A total of 189 infants (93 girls, 96 boys) were investigated longitudinally at ages 4, 8, 12, 18, and 24 months to examine the effects of soothing techniques (i.e., distracting infants by presenting novel objects) and rough-and-tumble play on the early development of temperament, particularly the emergence of Effortful Control. We used questionnaires to examine the frequency of use of soothing techniques and rough-and-tumble play. The Infant Behavior Questionnaire Revised (IBQ-R) and the Early Childhood Behavior Questionnaire (ECBQ) were used to assess temperament. A strong relationship was found between parental ratings of their infant's Orienting/Regulation and later Effortful Control. Caregivers’ use of distracting as a soothing technique during infancy was associated with higher Negative Affect in toddlers at 24 months. More surgent infants were involved in more rough-and-tumble play, with rough-and-tumble play frequencies positively correlated with surgency scores at 24 months.
{"title":"The Effects of Soothing Techniques and Rough-and-Tumble Play on the Early Development of Temperament: A Longitudinal Study of Infants","authors":"Atsuko Nakagawa, M. Sukigara","doi":"10.1155/2014/741373","DOIUrl":"https://doi.org/10.1155/2014/741373","url":null,"abstract":"A total of 189 infants (93 girls, 96 boys) were investigated longitudinally at ages 4, 8, 12, 18, and 24 months to examine the effects of soothing techniques (i.e., distracting infants by presenting novel objects) and rough-and-tumble play on the early development of temperament, particularly the emergence of Effortful Control. We used questionnaires to examine the frequency of use of soothing techniques and rough-and-tumble play. The Infant Behavior Questionnaire Revised (IBQ-R) and the Early Childhood Behavior Questionnaire (ECBQ) were used to assess temperament. A strong relationship was found between parental ratings of their infant's Orienting/Regulation and later Effortful Control. Caregivers’ use of distracting as a soothing technique during infancy was associated with higher Negative Affect in toddlers at 24 months. More surgent infants were involved in more rough-and-tumble play, with rough-and-tumble play frequencies positively correlated with surgency scores at 24 months.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2014-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/741373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64648748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the eye movements of 24 children and adolescents as they read sentences containing temporary syntactic ambiguities. Prior research suggested that children primarily use grammatical information when making initial parsing decisions, and they tend to disregard semantic and contextual information. On each trial, participants read a garden path sentence (e.g., While the storm blew the boat sat in the shed), and, afterwards, they answered a comprehension question (e.g., Did the storm blow the boat?). The design was 2 × 2 (verb type × ambiguity) repeated measures. Verb type was optionally transitive or reflexive, and sentences were ambiguous or unambiguous. Results showed no differences in first pass reading times at the disambiguating verb (e.g., sat). However, regressions did show a significant interaction. The unambiguous-reflexive condition had approximately half the number of regressions, suggesting less processing difficulty in this condition. Developmentally, we found that adolescents had significantly better comprehension, which seemed to be linked to the increased tendency to regress from the disambiguating word. Findings are consistent with the assumption that the processing architecture is more restricted in children compared to adolescents. In addition, results indicated that variance in ambiguity resolution was associated with interference control but not working memory.
{"title":"Children’s and Adolescents’ Processing of Temporary Syntactic Ambiguity: An Eye Movement Study","authors":"P. Engelhardt","doi":"10.1155/2014/475315","DOIUrl":"https://doi.org/10.1155/2014/475315","url":null,"abstract":"This study examined the eye movements of 24 children and adolescents as they read sentences containing temporary syntactic ambiguities. Prior research suggested that children primarily use grammatical information when making initial parsing decisions, and they tend to disregard semantic and contextual information. On each trial, participants read a garden path sentence (e.g., While the storm blew the boat sat in the shed), and, afterwards, they answered a comprehension question (e.g., Did the storm blow the boat?). The design was 2 × 2 (verb type × ambiguity) repeated measures. Verb type was optionally transitive or reflexive, and sentences were ambiguous or unambiguous. Results showed no differences in first pass reading times at the disambiguating verb (e.g., sat). However, regressions did show a significant interaction. The unambiguous-reflexive condition had approximately half the number of regressions, suggesting less processing difficulty in this condition. Developmentally, we found that adolescents had significantly better comprehension, which seemed to be linked to the increased tendency to regress from the disambiguating word. Findings are consistent with the assumption that the processing architecture is more restricted in children compared to adolescents. In addition, results indicated that variance in ambiguity resolution was associated with interference control but not working memory.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"139 19 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2014-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/475315","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64508454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Story stem assessments allow children to create narratives in response to brief portrayals of family-based relational challenges. These methods can provide insights into children’s perceptions of close relationships, which is particularly useful for vulnerable children. We conducted a feasibility study of story stem assessments with school-age street children—a previously unstudied population—to explore whether they would understand family-based story scenarios similarly to children in more stable families. Comparisons to children in low income and middle-class conditions were made on the basis of performance characteristics and “narrative coherence.” Street children demonstrated capacities to elaborate family narratives nearly as proficiently as children in the other groups, yet they also displayed unique vulnerabilities. Implications for research with this population are discussed.
{"title":"Engaging Brazilian Street Children in Play: Observations of Their Family Narratives","authors":"M. L. Franieck, M. Günter, T. Page","doi":"10.1155/2014/861703","DOIUrl":"https://doi.org/10.1155/2014/861703","url":null,"abstract":"Story stem assessments allow children to create narratives in response to brief portrayals of family-based relational challenges. These methods can provide insights into children’s perceptions of close relationships, which is particularly useful for vulnerable children. We conducted a feasibility study of story stem assessments with school-age street children—a previously unstudied population—to explore whether they would understand family-based story scenarios similarly to children in more stable families. Comparisons to children in low income and middle-class conditions were made on the basis of performance characteristics and “narrative coherence.” Street children demonstrated capacities to elaborate family narratives nearly as proficiently as children in the other groups, yet they also displayed unique vulnerabilities. Implications for research with this population are discussed.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2014-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/861703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64713144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preterm labor often leads to a preterm birth and has been shown to be the most important determinant of risk for perinatal morbidity and mortality. While medication management has been utilized by physicians to delay preterm labor, the results these medications achieve remain inconsistent, in addition to increasing the risk to the developing fetus. Terbutaline has been among the most commonly used -adrenoreceptor (AR) agonists in the management of preterm labor. The research suggests that tocolytic terbutaline therapy carries a significant risk for the mother and the child, which can be magnified by extended exposure, sex of the fetus, and administration during critical fetal developmental periods. This paper highlights the research on terbutaline in treatment of preterm labor, along with the possible associated cognitive deficits in adolescents who were treated with terbutaline in utero. Two case summaries are presented to illustrate the potential deficits in clinical presentations of adolescents with history of intrauterine exposure to terbutaline. Publicizing the association between terbutaline and these deficits can not only assist obstetricians and expectant mothers in making a more informed choice in the treatment of preterm labor but also provide neuropsychologists and pediatricians with information helpful in understanding the etiology of these impairments.
{"title":"Terbutaline and Associated Risks for Neurodevelopmental Disorders","authors":"R. Perna, A. Loughan, Hana Perkey, Kelly Tyson","doi":"10.1155/2014/358608","DOIUrl":"https://doi.org/10.1155/2014/358608","url":null,"abstract":"Preterm labor often leads to a preterm birth and has been shown to be the most important determinant of risk for perinatal morbidity and mortality. While medication management has been utilized by physicians to delay preterm labor, the results these medications achieve remain inconsistent, in addition to increasing the risk to the developing fetus. Terbutaline has been among the most commonly used -adrenoreceptor (AR) agonists in the management of preterm labor. The research suggests that tocolytic terbutaline therapy carries a significant risk for the mother and the child, which can be magnified by extended exposure, sex of the fetus, and administration during critical fetal developmental periods. This paper highlights the research on terbutaline in treatment of preterm labor, along with the possible associated cognitive deficits in adolescents who were treated with terbutaline in utero. Two case summaries are presented to illustrate the potential deficits in clinical presentations of adolescents with history of intrauterine exposure to terbutaline. Publicizing the association between terbutaline and these deficits can not only assist obstetricians and expectant mothers in making a more informed choice in the treatment of preterm labor but also provide neuropsychologists and pediatricians with information helpful in understanding the etiology of these impairments.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2014-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/358608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64458954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the last two decades, there has been a greater readiness to view children as competent contributors to our understanding of children’s lives and experiences. As a consequence of this, we have witnessed an increased focus on including children in research. When research aims at revealing children’s perspectives, experiences, and emotions, we need to employ methods that are easy-to-use means for obtaining their stories. In this paper, we argue that Q methodology is particularly suitable for facilitating children’s participation in research. We will give a brief presentation of the methodology and demonstrate its relevance for research with children. We do so by presenting two research examples aiming at revealing children’s experiences and emotions in challenging life circumstances. In the first example, Q methodology was used with five-year-old children where the research topic was divorce. The second example is a study on family perceptions among adolescents in foster home care.
{"title":"Revealing Children’s Experiences and Emotions through Q Methodology","authors":"I. T. Ellingsen, A. A. Thorsen, I. Størksen","doi":"10.1155/2014/910529","DOIUrl":"https://doi.org/10.1155/2014/910529","url":null,"abstract":"Over the last two decades, there has been a greater readiness to view children as competent contributors to our understanding of children’s lives and experiences. As a consequence of this, we have witnessed an increased focus on including children in research. When research aims at revealing children’s perspectives, experiences, and emotions, we need to employ methods that are easy-to-use means for obtaining their stories. In this paper, we argue that Q methodology is particularly suitable for facilitating children’s participation in research. We will give a brief presentation of the methodology and demonstrate its relevance for research with children. We do so by presenting two research examples aiming at revealing children’s experiences and emotions in challenging life circumstances. In the first example, Q methodology was used with five-year-old children where the research topic was divorce. The second example is a study on family perceptions among adolescents in foster home care.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2014-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/910529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64735021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the study presented here, Likert scaled surveys derived from the Surgeon General’s Blueprint for Action on Breastfeeding (2000) were mailed to 400 practicing physicians in a Midwestern state to assess medical school breastfeeding education. In addition, 500 surveys were mailed to women in the same Midwestern state who had given birth within the last year to determine what type of breastfeeding information they were receiving from their attending physicians. The purpose of this study is to analyze physician breastfeeding education and to ascertain if the data collected from the physicians is congruent with the data collected from the women who had recently given birth. Results of this study indicate that while the majority of physicians reported sufficient levels of breastfeeding education while in medical school, women participating in this study reported that they did not receive compendious breastfeeding information from their attending physicians.
{"title":"Breastfeeding Education: A Physician and Patient Assessment","authors":"J. Stolzer, Syed Afzal Hossain","doi":"10.1155/2014/413053","DOIUrl":"https://doi.org/10.1155/2014/413053","url":null,"abstract":"In the study presented here, Likert scaled surveys derived from the Surgeon General’s Blueprint for Action on Breastfeeding (2000) were mailed to 400 practicing physicians in a Midwestern state to assess medical school breastfeeding education. In addition, 500 surveys were mailed to women in the same Midwestern state who had given birth within the last year to determine what type of breastfeeding information they were receiving from their attending physicians. The purpose of this study is to analyze physician breastfeeding education and to ascertain if the data collected from the physicians is congruent with the data collected from the women who had recently given birth. Results of this study indicate that while the majority of physicians reported sufficient levels of breastfeeding education while in medical school, women participating in this study reported that they did not receive compendious breastfeeding information from their attending physicians.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"94 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/413053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64485627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mianisha C. Finney, J. Montgomery, R. Gillam, Julia L. Evans
The present study evaluated a two-mechanism memory model of the online auditory comprehension of object relative (OR) sentences in 7–11-year-old typically developing children. Mechanisms of interest included working memory storage (WMS) and attention focus switching. We predicted that both mechanisms would be important for comprehension. Forty-four children completed a listening span task indexing WMS, an auditory attention focus switching task, and an agent selection task indexing spoken sentence comprehension. Regression analyses indicated that WMS and attention focus switching accuracy each accounted for significant and unique variance in the children’s OR comprehension after accounting for age. Results were interpreted to suggest that WMS is important for OR comprehension by supporting children’s ability to retain both noun phrase 1 and noun phrase 2 prior to their reactivating noun phrase 1 from memory in order to integrate it into a developing structure. Attention focus switching was interpreted to be critical in supporting children’s noun phrase 1 reactivation, as they needed to switch their focus of attention momentarily away from ongoing language processing to memory retrieval.
{"title":"Role of Working Memory Storage and Attention Focus Switching in Children's Comprehension of Spoken Object Relative Sentences","authors":"Mianisha C. Finney, J. Montgomery, R. Gillam, Julia L. Evans","doi":"10.1155/2014/450734","DOIUrl":"https://doi.org/10.1155/2014/450734","url":null,"abstract":"The present study evaluated a two-mechanism memory model of the online auditory comprehension of object relative (OR) sentences in 7–11-year-old typically developing children. Mechanisms of interest included working memory storage (WMS) and attention focus switching. We predicted that both mechanisms would be important for comprehension. Forty-four children completed a listening span task indexing WMS, an auditory attention focus switching task, and an agent selection task indexing spoken sentence comprehension. Regression analyses indicated that WMS and attention focus switching accuracy each accounted for significant and unique variance in the children’s OR comprehension after accounting for age. Results were interpreted to suggest that WMS is important for OR comprehension by supporting children’s ability to retain both noun phrase 1 and noun phrase 2 prior to their reactivating noun phrase 1 from memory in order to integrate it into a developing structure. Attention focus switching was interpreted to be critical in supporting children’s noun phrase 1 reactivation, as they needed to switch their focus of attention momentarily away from ongoing language processing to memory retrieval.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2014-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/450734","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64496930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For young children, maternal testimony is an important source of knowledge. Research suggests that children privilege assertions expressed with certainty; however, adults frequently overestimate their knowledge, which may lead them to express certainty about incorrect information. This study addressed three questions. (1) To what extent do mothers convey domain knowledge when talking to their kindergartners? (2) Do mothers successfully calibrate their knowledge during these conversations? (3) Does mothers’ knowledge calibration predict their children’s language outcomes? Forty-nine mother-child dyads read a picture book about a familiar domain. Mothers’ assertions of domain knowledge were coded for accuracy and expressed certainty. Results revealed that mothers tended to overestimate their knowledge. Knowledge calibration accuracy positively predicted child outcomes. Successful calibration was associated with stronger vocabulary knowledge and listening comprehension, whereas poor knowledge calibration was associated with weaker child outcomes. Knowledge calibration may be a crucial factor in the successful transmission of knowledge during mother-child conversations and impact children’s language development.
{"title":"Does Mother Know Best? Maternal Knowledge Calibration Predicts Children’s Oral Language Development","authors":"A. Pinkham, Tanya Kaefer, S. Neuman","doi":"10.1155/2014/387637","DOIUrl":"https://doi.org/10.1155/2014/387637","url":null,"abstract":"For young children, maternal testimony is an important source of knowledge. Research suggests that children privilege assertions expressed with certainty; however, adults frequently overestimate their knowledge, which may lead them to express certainty about incorrect information. This study addressed three questions. (1) To what extent do mothers convey domain knowledge when talking to their kindergartners? (2) Do mothers successfully calibrate their knowledge during these conversations? (3) Does mothers’ knowledge calibration predict their children’s language outcomes? Forty-nine mother-child dyads read a picture book about a familiar domain. Mothers’ assertions of domain knowledge were coded for accuracy and expressed certainty. Results revealed that mothers tended to overestimate their knowledge. Knowledge calibration accuracy positively predicted child outcomes. Successful calibration was associated with stronger vocabulary knowledge and listening comprehension, whereas poor knowledge calibration was associated with weaker child outcomes. Knowledge calibration may be a crucial factor in the successful transmission of knowledge during mother-child conversations and impact children’s language development.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2014-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/387637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64474492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. This exploratory study uses a multimethod approach to examine the relationship between social strategy usage and overall health in preschool children.Methods. Children’s temperament, social strategies, and health assessments were obtained via reported behavior from parents and teachers. In addition, children’s use of prosocial and coercive strategies was observed and recorded via one-way windows in the preschool facility. Results. Results revealed that the temperament characteristic of effortful control was related to the observed use of coercive strategies and that coercive strategies were not observed by teachers, who viewed these children as primarily prosocial. The reported use of both coercive and prosocial strategies was also related to decrease in illness. Conclusion. These findings in relation to previous work suggest that using both prosocial and coercive strategies can elevate status as well as maintain health even in young children.
{"title":"Preschool Power Play: Resource Control Strategies Associated with Health","authors":"A. Massey, Jennifer byrd-craven, C. Swearingen","doi":"10.1155/2014/706547","DOIUrl":"https://doi.org/10.1155/2014/706547","url":null,"abstract":"Background. This exploratory study uses a multimethod approach to examine the relationship between social strategy usage and overall health in preschool children.Methods. Children’s temperament, social strategies, and health assessments were obtained via reported behavior from parents and teachers. In addition, children’s use of prosocial and coercive strategies was observed and recorded via one-way windows in the preschool facility. Results. Results revealed that the temperament characteristic of effortful control was related to the observed use of coercive strategies and that coercive strategies were not observed by teachers, who viewed these children as primarily prosocial. The reported use of both coercive and prosocial strategies was also related to decrease in illness. Conclusion. These findings in relation to previous work suggest that using both prosocial and coercive strategies can elevate status as well as maintain health even in young children.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2014-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/706547","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64628510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kathryn E. Grogan, Christopher C Henrich, Mariya V. Malikina
Research on the relationship between after-school program participation and student outcomes has been mixed, and beneficial effects have been small. More recent studies suggest that participation is best characterized as a multidimensional concept that includes enrollment, attendance, and engagement, which help explain differences in student outcomes. The present study uses data from a longitudinal study of after-school programs in elementary schools to examine staff ratings of student engagement in after-school activities and the association between engagement and school outcomes. The factor structure of the staff-rated measure of student engagement was examined by exploratory factor analysis. Multiple regression analyses found that student engagement in academic, youth development, and arts after-school program activities was significantly related to changes in teacher ratings of academic skills and social competence over the course of the school year and that students with the greatest increase in academic skills both were highly engaged in activities and attended the after-school program regularly. The results of this study provide additional evidence regarding the benefits of after-school programs and the importance of student engagement when assessing student outcomes.
{"title":"Student Engagement in After-School Programs, Academic Skills, and Social Competence among Elementary School Students","authors":"Kathryn E. Grogan, Christopher C Henrich, Mariya V. Malikina","doi":"10.1155/2014/498506","DOIUrl":"https://doi.org/10.1155/2014/498506","url":null,"abstract":"Research on the relationship between after-school program participation and student outcomes has been mixed, and beneficial effects have been small. More recent studies suggest that participation is best characterized as a multidimensional concept that includes enrollment, attendance, and engagement, which help explain differences in student outcomes. The present study uses data from a longitudinal study of after-school programs in elementary schools to examine staff ratings of student engagement in after-school activities and the association between engagement and school outcomes. The factor structure of the staff-rated measure of student engagement was examined by exploratory factor analysis. Multiple regression analyses found that student engagement in academic, youth development, and arts after-school program activities was significantly related to changes in teacher ratings of academic skills and social competence over the course of the school year and that students with the greatest increase in academic skills both were highly engaged in activities and attended the after-school program regularly. The results of this study provide additional evidence regarding the benefits of after-school programs and the importance of student engagement when assessing student outcomes.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2014-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/498506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64520885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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