Socioemotional wellbeing of mixed race/ethnic children in the UK and US: patterns and mechanisms

Existing literature suggests that mixed race/ethnicity children are more likely to experience poor socioemotional wellbeing in both the US and the UK, although the evidence is stronger in the US. It is suggested that this inequality may be a consequence of struggles with identity formation, more limited connections with racial/ethnic/cultural heritage, and increased risk of exposure to racism. Using data from the UK Millennium Cohort Study (n = 13,734) and the US Early Childhood Longitudinal Study-Birth Cohort (n ~ 6250), we examine differences in the socioemotional wellbeing of mixed and non-mixed 5/6 year old children in the UK and US and explore heterogeneity in outcomes across different mixed groups in both locations. We estimate a series of linear regressions to examine the contribution of factors that may explain any observed differences, including socio-economic and cultural factors, and examine the extent to which these processes vary across the two nations. We find no evidence of greater risk for poor socioemotional wellbeing for mixed race/ethnicity children in both national contexts. We find that mixed race/ethnicity children experience socio-economic advantage compared to their non-mixed minority counterparts and that socio-economic advantage is protective for socioemotional wellbeing. Cultural factors do not contribute to differences in socioemotional wellbeing across mixed and non-mixed groups. Our evidence suggests then that at age 5/6 there is no evidence of poorer socioemotional wellbeing for mixed race/ethnicity children in either the UK or the US. The contrast between our findings and some previous literature, which reports that mixed race/ethnicity children have poorer socioemotional wellbeing, may reflect changes in the meaning of mixed identities across periods and/or the developmental stage of the children we studied

The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/115932/1/cdev12416_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/115932/2/cdev12416.pd

The Path of Building Curriculum Resources of Adult Colleges and Universities Based on MOOC in the Intelligent Era

Curriculum resources are the basis for ensuring the implementation of the curriculum, theirs suitability and richness affect the achievement of the curriculum teaching goals. They are an important guarantee for achieving the curriculum teaching goals. The application of artificial intelligence technology in the field of education has triggered profound changes in teaching and learning. In the intelligent era, how to build a massive adult education learning resource library that can meet personalized needs has become an important topic and development direction of learning resource construction. The construction of adult colleges and universities curriculum resources based on MOOC is an effective means of promotion for teaching and learning. This paper analyzes the defects in the construction of traditional curriculum digital learning resources in adult colleges and universities, the advantages of the construction of curriculum resources based on MOOC in adult colleges and universities, the principles and paths of the construction of curriculum resources based on MOOC, in order to quickly create the exclusive curriculum resources suitable for adult colleges and universities and in line with the characteristics of adults, make better use of its supplementary teaching and supplementary learning, effectively improve the quantity and quality of adult education resources construction, and promote the development of adult education and teaching

Patterns of adult roles, their antecedents and psychosocial wellbeing correlates among Finns born in 1959

The study aimed to identify patterns of adult role combinations across the transitional domains of housing, educational attainment, work, partnership, and parenthood at age 27, and to investigate their antecedents and concurrent psychosocial well-being correlates. Data were derived for 354 Finns (born in 1959) from the Jyväskylä Longitudinal Study of Personality and Social Development. Three latent classes were identified: Work-orientation with delayed parenthood (WO; 46%; completed adult transitions of independent living, education, work, and partnership), Traditional work and family (35%; completed all five adult transitions), and Academic track with no children (AT; 19%; completed independent living, education, work, and partnership transitions). Individuals in the Traditional pattern were more likely to be women, whereas individuals in the AT and WO patterns were more likely to be men. The socio-economic status (SES) and structure of the family of origin did not differentiate the patterns, but individuals in the AT pattern had had higher school success and educational aspirations in adolescence than those in the other patterns. Early adult life satisfaction and career stability were higher, and depressive symptoms and binge drinking lower in the Traditional pattern than in WO. Life satisfaction was also higher in AT than in WO

Becoming adults in Britain: lifestyles and wellbeing in times of social change

This study examines variations in the combination of social roles in early adulthood and their association with mental health, subjective wellbeing, and alcohol use in two nationally representative British birth cohorts, born in 1970 (n=9,897) and 1958 (n=9,171). Using latent class analysis (LCA) we develop a typology of variations in the combination of educational attainment, employment status, housing, relationship and parenthood status of cohort members in their mid-twenties.  We also assess the role of early socialisation experiences and teenage life planning as predictors of these status role combinations, and link transition outcomes by age 26 to measures of alcohol use, mental health and wellbeing. In both cohorts we identified five distinct profiles: ‘work-orientation without children’, ‘traditional families’, ‘fragile families’, ‘highly educated without children’, and ‘slow starters’. These profiles are predicted by family social background, gender, own educational expectations and exam performance at age 16. The findings suggest that in both cohorts, high levels of life satisfaction are associated with either ‘work orientation without children’ or ‘traditional family’ life, suggesting that there are different transition strategies enabling individuals to become well-adjusted adults

Role configurations in young adulthood, antecedents, and later wellbeing among Finns born in 1966

The aim of this study was to identify latent classes of role configurations among Finnish cohort members born in 1966, based on education, employment, housing, marital status, and parenthood, and to investigate their antecedents and individual psychosocial wellbeing outcomes. Data from the Northern Finland Birth Cohort 1966 (NFBC66) (N= 11, 825) were used to identify the latent classes at the age of 25–26, together with register data on education, employment, partnership, and parenthood from official registers, and data from a postal questionnaire on living arrangements, administered at age 31, and used as proxies for the 25 to 26 year old situation. Four classes were identified by latent class analysis. Multinomial logistic regression was used to investigate the classes’ association with their antecedent conditions and logistic/ordered logistic regression with their wellbeing outcomes

Self-Concept Predicts Academic Achievement across Levels of the Achievement Distribution: Domain-Specificity for Math and Reading

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the ALSPAC, NICHD-SECCYD, and PSID-CDS, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high)

Selfâ Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146593/1/cdev12924_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146593/2/cdev12924.pd

Self-Concept Predicts Academic Achievement across Levels of the Achievement Distribution: Domain-Specificity for Math and Reading

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the ALSPAC, NICHD-SECCYD, and PSID-CDS, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high)