New Directions for Child and Adolescent Development最新文献_第2页

Behavior problems reduce academic outcomes among primary students: A moderated mediation of parental burnout and parents' self-compassion. 行为问题对小学生学业成绩的影响:父母倦怠与父母自我同情的中介作用。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-11-01 Epub Date: 2022-09-07 DOI: 10.1002/cad.20482

Vo T P Hong, Nguyen Hong An, Tran T P Thao, Le N Thao, Nguyen Minh Thanh

{"title":"Behavior problems reduce academic outcomes among primary students: A moderated mediation of parental burnout and parents' self-compassion.","authors":"Vo T P Hong, Nguyen Hong An, Tran T P Thao, Le N Thao, Nguyen Minh Thanh","doi":"10.1002/cad.20482","DOIUrl":"https://doi.org/10.1002/cad.20482","url":null,"abstract":"The present study examines the mediating role of parental burnout in the relationship between students' behavior problems and academic outcomes and whether this mediating process is moderated by parents' self-compassion (PSC). This study was designed according to a cross-sectional study model, and includes 821 Vietnamese primary students (Mage = 9.98, SD = 0.889) completing behavior problems questionnaires. The parents completed parental burnout and the PSC questionnaires. The school office reported academic outcomes. Main findings include: (1) Student's behavior problems have a direct negative influence on academic outcomes; (2) the mediating role of parental burnout was significant; (3) the moderating role of PSC was also significant. This study suggests that students' behavior problems increase parental burnout, reducing academic outcomes. Next, higher self-compassion protected parents from the negative effect of children's behavior problems. The results of this study are meaningful for developing interventions, which help improve parents' mental health and children's positive outcomes.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":" ","pages":"27-42"},"PeriodicalIF":2.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40356748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Prospective associations between mothers' and fathers' parenting styles and adolescents' moral values: Stability and specificity by parent style and adolescent gender. 父母养育方式与青少年道德价值观之间的前瞻性关联：父母方式和青少年性别的稳定性和特异性。

IF 3.4 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-11-01 Epub Date: 2022-10-31 DOI: 10.1002/cad.20488

Marc H Bornstein, Jing Yu, Diane L Putnick

{"title":"Prospective associations between mothers' and fathers' parenting styles and adolescents' moral values: Stability and specificity by parent style and adolescent gender.","authors":"Marc H Bornstein, Jing Yu, Diane L Putnick","doi":"10.1002/cad.20488","DOIUrl":"10.1002/cad.20488","url":null,"abstract":"This study coordinates moral value development in adolescence, parenting style, and gender with issues of stability and specificity. The primary research question asked whether parenting styles of mothers and fathers influence the development of adolescent moral values, and secondary research questions asked whether adolescent moral values were stable and whether gender moderated predictive relations of parenting styles and adolescent moral values. At 14 and 18 years, a sample of 246 adolescents completed the Sociomoral Reflection Objective Measure - Short Form; at 14 years, mothers and fathers self-reported their parenting styles using the Parental Authority Questionnaire. Exploratory and confirmatory factor analyses established a 2-factor model of adolescent moral values across the two ages: Life and Social Contract captured prosocial aspects of morality that are left to individual choice, and Law and Social Order captured acts that are legally or morally obligatory for individuals to perform. Structural equation modeling investigated relations between parental parenting styles and the two adolescent moral value factors, with adolescent age, gender, and family SES as covariates. Both moral values factors had high stabilities across the 4-year period. Mothers' authoritarian parenting at 14 years, but not their authoritative or permissive parenting, negatively predicted Life and Social Contract moral values, but not Law and Social Order, in adolescents at 18 years, more so for boys. Fathers' parenting styles did not predict adolescents' moral values at 18 years. Girls and adolescents from higher-SES families had higher Life and Social Contract moral values at 14 years; boys experienced more increases in Life and Social Contract moral values from 14 to 18 years than girls. Stability and parental predictive validity of moral values for adolescence are discussed.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2022 185-186","pages":"9-25"},"PeriodicalIF":3.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9813771/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10505295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction to the Special Issue: Understanding the contexts in which vulnerable students learn, develop, and achieve in reading in the United States. 特刊导言:了解美国弱势学生学习、发展和实现阅读的环境。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-07-01 DOI: 10.1002/cad.20472

Nicole Patton Terry, Astrid Pohl Zuckerman, Peggy McCardle

引用次数: 1

Examining conjoint behavioral consultation to support students in middle school with social, emotional, and behavior concerns. 考察联合行为咨询对中学生社会、情感和行为问题的支持。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-07-01 Epub Date: 2022-09-19 DOI: 10.1002/cad.20481

S Andrew Garbacz, Megan Kaul, Miranda Zahn, Eliza Godfrey, Caleb Flack

{"title":"Examining conjoint behavioral consultation to support students in middle school with social, emotional, and behavior concerns.","authors":"S Andrew Garbacz, Megan Kaul, Miranda Zahn, Eliza Godfrey, Caleb Flack","doi":"10.1002/cad.20481","DOIUrl":"https://doi.org/10.1002/cad.20481","url":null,"abstract":"The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavioral concerns. Participants were 30 middle school students with social, emotional, and behavioral concerns, along with their parents and teachers. Participants were randomized to a CBC or school-as-usual control condition. Outcome measures included (a) teacher-report of student academic enablers and social, emotional, and behavioral competencies; (b) parent-, teacher-, and student report of target behavior outcomes; (c) parent- and teacher-report of the parent-teacher relationship; and (d) parent- and teacher-report competence in problem-solving. In addition, parents, teachers, and students reported their perceptions of the intervention. Findings suggested greater improvements in the intervention condition relative to the school-as-usual condition on teacher-report of student interpersonal skills, teacher-report of the parent-teacher relationship, and parent-report of competence in problem-solving. In addition, parents, teachers, and students reported improvements in the target behavior outcomes during the consultation and each stakeholder rated the intervention favorably. Limitations, future research directions, and implications for family-school interventions in middle school are discussed.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":" ","pages":"71-90"},"PeriodicalIF":2.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40368212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates. 社会经济地位和阅读结果:神经生物学和行为的相关性。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-07-01 DOI: 10.1002/cad.20475

Rachel R Romeo, Lili Uchida, Joanna A Christodoulou

引用次数: 4

Commentary: Vulnerable children-A global perspective. 评论:弱势儿童——全球视角。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-07-01 DOI: 10.1002/cad.20461

Jennae Bulat, Amber Gove

引用次数: 1

Delivering on the promise of early childhood education for black children: An equity strategy. 实现对黑人儿童早期教育的承诺:一项公平战略。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-07-01 Epub Date: 2022-09-12 DOI: 10.1002/cad.20483

Iheoma U Iruka

引用次数: 0

Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States. 建立一个框架，以了解和解决美国学校儿童阅读困难的脆弱性。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-07-01 Epub Date: 2022-07-07 DOI: 10.1002/cad.20473

Nicole Patton Terry, Lynette Hammond Gerido, Cynthia U Norris, Lakeisha Johnson, Callie Little

引用次数: 2

Managing health in inequitable contexts: Health capacities as integral to life course health development. 在不公平情况下管理卫生:作为生命过程卫生发展组成部分的卫生能力。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-06-02 DOI: 10.1002/cad.20464

Patrece L. Joseph

{"title":"Managing health in inequitable contexts: Health capacities as integral to life course health development.","authors":"Patrece L. Joseph","doi":"10.1002/cad.20464","DOIUrl":"https://doi.org/10.1002/cad.20464","url":null,"abstract":"Health behavior models are widely used in prevention research with children and adolescents; yet, many of these models were developed based on adult experiences and fail to consider the development of health constructs. The concept of health capacity development is a theoretical model of how health capacities, the health-related developmental sociocultural resources individuals use to regulate their coactions with their environments to sustain health, develop. Health capacities are formed through person-environment transactions and thus, are informed by, and help individuals manage, the opportunities and constraints situated in their environments. The extent to which health capacities support long-term adaptive health development varies; yet, health capacities may be leveraged for adaptative functioning. Grounded in the Life Course Health Development (LCHD) framework and the principles of Relational Developmental Systems (RDS) metatheory, the development of three health capacities, their role in managing person-environment coactions, and their potential for facilitating displays of resilient functioning in inequitable contexts are described. Implications of the model, its limitations, and avenues for future research are discussed.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"9 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74494508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Contextualizing school achievement among vulnerable learners: Implications for science and practice: Commentary. 弱势学习者的学习成绩情境化:对科学和实践的启示:评论。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2022-05-02 DOI: 10.1002/cad.20460

L. Cutting

{"title":"Contextualizing school achievement among vulnerable learners: Implications for science and practice: Commentary.","authors":"L. Cutting","doi":"10.1002/cad.20460","DOIUrl":"https://doi.org/10.1002/cad.20460","url":null,"abstract":"The current set of papers in this special issue capture the range of viewpoints, scientific approaches, and populations needed to illuminate and tackle the issues of school achievement among vulnerable learners. This includes providing a framework for researchers to work from relevant policy findings, and literature reviews to small scale studies. The manuscripts also traverse different aspects of scientific inquiry - from data reported by federal and state programs, thus providing a \"bird's eye view\" of findings, to more granular neurobiological approaches. Across all papers is the clear theme of needing to shift from where we have been in order to establish a path forward for where we need to go to account for learners that have been relatively neglected in scientific studies. To break down barriers of inequity and increase our understanding of causes and consequences of vulnerable learners, there is a need to re-think how we establish policies and allocate funds, as well as broadening our lens as we conduct scientific studies. Each piece in this special issue calls for the need to better understand these issues that vulnerable learners face to address inequities in our educational ecosystems. Together they provide a rich set of insights that have significant implications for science and practice.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"10 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88986919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0