41 research outputs found
The Relations between Parental Friendships and Children's Friendships: Self-Report and Observational Analysis
Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/65697/1/1467-8624.00297.pd
Changes in United States Latino/a High School Studentsâ Science Motivational Beliefs: Within Group Differences Across Science Subjects, Gender, Immigrant Status, and Perceived Support
Science motivational beliefs are crucial for STEM (science, technology, engineering, and math) performance and persistence, but these beliefs typically decline during high school. We expanded the literature on adolescentsâ science motivational beliefs by examining: (1) changes in motivational beliefs in three specific science subjects, (2) how gender, immigrant generation status, and perceived support from key social agents predicted differences in adolescentsâ science motivational beliefs, and (3) these processes among Latino/as in the United States, whose underrepresentation in STEM is understudied. We used hierarchical linear modeling to estimate the changes in 104 (40% female) Latino/a high school studentsâ physics, chemistry, and biology motivational beliefs from 9th to 11th grade. Subject-specific ability self-concept, interest, and utility were regressed on gender, immigrant generation status, and perceived science support while controlling for family income, parent education, and adolescentsâ school. Adolescentsâ utility declined from 9th to 11th grade whereas their interest remained stable for all three science subjects. Adolescentsâ ability self-concept increased for biology, decreased for physics, but remained stable for chemistry. Gender differences in adolescentsâ motivational beliefs at 9th grade only emerged for physics utility as well as physics and chemistry interest; yet, there were no gender differences in how adolescentsâ science motivational beliefs changed over time. Contrary to expectations, immigrant generation status was not significantly associated with adolescentsâ science motivational beliefs at 9th grade or in terms of how they changed over time. Adolescents who perceived higher science support generally had higher motivational beliefs in 9th grade, but did not differ on their rate of change. Our findings highlight the need to examine specific science subjects, and that typical gender differences in adolescentsâ motivational beliefs discussed in the literature may not generalize to all racial and ethnic groups
âYou gotta respectâ: Mexican-origin Adolescentsâ Perspectives on Respect in Organized Activities
Respect is crucial for promoting participation and positive experiences in organized activities, especially among ethnically diverse youth. However, little is known regarding how Mexican-origin adolescents conceptualize respect and specifically how to promote respect in activities. Guided by theory and previous research, we used qualitative content analysis to elucidate perspectives on respect and features involved in the development of respect in activities. Our sample consisted of 18 Mexican-origin 7th graders who resided in the Southwest of the U.S., an area with a history of inter-ethnic group tensions. The adolescents in this study described three different types of respect:Â humanity respect, respect for culture, and linguistic respect. Potential features involved in the development of respect were identified, including individual- (e.g., moral virtues), contextual (e.g., welcoming atmosphere), and inter-personal (e.g., shared experiences) features. This study increases out depth of understanding of respect in activities, identifies areas for researchers to pursue in future research, and unveils potential implications for designing activities that promote positive, respectful relationships
Demographic Differences in Patterns of Youth Out-of-School Time Activity Participation
Participation in structured out-of-school time (OST) activities is of growing interest to families, youth practitioners, and policymakers. OST activities benefit youth socially, emotionally, and academically, especially at-risk youth. Yet, little research has explored the characteristics of youth participants. This study examines whether demographic differences exist merely in getting youth âin the doorâ of activities, or whether differences persist when examining the number of activities and the amount of time youth spend in activities once they are there. Results from two nationally representative datasets showed that disadvantaged youth were less likely to participate in a variety of activities than their peers, and participated in fewer numbers of activities. Among youth who did participate, Blacks and Hispanics participated less frequently in some activities, although Blacks participated more frequently in community-based youth programs. Implications for recruitment and retention are discussed, including the need for activity leaders to enhance efforts to attract and sustain disadvantaged and ethnic minority youth
Silk garments plus standard care compared with standard care for treating eczema in children: A randomised, controlled, observer-blind, pragmatic trial (CLOTHES Trial)
© 2017 Thomas et al. Background: The role of clothing in the management of eczema (also called atopic dermatitis or atopic eczema) is poorly understood. This trial evaluated the effectiveness and cost-effectiveness of silk garments (in addition to standard care) for the management of eczema in children with moderate to severe disease. Methods and findings: This was a parallel-group, randomised, controlled, observer-blind trial. Children aged 1 to 15 y with moderate to severe eczema were recruited from secondary care and the community at five UK medical centres. Participants were allocated using online randomisation (1:1) to standard care or to standard care plus silk garments, stratified by age and recruiting centre. Silk garments were worn for 6 mo. Primary outcome (eczema severity) was assessed at baseline, 2, 4, and 6 mo, by nurses blinded to treatment allocation, using the Eczema Area and Severity Index (EASI), which was log-transformed for analysis (intention-to-treat analysis). A safety outcome was number of skin infections. Three hundred children were randomised (26 November 2013 to 5 May 2015): 42% girls, 79% white, mean age 5 y. Primary analysis included 282/300 (94%) children (n = 141 in each group). The garments were worn more often at night than in the day (median of 81% of nights [25th to 75th centile 57% to 96%] and 34% of days [25th to 75th centile 10% to 76%]). Geometric mean EASI scores at baseline, 2, 4, and 6 mo were, respectively, 9.2, 6.4, 5.8, and 5.4 for silk clothing and 8.4, 6.6, 6.0, and 5.4 for standard care. There was no evidence of any difference between the groups in EASI score averaged over all follow-up visits adjusted for baseline EASI score, age, and centre: adjusted ratio of geometric means 0.95, 95% CI 0.85 to 1.07, (p = 0.43). This confidence interval is equivalent to a difference of â1.5 to 0.5 in the original EASI units, which is not clinically important. Skin infections occurred in 36/142 (25%) and 39/141 (28%) of children in the silk clothing and standard care groups, respectively. Even if the small observed treatment effect was genuine, the incremental cost per quality-adjusted life year was ÂŁ56,811 in the base case analysis from a National Health Service perspective, suggesting that silk garments are unlikely to be cost-effective using currently accepted thresholds. The main limitation of the study is that use of an objective primary outcome, whilst minimising detection bias, may have underestimated treatment effects. Conclusions: Silk clothing is unlikely to provide additional benefit over standard care in children with moderate to severe eczema. Trial registration: Current Controlled Trials ISRCTN77261365
Adolescent Friendships, BMI, and Physical Activity: Untangling Selection and Influence Through Longitudinal Social Network Analysis.
Patterns of out-of-school time use around the world. Do they help to explain international differences in mathematics and science achievement
International studies suggest that the U.S. ranks below many Asian and European countries in the 21st century in terms of mathematics and science achievement. Few have looked beyond the classroom to understand these differences. Absolute and relative time spent in various out-of-school time (OST) activities may provide one explanation. This study used the Trends in International Mathematics and Science Study (TIMSS), which includes data on the OST and achievement of 8th graders from nearly 50 countries worldwide. OST variables included technology-based (e.g., using the internet), labor (e.g., chores), and leisure activities (e.g., sports, playing with friends). Students completed an internationally standardized mathematics and science achievement test. Results for absolute OST suggest that, beyond the large contribution of a country\u27s human development index, OST is an important predictor of achievement. Further, relative OST is an important predictor, such that, those countries whose profile of time use was highest in technology also had the highest achievement scores. Future research should consider a broader view of education and related contexts that includes understanding the variability in OST use both within and between nations. (DIPF/Orig.
Do Friends and Nonfriends Behave Differently? A Social Relations Analysis of Childrenâs Behavior
Children behave differently with friends and nonfriends. The goal of the current study was to examine these differences more closely with effect sizes and the Social Relations Model (SRM). One hundred twenty-three triads (target children, friends, and unacquainted peers) participated in a round-robin design during 4th grade with partial replication during 5th grade (N112). Results indicated that childrenâs negative behavior, positive behavior, and play sophistication with friends and nonfriends were significantly different, but the effect sizes of these differences were typically small. SRM was used to divide childrenâs behavior with friends and nonfriends into three components: actor, partner, and relation- ship/error. The actor and partner effects significantly accounted for variance in childrenâs behavior with friends and nonfriends
Maternal Monitoring and Rules as Correlates of Childrenâs Social Adjustment
Maternal monitoring and play rules were examined as correlates of childrenâs friendship quality, social behavior, and depression in 6th grade (N 88). Maternal reports of rules were categorized into three types: supervision rules, peer rules, and restriction rules. Each type of rule was characterized by the number of rules mothers established. Results indicated that monitoring was not significantly correlated with the three types of play rules. Girls who experienced more monitoring had friendships with less conflict and higher positive qualities. Supervision rules were positively related to boysâ prosocial behavior and depression. Peer rules were significantly correlated with peer-rated behavior but not with friendship quality. The importance of distinguishing among various aspects of maternal management is discussed
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From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities.
Motivated by Edward Zigler's proposition that programs serving children (birth through 12 years) can have long-term effects on well-being and development, we used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,258) to test two pathways by which early care and education (ECE) are linked to after-school organized activities in middle childhood and to problem behaviors in late adolescence and adulthood. In support of an activities pathway, we found children with more ECE hours and more epochs in center-based ECE settings from 1 to 54 months had more epochs in after-school organized activities from kindergarten to 5th grade, which then predicted less impulsivity and less police contact at age 26. In support of a child pathway, we found that more ECE hours and more epochs in center-based ECE settings were linked to externalizing problems in early childhood, which then predicted higher problem behaviors in middle childhood, late adolescence, and adulthood. Together, these pathways underscored the potential of direct and indirect links of ECE and after-school organized activities in relation to later development