be perceived as cool. Our findings also suggest the need for future studies to examine the direct effect of prosocial descriptive norms on nominations of coolness. This study adds to a growing literature on how teaching practices matter for peer relationships in the classroom.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"203 - 235"},"PeriodicalIF":0.8,"publicationDate":"2021-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41435611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.13110/merrpalmquar1982.67.2.0123
Catrinel A. Ștefan, Julia Avram
Abstract:The current study’s aim was to assess the contribution of empathic perspective-taking to the relationship between attachment security and children’s risk of mal-adjustment. A sample of 212 preschoolers aged 3–5 years old was included in this study. Children completed the Attachment Story Completion Task and a modified version of the Kids’ Empathic Development Scale. Teachers and parents rated children’s externalizing/internalizing problems by employing the Caregiver-Teacher Report Form, and the Child Behavior Checklist, respectively. Results supported the notion that the indirect path from attachment security to externalizing problems was negatively mediated by empathic perspective-taking related to negative (but not positive) emotions. Similarly, the same component of empathic perspective-taking negatively mediated the relationship between attachment security and internalizing problems. These findings indicate that empathic perspective-taking in relation to negative emotions might serve to promote preschoolers’ reduced risk of mental health problems.
{"title":"Attachment and Externalizing/Internalizing Problems in Preschoolers: Contributions of Positive and Negative Empathic Perspective-Taking","authors":"Catrinel A. Ștefan, Julia Avram","doi":"10.13110/merrpalmquar1982.67.2.0123","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.67.2.0123","url":null,"abstract":"Abstract:The current study’s aim was to assess the contribution of empathic perspective-taking to the relationship between attachment security and children’s risk of mal-adjustment. A sample of 212 preschoolers aged 3–5 years old was included in this study. Children completed the Attachment Story Completion Task and a modified version of the Kids’ Empathic Development Scale. Teachers and parents rated children’s externalizing/internalizing problems by employing the Caregiver-Teacher Report Form, and the Child Behavior Checklist, respectively. Results supported the notion that the indirect path from attachment security to externalizing problems was negatively mediated by empathic perspective-taking related to negative (but not positive) emotions. Similarly, the same component of empathic perspective-taking negatively mediated the relationship between attachment security and internalizing problems. These findings indicate that empathic perspective-taking in relation to negative emotions might serve to promote preschoolers’ reduced risk of mental health problems.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"123 - 148"},"PeriodicalIF":0.8,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48450493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.13110/MERRPALMQUAR1982.67.1.0094
Mari Tunkkari, K. Aunola, Riikka Hirvonen, G. Šilinskas, Noona Kiuru
Abstract:This study examined adolescent and maternal factors of the quality of maternal homework involvement and the extent to which the factors predicted adolescents’ subsequent achievement through adolescents’ and mothers’ perceptions of the quality of maternal homework involvement. The sample consisted of 847 Finnish adolescents and their 662 mothers who both rated the quality of homework involvement (i.e., autonomy support and psychological control) in the fall of Grade 6. Adolescents rated their positive and negative academic emotions. Mothers rated their beliefs about adolescents’ school success, their positive and negative emotions, and adolescents’ task avoidance in homework situations. Information on adolescents’ achievement was obtained from school registers. The results showed that adolescent and maternal factors were differently associated with adolescent-and mother-perceived quality of maternal homework involvement. Moreover, higher levels of adolescent task avoidance, mothers’ lower beliefs, and negative emotions predicted poorer subsequent achievement via mothers’ perception of high psychological control.
{"title":"The Quality of Maternal Homework Involvement: The Role of Adolescent and Maternal Factors","authors":"Mari Tunkkari, K. Aunola, Riikka Hirvonen, G. Šilinskas, Noona Kiuru","doi":"10.13110/MERRPALMQUAR1982.67.1.0094","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.67.1.0094","url":null,"abstract":"Abstract:This study examined adolescent and maternal factors of the quality of maternal homework involvement and the extent to which the factors predicted adolescents’ subsequent achievement through adolescents’ and mothers’ perceptions of the quality of maternal homework involvement. The sample consisted of 847 Finnish adolescents and their 662 mothers who both rated the quality of homework involvement (i.e., autonomy support and psychological control) in the fall of Grade 6. Adolescents rated their positive and negative academic emotions. Mothers rated their beliefs about adolescents’ school success, their positive and negative emotions, and adolescents’ task avoidance in homework situations. Information on adolescents’ achievement was obtained from school registers. The results showed that adolescent and maternal factors were differently associated with adolescent-and mother-perceived quality of maternal homework involvement. Moreover, higher levels of adolescent task avoidance, mothers’ lower beliefs, and negative emotions predicted poorer subsequent achievement via mothers’ perception of high psychological control.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"122 - 94"},"PeriodicalIF":0.8,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43827259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.13110/MERRPALMQUAR1982.67.1.0001
Mary H. Kayyal, Sherri C Widen
Abstract:When asked to describe possible elicitors of fear, American children generate more stories about imaginary creatures than realistic ones; Palestinian children generate more realistic than imaginary causes (Kayyal et al., 2015). The current study reversed this task to investigate whether these patterns persist when American (n = 72) and Palestinian (n = 72) children (3–8 years, sex-and age-matched) freely labeled a story protagonist’s emotion and generated a behavioral consequence. For each story, children heard a brief description about a protagonist who encountered an imaginary (e.g., monster) or realistic (e.g., snake) fear-eliciting creature. Americans labeled the protagonist’s emotion for imaginary fear stories as scared significantly more often than for realistic ones; Palestinians labeled the protagonist’s emotion for both types as scared with equal probability. Children in both groups associated escape-related behaviors (e.g., running away) with both imaginary and realistic fear elicitors, but they associated inquisitive behaviors (e.g., going to look) exclusively with imaginary fear elicitors. Thus, culture plays a role in what children identify as scary but not in the behavioral responses they associate with different fear elicitors.
摘要:当被要求描述可能引发恐惧的因素时，美国儿童更多地讲述虚构生物而不是现实生物;巴勒斯坦儿童产生的现实原因多于想象原因(Kayyal et al.， 2015)。当前的研究颠倒了这一任务，以调查当美国(n = 72)和巴勒斯坦(n = 72)儿童(3-8岁，性别和年龄匹配)自由标记故事主角的情绪并产生行为后果时，这些模式是否仍然存在。对于每个故事，孩子们都会听到一个关于主人公遇到一个虚构的(如怪物)或现实的(如蛇)引起恐惧的生物的简短描述。美国人将虚构的恐惧故事中的主角的情绪标记为害怕的频率明显高于现实故事;巴勒斯坦人把这两种类型的主角的情绪都贴上了“害怕”的标签。两组儿童都将逃避相关行为(如逃跑)与想象和现实的恐惧诱发因素联系起来，但他们将好奇行为(如去看)与想象的恐惧诱发因素联系起来。因此，文化在儿童对恐惧的识别中起作用，而不是在他们与不同的恐惧诱发者相关联的行为反应中起作用。
{"title":"Imaginary and Realistic Fears: Palestinian and American Children’s Understanding of Fear’s Situational Elicitors and Behavioral Consequences","authors":"Mary H. Kayyal, Sherri C Widen","doi":"10.13110/MERRPALMQUAR1982.67.1.0001","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.67.1.0001","url":null,"abstract":"Abstract:When asked to describe possible elicitors of fear, American children generate more stories about imaginary creatures than realistic ones; Palestinian children generate more realistic than imaginary causes (Kayyal et al., 2015). The current study reversed this task to investigate whether these patterns persist when American (n = 72) and Palestinian (n = 72) children (3–8 years, sex-and age-matched) freely labeled a story protagonist’s emotion and generated a behavioral consequence. For each story, children heard a brief description about a protagonist who encountered an imaginary (e.g., monster) or realistic (e.g., snake) fear-eliciting creature. Americans labeled the protagonist’s emotion for imaginary fear stories as scared significantly more often than for realistic ones; Palestinians labeled the protagonist’s emotion for both types as scared with equal probability. Children in both groups associated escape-related behaviors (e.g., running away) with both imaginary and realistic fear elicitors, but they associated inquisitive behaviors (e.g., going to look) exclusively with imaginary fear elicitors. Thus, culture plays a role in what children identify as scary but not in the behavioral responses they associate with different fear elicitors.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"1 - 22"},"PeriodicalIF":0.8,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.13110/MERRPALMQUAR1982.67.1.0023
Michael T. Morrow, Julie A. Hubbard, Megan K Bookhout, S. Grassetti, M. Docimo, Lauren E. Swift
Abstract:Childhood peer victimization is prevalent and harmful; thus, it is critical to carefully assess this construct. We extended an existing measure to create the Forms of Peer Victimization Scale (FPVS), which assesses multiple forms of peer victimization via self and teacher report. Participants included 1,440 fourth-and fifth-grade children (50% girls; M age = 10.1 years) and their teachers. They completed the FPVS in the fall and spring of one school year, as well as additional measures of peer victimization and psychosocial functioning. Results supported identical four-factor models for the self-and teacher-report scales. The four factors, aggregated as subscales (physical victimization, verbal victimization, social victimization, and property attacks), demonstrated internal consistency, temporal stability, and concurrent and convergent validity. The FPVS evidenced promising psychometric properties and stands out from other measures by assessing peer victimization (not bullying), including experiences of social rebuff, demonstrating temporal stability, and offering self-and teacher-report scales.
{"title":"Development and Validation of the Forms of Peer Victimization Scale","authors":"Michael T. Morrow, Julie A. Hubbard, Megan K Bookhout, S. Grassetti, M. Docimo, Lauren E. Swift","doi":"10.13110/MERRPALMQUAR1982.67.1.0023","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.67.1.0023","url":null,"abstract":"Abstract:Childhood peer victimization is prevalent and harmful; thus, it is critical to carefully assess this construct. We extended an existing measure to create the Forms of Peer Victimization Scale (FPVS), which assesses multiple forms of peer victimization via self and teacher report. Participants included 1,440 fourth-and fifth-grade children (50% girls; M age = 10.1 years) and their teachers. They completed the FPVS in the fall and spring of one school year, as well as additional measures of peer victimization and psychosocial functioning. Results supported identical four-factor models for the self-and teacher-report scales. The four factors, aggregated as subscales (physical victimization, verbal victimization, social victimization, and property attacks), demonstrated internal consistency, temporal stability, and concurrent and convergent validity. The FPVS evidenced promising psychometric properties and stands out from other measures by assessing peer victimization (not bullying), including experiences of social rebuff, demonstrating temporal stability, and offering self-and teacher-report scales.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"23 - 55"},"PeriodicalIF":0.8,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41754739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.13110/MERRPALMQUAR1982.67.1.0075
Angela D. Evans, Victoria W. Dykstra, Kaila C. Bruer, Heather L. Price
Abstract:Lies to benefit the collective are common in adult contexts; however, less is known about children’s willingness to lie for the collective. The present study examined 7-to 11-year-old children’s tendency to lie to conceal a group transgression. Children (N = 408) participated in a competition in small groups during which the group leaders encouraged children to cheat by falsely inflating their group’s score. Groups were randomly assigned to Active or Passive Transgression conditions, where children in the Active condition were more involved in cheating compared to those in the Passive condition. Children were interviewed about the event individually, and 83% lied to conceal their group’s transgression. Children who truthfully disclosed cheating were most likely to place blame on others rather than take the blame themselves. Results indicate that children are highly motivated to lie for their group.
{"title":"Lying to Conceal a Group Transgression in Middle to Late Childhood","authors":"Angela D. Evans, Victoria W. Dykstra, Kaila C. Bruer, Heather L. Price","doi":"10.13110/MERRPALMQUAR1982.67.1.0075","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.67.1.0075","url":null,"abstract":"Abstract:Lies to benefit the collective are common in adult contexts; however, less is known about children’s willingness to lie for the collective. The present study examined 7-to 11-year-old children’s tendency to lie to conceal a group transgression. Children (N = 408) participated in a competition in small groups during which the group leaders encouraged children to cheat by falsely inflating their group’s score. Groups were randomly assigned to Active or Passive Transgression conditions, where children in the Active condition were more involved in cheating compared to those in the Passive condition. Children were interviewed about the event individually, and 83% lied to conceal their group’s transgression. Children who truthfully disclosed cheating were most likely to place blame on others rather than take the blame themselves. Results indicate that children are highly motivated to lie for their group.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"75 - 93"},"PeriodicalIF":0.8,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48625766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Over the past 50 years, a large body of work has demonstrated that during childhood and adolescence peers are strong socialization agents influencing youth development across a wide array of behavioral domains. In this report, we highlight how this long-standing research focus on peer influence may benefit from undertaking new directions that have been largely neglected in prior work. Specifically, we propose and discuss five main issues that we believe future peer influence studies should aim to address: (1) extending the examination of peer influence to multiple potential sources of socialization beyond close friends; (2) examining peer influence effects over shorter time frames and in real time; (3) testing indirect forms of peer influence; (4) extending the conceptualization and measurement of peer influence susceptibility; and (5) examining positive and adaptive forms of peer influence. The integration of recent theoretical and methodological advances from other disciplines will enable peer influence researchers to answer these and other exciting questions to better elucidate how and when peers are more likely to influence youth development.
{"title":"Five Priorities for Future Research on Child and Adolescent Peer Influence","authors":"M. Prinstein, M. Giletta","doi":"10.31234/OSF.IO/QHST4","DOIUrl":"https://doi.org/10.31234/OSF.IO/QHST4","url":null,"abstract":"Abstract:Over the past 50 years, a large body of work has demonstrated that during childhood and adolescence peers are strong socialization agents influencing youth development across a wide array of behavioral domains. In this report, we highlight how this long-standing research focus on peer influence may benefit from undertaking new directions that have been largely neglected in prior work. Specifically, we propose and discuss five main issues that we believe future peer influence studies should aim to address: (1) extending the examination of peer influence to multiple potential sources of socialization beyond close friends; (2) examining peer influence effects over shorter time frames and in real time; (3) testing indirect forms of peer influence; (4) extending the conceptualization and measurement of peer influence susceptibility; and (5) examining positive and adaptive forms of peer influence. The integration of recent theoretical and methodological advances from other disciplines will enable peer influence researchers to answer these and other exciting questions to better elucidate how and when peers are more likely to influence youth development.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"367 - 389"},"PeriodicalIF":0.8,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44738933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-25DOI: 10.13110/MERRPALMQUAR1982.66.4.0421
Nasim Tavassoli, Nina Howe, Ganie Dehart
Abstract:This 3-year longitudinal study examined children’s engagement and refusals to be prosocial between siblings and friends from early to middle childhood. At each of two time points, 44 children (M age = 4.56 years at Time 1 [T1]) were video-recorded in one play session with a sibling and one with a friend. Children’s helping or refusals to help and sharing or refusals to share and their strategies to refuse prosociality were coded. Findings revealed that prosocial refusals were as frequent as prosocial actions between siblings and friends. Children were more likely to refuse to be prosocial with their sibling especially for sharing and through verbal refusals. Children used verbal refusals more at T1, whereas they used passive refusal more at T2. Verbal and nonverbal refusals were used more to refuse sharing, whereas passive refusal was used more to refuse helping. This study highlighted the importance of prosocial refusals in the development of prosociality in the context of close relationships.
{"title":"Investigating the Development of Prosociality Through the Lens of Refusals: Children’s Prosocial Refusals With Siblings and Friends","authors":"Nasim Tavassoli, Nina Howe, Ganie Dehart","doi":"10.13110/MERRPALMQUAR1982.66.4.0421","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.66.4.0421","url":null,"abstract":"Abstract:This 3-year longitudinal study examined children’s engagement and refusals to be prosocial between siblings and friends from early to middle childhood. At each of two time points, 44 children (M age = 4.56 years at Time 1 [T1]) were video-recorded in one play session with a sibling and one with a friend. Children’s helping or refusals to help and sharing or refusals to share and their strategies to refuse prosociality were coded. Findings revealed that prosocial refusals were as frequent as prosocial actions between siblings and friends. Children were more likely to refuse to be prosocial with their sibling especially for sharing and through verbal refusals. Children used verbal refusals more at T1, whereas they used passive refusal more at T2. Verbal and nonverbal refusals were used more to refuse sharing, whereas passive refusal was used more to refuse helping. This study highlighted the importance of prosocial refusals in the development of prosociality in the context of close relationships.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"66 1","pages":"421 - 446"},"PeriodicalIF":0.8,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46404001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-25DOI: 10.13110/MERRPALMQUAR1982.66.4.0366
Christine Meng
Abstract:Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 18,170), the present study aimed to identify latent classes of parents’ school involvement in kindergarten and whether the latent classes of parents’ school involvement would be differentially related to children’s academic achievement and social-emotional behavioral outcomes at first grade and third grade. Latent class analysis showed three classes: School Involvement, Low Involvement, and School Contact. Parents classified as School Involvement had higher probabilities in attending school events, such as back-to-school nights and parent–teacher conferences, but not school governance. Parents classified as Low Involvement had lower probabilities in all the indicators of school involvement. Parents classified as School Contact had higher probabilities in being contacted by teachers regarding their children’s behaviors and school performance. Few significant differences in child outcomes across the three classes persisted throughout first grade and third grade. Future research and implications are discussed.
{"title":"Parents’ School Involvement in Kindergarten Predicting Child Outcomes at First Grade and Third Grade","authors":"Christine Meng","doi":"10.13110/MERRPALMQUAR1982.66.4.0366","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.66.4.0366","url":null,"abstract":"Abstract:Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 18,170), the present study aimed to identify latent classes of parents’ school involvement in kindergarten and whether the latent classes of parents’ school involvement would be differentially related to children’s academic achievement and social-emotional behavioral outcomes at first grade and third grade. Latent class analysis showed three classes: School Involvement, Low Involvement, and School Contact. Parents classified as School Involvement had higher probabilities in attending school events, such as back-to-school nights and parent–teacher conferences, but not school governance. Parents classified as Low Involvement had lower probabilities in all the indicators of school involvement. Parents classified as School Contact had higher probabilities in being contacted by teachers regarding their children’s behaviors and school performance. Few significant differences in child outcomes across the three classes persisted throughout first grade and third grade. Future research and implications are discussed.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"66 1","pages":"366 - 391"},"PeriodicalIF":0.8,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48221634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-25DOI: 10.13110/MERRPALMQUAR1982.66.4.0392
D. Aram, Lori E. Skibbe, Annemarie H. Hindman, S. Bindman, Yael Harpaz Atlas, F. Morrison
Abstract:We observed the nature of parents’ writing support and studied their reports about their parenting practices. Participants were 130 middle socioeconomic status parent–preschooler dyads in the United States and Israel (69 American). Parents were videotaped while helping their children write an invitation to a birthday party in English in the United States and in Hebrew in Israel. We analyzed the degree to which parents helped children segment words into their respective sounds (graphophonemic support) and print letters independently (printing support). Parents also filled out a parenting-practices questionnaire about their home learning environment (HLE); warmth, autonomy support, and expectations (WSE), and management/discipline (MD). Across cultures, parents valued WSE the most, followed by MD and HLE. In both cultures, parents prioritized WSE most, followed by MD and HLE. Across cultures, higher MD related to higher writing (graphophonemic and printing) support. Our findings stress the importance of cross-cultural studies when investigating how parents guide and support young children’s early literacy development.
{"title":"Parents’ Early Writing Support and Its Associations With Parenting Practices in the United States and Israel","authors":"D. Aram, Lori E. Skibbe, Annemarie H. Hindman, S. Bindman, Yael Harpaz Atlas, F. Morrison","doi":"10.13110/MERRPALMQUAR1982.66.4.0392","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.66.4.0392","url":null,"abstract":"Abstract:We observed the nature of parents’ writing support and studied their reports about their parenting practices. Participants were 130 middle socioeconomic status parent–preschooler dyads in the United States and Israel (69 American). Parents were videotaped while helping their children write an invitation to a birthday party in English in the United States and in Hebrew in Israel. We analyzed the degree to which parents helped children segment words into their respective sounds (graphophonemic support) and print letters independently (printing support). Parents also filled out a parenting-practices questionnaire about their home learning environment (HLE); warmth, autonomy support, and expectations (WSE), and management/discipline (MD). Across cultures, parents valued WSE the most, followed by MD and HLE. In both cultures, parents prioritized WSE most, followed by MD and HLE. Across cultures, higher MD related to higher writing (graphophonemic and printing) support. Our findings stress the importance of cross-cultural studies when investigating how parents guide and support young children’s early literacy development.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"66 1","pages":"392 - 420"},"PeriodicalIF":0.8,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42135276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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