Exploring Student, Family, and School Predictors of Self-Determination Using NLTS2 Data

This study conducted secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2) to examine the degree to which student, family, and school constructs predicted self-determination outcomes. Multi-group structural equation modeling was used to examine predictive relationships between 5 student, 4 family, and 7 school constructs developed from NLTS2 data and self-determination outcomes (autonomy, psychological empowerment, and self-realization) across disability groups. The pattern of predictive relationship between the constructs and self-determination outcomes across disability groups was complex. Only one construct—self-concept—showed a positive predictive relationship with all three self-determination constructs across most disability groups. Implications of the complex pattern of findings for research and practice are discussed

Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data From NLTS2

This study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination—autonomy, self-realization, and psychological empowerment—directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in previous research: high incidence disabilities (learning disabilities, emotional disturbances, speech language impairments, and other health impairments), sensory disabilities (visual and hearing impairments), cognitive disabilities (autism, multiple disabilities, and deaf-blindness); intellectual disability, traumatic brain injury, and orthopedic impairments. Measurement equivalence was established across groups, but significant differences in the latent means, variances, and covariances were found suggesting a complex pattern of differences based on race/ethnicity within disability groups. Implications for future research and practice are discussed

Replication and robustness in developmental research.

Replications and robustness checks are key elements of the scientific method and a staple in many disciplines. However, leading journals in developmental psychology rarely include explicit replications of prior research conducted by different investigators, and few require authors to establish in their articles or online appendices that their key results are robust across estimation methods, data sets, and demographic subgroups. This article makes the case for prioritizing both explicit replications and, especially, within-study robustness checks in developmental psychology. It provides evidence on variation in effect sizes in developmental studies and documents strikingly different replication and robustness-checking practices in a sample of journals in developmental psychology and a sister behavioral science-applied economics. Our goal is not to show that any one behavioral science has a monopoly on best practices, but rather to show how journals from a related discipline address vital concerns of replication and generalizability shared by all social and behavioral sciences. We provide recommendations for promoting graduate training in replication and robustness-checking methods and for editorial policies that encourage these practices. Although some of our recommendations may shift the form and substance of developmental research articles, we argue that they would generate considerable scientific benefits for the field. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

LRG1 destabilizes tumor vessels and restricts immunotherapeutic potency

Background: A poorly functioning tumor vasculature is pro-oncogenic and may impede the delivery of therapeutics. Normalizing the vasculature, therefore, may be beneficial. We previously reported that the secreted glycoprotein leucine-rich α-2-glycoprotein 1 (LRG1) contributes to pathogenic neovascularization. Here, we investigate whether LRG1 in tumors is vasculopathic and whether its inhibition has therapeutic utility. Methods: Tumor growth and vascular structure were analyzed in subcutaneous and genetically engineered mouse models in wild-type and Lrg1 knockout mice. The effects of LRG1 antibody blockade as monotherapy, or in combination with co-therapies, on vascular function, tumor growth, and infiltrated lymphocytes were investigated. Findings: In mouse models of cancer, Lrg1 expression was induced in tumor endothelial cells, consistent with an increase in protein expression in human cancers. The expression of LRG1 affected tumor progression as Lrg1 gene deletion, or treatment with a LRG1 function-blocking antibody, inhibited tumor growth and improved survival. Inhibition of LRG1 increased endothelial cell pericyte coverage and improved vascular function, resulting in enhanced efficacy of cisplatin chemotherapy, adoptive T cell therapy, and immune checkpoint inhibition (anti-PD1) therapy. With immunotherapy, LRG1 inhibition led to a significant shift in the tumor microenvironment from being predominantly immune silent to immune active. Conclusions: LRG1 drives vascular abnormalization, and its inhibition represents a novel and effective means of improving the efficacy of cancer therapeutics. Funding: Wellcome Trust (206413/B/17/Z), UKRI/MRC (G1000466, MR/N006410/1, MC/PC/14118, and MR/L008742/1), BHF (PG/16/50/32182), Health and Care Research Wales (CA05), CRUK (C42412/A24416 and A17196), ERC (ColonCan 311301 and AngioMature 787181), and DFG (CRC1366)

Early predictors of attention and engaged leaning in elementary school

textCognitive self-regulation, or the ability to direct one’s attention and actively participate in learning, is a valuable asset because it promotes successful adjustment across the lifespan. Although cross-sectional studies have provided some information about the stability and change in cognitive self-regulation from early childhood through the elementary school years (ages 3-12), less is known about the other child characteristics that influence its development. This study is designed to examine multiple dimensions of preschool skills in relation to children’s attention and engaged learning across the elementary school years. Rich longitudinal data are used from a sample of 1,364 typically developing children from across the U.S. who participated in the NICHD Study of Early Child Care and Youth Development. Variation in preschool attentional skills, social behavior, and early academic skills was used to predict average level and rate of change in attention, planning, work habits, and classroom engagement from first through sixth grades. Results indicate that high levels of teacher-rated attention problems in the fall of kindergarten are consistently related to lower levels of attention and engaged learning in elementary school. High scores on kindergarten teacher-rated internalizing problems and social skills are linked with high attention and classroom work habits according to elementary school teachers. Finally, early academic skills (particularly oral language skills) are associated with high performance on the Tower of Hanoi planning task and high observed classroom engagement. These results suggest that programs designed to promote school readiness would be remiss in emphasizing early academic skills to the detriment of addressing children’s attention problems and social behavior.Human Development and Family Science

Replication and robustness in developmental research.

Replications and robustness checks are key elements of the scientific method and a staple in many disciplines. However, leading journals in developmental psychology rarely include explicit replications of prior research conducted by different investigators, and few require authors to establish in their articles or online appendices that their key results are robust across estimation methods, data sets, and demographic subgroups. This article makes the case for prioritizing both explicit replications and, especially, within-study robustness checks in developmental psychology. It provides evidence on variation in effect sizes in developmental studies and documents strikingly different replication and robustness-checking practices in a sample of journals in developmental psychology and a sister behavioral science-applied economics. Our goal is not to show that any one behavioral science has a monopoly on best practices, but rather to show how journals from a related discipline address vital concerns of replication and generalizability shared by all social and behavioral sciences. We provide recommendations for promoting graduate training in replication and robustness-checking methods and for editorial policies that encourage these practices. Although some of our recommendations may shift the form and substance of developmental research articles, we argue that they would generate considerable scientific benefits for the field. (PsycINFO Database Record (c) 2014 APA, all rights reserved)