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PubMed1998

Do parent practices to encourage academic competence influence the social adjustment of young European American and Chinese American children?

The predominant early childhood education philosophy in the United States views formal academic instruction as inappropriate and harmful to the social development of young children. Chinese American immigrants to the United States, however, have been found to teach their young children in more formal ways, to be more directive, and to structure their children's use of time to a greater degree (C. S. Huntsinger, P. E. Jose, F.-R. Liaw, & W.-D. Ching, 1997). Forty European American (20 boys, 20 girls) and 36 2nd-generation Chinese American (18 boys, 18 girls) 1st- and 2nd-grade children and their mothers, fathers, and teachers participated in the Time 2 data collection of this longitudinal study to assess whether the formal academic environment provided by Chinese American parents is linked to poorer social adjustment in their children. Regressions showed that parents' work-oriented methods influenced academic performance but not social adjustment of their children.

Adult↗

PubMed2002

Family obligation and the transition to young adulthood.

Changes in a sense of obligation to assist, support, and respect the family were examined among an ethnically diverse group of 745 American individuals as they began to move from secondary school into young adulthood. A sense of family obligation increased for all young adults, with slight variations according to ethnic and financial backgrounds. Young adults from Filipino and Latin American families reported the strongest sense of familial duty during young adulthood, which partially explained their tendency to live with and contribute financially to their families. The implications of family obligation for employment and educational persistence depended on age and academic performance in high school. Finally, a sense of family obligation was associated with more positive emotional well-being.

Achievement↗

PubMed1991

Maternal communication: predictors of outcome at follow-up in a sample of children at high and low risk for depression.

Separate lines of investigation have shown the increased risk of dysfunction for children of depressed women and impaired interaction between depressed mothers and their children. The link between the two was examined in 57 children at high and low risk for depression. Children of unipolar depressed, bipolar depressed, chronically medically ill, and normal mothers were evaluated at a 6-month follow-up. Hierarchical regression analyses suggested a relation between maternal interaction behavior on two dimensions, task focus and affective quality, and children's subsequent depression and school behavior; academic performance was related only to affective quality of interaction. Chronic stress was predictive of more negative, critical maternal behavior, whereas depressed mood was associated with less task involvement. Maternal interactions are viewed as a marker of a complex, mutual process involving interpersonal relationships in an adverse environmental context.

Adolescent↗

PubMed1994

Prospective investigation of the effects of socioeconomic disadvantage, life stress, and social support on early adolescent adjustment.

In this prospective study, we investigated the effects of socioenvironmental conditions on adjustment during early adolescence. Participants (N = 339) were assessed at the beginning of the school year and at follow-up approximately 7 months later. Both stressful events and social support made significant contributions to the prediction of psychological distress and conduct problems at follow-up, controlling for initial levels of adjustment in each of these areas. Conditions related to socioeconomic disadvantage predicted poorer academic performance and higher levels of absences and disciplinary problems at school. Youths who experienced multiple conditions of socioeconomic disadvantage were found to demonstrate heightened vulnerability to stressful events (daily hassles) as well as a greater potential to benefit from social support received from adults in the school setting.

Child↗

PubMed1996

Coping strategies, drinking motives, and stressful life events among middle adolescents: associations with emotional and behavioral problems and with academic functioning.

A sample of 733 middle adolescents was used to study interrelations among coping strategies, drinking motives, stressful life events (major, daily positive, and daily negative), emotional and behavioral problems, and academic functioning. A main-effects (vs. stress-buffering) model was supported. Some predictors (e.g., task-oriented coping, major stressful events) were general in their predictive relations to the outcome variables, whereas others were highly specific (e.g., emotion-focused coping predicting depressed affect). Overall, the predictors accounted for 22-53% of the variance in regression equations. Positive daily events predicted higher levels of alcohol use, alcohol problems, and delinquent activity; as well as higher academic performance and lower levels of depressed affect.

Achievement↗

PubMed1990

Peer-group association and adolescent tobacco use.

Mosbach & Leventhal (1988) examined the relation of cigarette smoking to peer-group identification in rural Wisconsin adolescents. They found that among dirts (problem-prone youth), regulars (average youth), hot-shots (good social or academic performers), and jocks (athletes), youth most likely to smoke were dirts and hot-shots. We performed a replication with a Southern California cohort and also for use of smokeless tobacco. We hypothesized that jocks would be the main users of smokeless tobacco. We identified the same groups and an additional one, skaters (skateboarders or surfers). As Mosbach & Leventhal found, cigarettes were used most by dirts. Contrary to their results, but consistent with other research, we found that hot-shots were least likely to smoke. Contrary to our prediction, we found that skaters and dirts were more likely to use smokeless tobacco than were jocks. Our data show that both tobacco forms are used by problem-prone youth.

Adolescent↗

PubMed1992

Sociometric status and academic, behavioral, and psychological adjustment: a five-year longitudinal study.

Six hundred fourth-graders rated how much they liked to play with each of their classmates and then nominated their three best friends; 296 of the 600 children were assigned sociometric classifications of popular, neglected, average, controversial, or rejected status (the remaining 304 children failed to meet inclusion criteria). Five years later, 267 of the 296 classified children (90.2%) were evaluated on measures of academic performance, social behavior, and psychological adjustment. The number and type of contacts with the juvenile justice system were also determined. In general, children classified as rejected or controversial tended to fare more poorly on indices of long-term adjustment than did children classified as popular, neglected, or average. Results are discussed in terms of the predictive validity of sociometric rating and nomination procedures and their utility in identifying children at risk for later maladjustment.

Achievement↗

PubMed2001

Depressed adolescents of depressed and nondepressed mothers: tests of an interpersonal impairment hypothesis.

Two groups of depressed youngsters were compared. From an interpersonal perspective, it was hypothesized that depressed adolescents of depressed mothers would have significantly more interpersonal dysfunction than depressed youngsters of nondepressed mothers. In a large community sample of youth and their families, 65 depressed offspring of women with histories of a major depressive episode or dysthymia were compared with 45 depressed offspring of never-depressed women. As predicted, after controlling for current symptoms and family social status variables, depressed offspring of depressed mothers displayed significantly more negative interpersonal behaviors and cognitions compared with depressed offspring of nondepressed mothers, but they did not differ on academic performance. Implications concerning mechanisms, course, and consequences of different forms of adolescent depression are presented.

Adolescent↗

PubMed2002

Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices.

This study investigated a diverse sample of girls (6-12 years of age) with attention-deficit/hyperactivity disorder (ADHD), combined type (n = 93) and inattentive type (n = 47), plus age- and ethnicity-matched comparison girls (n = 88), who participated in research summer programs. Speech and language problems, grade retention, and adoption characterized the ADHD sample; documented abuse characterized the combined type. Girls with ADHD showed dysfunction in terms of externalizing and internalizing behaviors and comorbidities, cognitive and academic performance, authoritarian parenting, and peer status. The inattentive type was more socially isolated but less rejected by peers than the combined type. ADHD-related impairment was independent of age and disruptive comorbidity. Further examination of processes related to psychopathology and competencies in girls with ADHD is needed.

Attention Deficit Disorder with Hyperactivity↗

PubMed1993

Separate and combined effects of methylphenidate and behavior modification on boys with attention deficit-hyperactivity disorder in the classroom.

This study evaluated the separate and combined effects of behavior modification and 2 doses of methylphenidate (MPH; 0.3 and 0.6 mg/kg) compared with baseline (no behavior modification and a placebo) on the classroom behavior and academic performance of 31 ADHD (attention deficit-hyperactivity disorder) boys attending a summer treatment program. Results revealed significant effects of both interventions, with the mean effect size of medication being more than twice as great as that of behavior modification. Relatively small incremental value was gained by the higher dose of medication or the addition of behavior modification, compared with the effects of the low dose of MPH. In contrast, the addition of either dose of MPH resulted in improvement beyond the effects of behavior modification alone. These group effects reflected those obtained in analyses of individual differences. Furthermore, comparisons of individual responsiveness showed that boys who responded to one treatment also responded to the other.

Attention Deficit Disorder with Hyperactivity↗

PubMed2004

Supporting families in a high-risk setting: proximal effects of the SAFEChildren preventive intervention.

Four hundred twenty-four families who resided in inner-city neighborhoods and had a child entering 1st grade were randomly assigned to a control condition or to a family-focused preventive intervention combined with academic tutoring. SAFEChildren, which was developed from a developmental-ecological perspective, emphasizes developmental tasks and community factors in understanding risk and prevention. Tracking of linear-growth trends through 6 months after intervention indicated an overall effect of increased academic performance and better parental involvement in school. High-risk families had additional benefits for parental monitoring, child-problem behaviors, and children's social competence. High-risk youth showed improvement in problem behaviors and social competence. Results support a family-focused intervention that addresses risk in low-income communities as managing abnormal challenges.

Child↗

PubMed2004

Applying a behavioral economic framework to understanding adolescent smoking.

Adolescents' choice to smoke may depend on substitute reinforcers for smoking, complementary activities to smoking, and individual differences in reinforcer value. The influence of these variables on smoking was determined among 983 adolescents. Substitutes were school involvement, academic performance, physical activity, and sports team participation: complements were peer smoking and substance use; delay discounting assessed individual differences in reinforcer value. Latent growth modeling indicated that substitute reinforcers reduced the odds of smoking progression almost two-fold, complementary reinforcers increased the odds by 1.14. and delay discounting indirectly influenced the odds of smoking progression through complementary reinforcers. Adolescents who smoke may have fewer reinforcers that protect against smoking and more reinforcers that promote smoking. Discounting of future rewards affects smoking through reinforcer type.

Adolescent↗

PubMed1999

Embedded problem-based learning of a clinical subject.

A problem-based learning approach was used for the 'teaching' of a fourth-year bridge course in an attempt to improve student learning and academic performance in the clinical environment. The introduction of problem-based learning requires careful planning as to the desired educational objectives and design.

Curriculum↗

PubMed2003

Functional outcome at adolescence for infants less than 801 g birth weight: perceptions of children and parents.

OBJECTIVE: To compare functional, emotional, and academic status of adolescents who had been extremely low birth weight (ELBW) with those who were full term. STUDY DESIGN: Twenty-six adolescents who were born in 1983 to 1984 at less than 801 g birth weight were compared with 26 adolescents born at term. Adolescent-perceived status was assessed using the Behavior Assessment System for Children (BASC-SR) and the Self-Perception Profile. Parents' perceptions were assessed using BASC Parent Report, Family Impact Questionnaire, and Functional Status Measure. Health status was obtained through written requests to primary care providers and parent interviews. Academic and attendance information was obtained through school records. RESULTS: Compared to the term adolescents, the ELBW group had significantly lower function related to health status, increased need for special education, and tended to score lower on academic performance measures. However, ELBW adolescents' perceptions regarding their scholastic, athletic, or social competencies did not differ from the term group or national normative data. Parents of ELBWs reported lower adaptive skills, but no other behavioral differences from the term group. CONCLUSION: ELBW survivors and their parents perceived outcome at adolescence positively in spite of evident limitations. Mechanisms that ELBW families use to cope may be important determinants for successful, long-term outcome.

Adolescent↗

PubMed1998

Effect of behavior modification on patient compliance in orthodontics.

The purpose of this study was to evaluate the effects of a reward system for improving patient compliance in orthodontic treatment. The sample consisted of 144 orthodontic patients (63 male, 81 female, average age 12.8 years), 6 to 12 months into their treatment. The sample was divided into above-average and below-average compliers, based on the orthodontic patient cooperation scale (OPCS). Each group was further divided into three subgroups: (a) a control group, which received only standard instructions; (b) an award group, which received compliance instructions and a written evaluation of compliance; and (c) a reward group, which received compliance instructions, a report card, and eligibility to receive rewards for adherent behavior. Two measurements of patient compliance were used: (1) the OPCS, which divided the sample into high and low compliers and was used to compare compliance before and after the 6-month experimental period; and (2) a clinical evaluation of compliance that was based on oral hygiene, appointment punctuality, appliance wear, and appliance maintenance. Evaluations were completed at each monthly appointment. Average compliance scores of above-average compliers showed no significant improvement with rewards. The average scores of patients with below-average compliance did not improve significantly. Only oral hygiene scores in the low compliance reward group were better than in the low compliance control group. Academic performance in school was found to be correlated (p < 0.001) with compliance. Above-average compliers remained above average in their compliance. The award/reward system may help motivate below-average compliers to comply with prescribed instructions.

Achievement↗

PubMed2004

Narrative skills in children with selective mutism: an exploratory study.

Selective mutism (SM) is a rare and complex disorder associated with anxiety symptoms and speech-language deficits; however, the nature of these language deficits has not been studied systematically. A novel cross-disciplinary assessment protocol was used to assess anxiety and nonverbal cognitive, receptive language, and expressive narrative abilities in 7 children with SM and a comparison group of 7 children with social phobia (SP). The children with SM produced significantly shorter narratives than children with SP, despite showing normal nonverbal cognitive and receptive language abilities. The findings suggest that SM may involve subtle expressive language deficits that may influence academic performance and raise additional questions for further research. The assessment procedure developed for this study may be potentially useful for language clinicians.

Anxiety↗

PubMed1981

Comprehension and production of basic semantic concepts by older hearing-impaired children.

Comprehension of semantic concepts considered basic to academic performance in the early grades was evaluated with the Boehm Test of Basic Concepts (BTBC) for 15 orally trained, severely and profoundly hearing-imparied children, ages 13--14 years. The children also were required to construct written sentences using these same concepts. Teachers of the hearing-impaired children completed a questionnaire of their expectation levels of the vocabulary competence, comprehension, and production for each child on the 50 items of the BTBC. Classroom texts used by the children were examined for the presence of these specific concepts. The measure of comprehension showed that four-fifths of the children scored lower than the 10th percentile for second-grade hearing children, and two-thirds scored at or below the 1st percentile. Evaluating production, 68% of the sentences produced by the children contained semantic, syntactic, or semantic-syntactic errors. The individual's level of vocabulary comprehension was higher than each child's level of production. Classroom teachers were able to predict accurately each child's comprehension and production scores. Finally, the survey of the classroom textbooks used by the children revealed that approximately 80% of the BTBC test items appeared within the texts. Implications are discussed.

Achievement↗

PubMed2004

Using student nurses as teachers in inquiry-based learning.

BACKGROUND: Traditionally, teaching in nurse education colleges and universities in the United Kingdom (UK) has relied substantially on didactic, large group, teacher-led approaches. Emerging literature identifies a shift towards student-centred learning in a variety of formats, such as problem- and enquiry-based learning. These approaches require students to take greater responsibility for both their own learning and that of others. Internationally, and in a number of academic educational disciplines, use of peer-assisted learning, supplemental instruction and peer tutoring as curriculum initiatives has aided improvement in student retention and academic performance. There is, however, a paucity of literature exploring the use of undergraduate student nurses as peer teachers. AIM: To explore the viability of using student nurses as teachers in an inquiry-based nursing curriculum and to ascertain the value students place on this teaching and learning method. METHOD: The first phase of the study involved observation of 'parallel resource sessions': teacher-led sessions that addressed a theoretical component of the curriculum. In the second phase, student feedback of these sessions to their peers was observed. This was followed by focus group interviews (with a total of 240 participants), which were analysed using thematic analysis. FINDINGS: The findings suggest that student nurses were uncomfortable with being used as teachers, often questioned the intrinsic worth of this approach as a developmental tool, and considered the responsibility for teaching the content of parallel resource sessions to lie with nurse educators. CONCLUSION: Nurse educators must continue to explore innovative approaches to improve both student nurses' experience and their fitness for practice. The strategy of using student nurses as teachers may be appropriate in some circumstances but requires further research, considerable support and continual evaluation.

Adolescent↗