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Journal of Applied Developmental Psychology
IF
1.83
Papers
1680
Papers 1657
1 page of 166 pages (1,657 results)
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#1Andy P. Field (University of Sussex)H-Index: 46
#2Kathryn J. Lester (University of Sussex)H-Index: 25
Last. Leslie D. Leve (UO: University of Oregon)H-Index: 39
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Abstract This study tested the theory that anxious fathers pose a quantitatively different environmental influence on childhood anxiety than anxious mothers. The analysed sample contained 502 linked adoption units from the Early Growth and Development Study (EGDS), a longitudinal multisite study that follows 561 adopted children (57.2% boys) and their adoptive and birth parents, who were recruited through US adoption agencies. A Bayesian latent growth model predicted child anxiety symptoms betwe...
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#1Darrell M. Hull (UNT: University of North Texas)H-Index: 7
#2Marvin G. Powell (GMU: George Mason University)
Last. Lincoln O. Williams (UWI: University of the West Indies)H-Index: 1
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Abstract The present study represents an effectiveness trial of a positive youth development program to improve self-efficacy, workplace skills, and developmental assets of unattached emerging adults in Jamaica. Using a longitudinal quasi-experimental design with propensity score matching, study participants (n = 598, Mean Age = 19.04, SD = 1.83, 66.1% female) were observed from two groups: program/treatment participants, and a matched comparison group. HLM piecewise models were used to examine ...
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#1Luke McGuire (University of Exeter)
#2Kelly Lynn Mulvey (NCSU: North Carolina State University)H-Index: 4
Last. Adam Rutland (University of Exeter)
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Abstract Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA...
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#1Emily Hanno (Harvard University)
#2Kathryn E. Gonzalez (Harvard University)H-Index: 1
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Abstract We examine the relations between several indicators of classroom and program quality, and their associations with children's early vocabulary skills, within 128 classrooms in 64 public early childhood education centers in Lima, Peru. Specifically, we consider the widely-used Classroom Assessment Scoring System™ (CLASS) in relation to traditional indicators of structural quality, including teacher experience, teacher education, and child-to-teacher ratios, and a locally-derived measure o...
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#1Rebecca J. Bulotsky-Shearer (UM: University of Miami)H-Index: 16
#2Veronica A. Fernandez (UM: University of Miami)H-Index: 3
Last. Cathy Huaqing Qi (UM: University of Miami)
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Abstract Guided by an ecological model, the study examined the extent to which domains of teacher-child interaction quality moderated associations between early problem behavior within preschool classroom contexts and social competence. A series of multilevel models were estimated using data from a sample of ethnically and linguistically diverse children from low-income backgrounds (N = 937, children across 53 classrooms). Findings from multilevel models supported direct associations between pro...
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#1Pilar Alamos (UVA: University of Virginia)H-Index: 1
#2Amanda P. Williford (UVA: University of Virginia)H-Index: 14
Abstract This study examined teacher-child emotion talk in a sample of preschool children rated by their teachers as displaying elevated externalizing behaviors (N = 470). Emotion talk was observed using a teacher-child dyadic storybook reading task. We examined the link between emotion talk and children's gains in their observed positive engagement with teachers across the preschool year. To isolate the unique contribution of emotion talk, we accounted for the affective quality of teacher-child...
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Abstract Executive functions (EFs) are crucial for academic success and have recently been linked to the ability to self-regulate in terms of cardiac vagal tone. The current study used a sample of 131 first-and second graders to examine whether the expected association between cardiac vagal tone (indexed by rMSSD) and EFs (inhibitory control and cognitive flexibility) was moderated by children's physical fitness and perceived family support. Linear regression analyses revealed that the cardiac v...
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#1McKenna Parnes (Suffolk University)H-Index: 1
#2Stella S. Kanchewa (Bellarmine University)
Last. Sarah E. O. Schwartz (Suffolk University)H-Index: 11
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Abstract Compared to more privileged students, underrepresented college students experience disparities in social capital and social support that contribute to academic achievement gaps. This longitudinal, quasi-experimental study examines how a 4-session, group-based intervention (Connected Scholars) may improve underrepresented student outcomes by increasing help-seeking and network orientation. Participants were 396 public university students, 65% female, 90% racial/ethnic minority, and 42% f...
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Abstract This paper reports a study that adopted age-appropriate terminology to investigate 6–11-year-old children's attitudes towards mental illness (N = 120). The study utilized a semi-structured interview technique and card selection tasks to assess the children's attitudes to individuals diagnosed with different mental illnesses (anorexia nervosa, depression and dementia). Their attitudes were measured in terms of social distance, social functioning, emotional response and trait attributions...
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#1Peter F. TitzmannH-Index: 15
#2Philipp Jugert (University of Duisburg-Essen)H-Index: 12
Last. Rainer K. Silbereisen (FSU: University of Jena)H-Index: 38
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Top fields of study
Social relation
Developmental psychology
Psychology
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