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Koepp AE, Watts TW, Gershoff ET, Ahmed SF, Davis-Kean P, Duncan GJ, Kuhfeld M, Vandell DL. Attention and behavior problems in childhood predict adult financial status, health, and criminal activity: A conceptual replication and extension of Moffitt et al. (2011) using cohorts from the United States and the United Kingdom. Dev Psychol 2023; 59:1389-1406. [PMID: 37276139 PMCID: PMC10523946 DOI: 10.1037/dev0001533] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study is a conceptual replication of a widely cited study by Moffitt et al. (2011) which found that attention and behavior problems in childhood (a composite of impulsive hyperactive, inattentive, and impulsive-aggressive behaviors labeled "self-control") predicted adult financial status, health, and criminal activity. Using data from longitudinal cohort studies in the United States (n = 1,168) and the United Kingdom (n = 16,506), we largely reproduced their pattern of findings that attention and behavior problems measured across the course of childhood predicted a range of adult outcomes including educational attainment (βU.S. = -0.22, βU.K. = -0.13) and spending time in jail (ORU.S. = 1.74, ORU.K. = 1.48). We found that associations with outcomes in education, work, and finances diminished in the presence of additional covariates for children's home environment and achievement but associations for other outcomes were more robust. We also found that attention and behavior problems across distinct periods of childhood were associated with adult outcomes. Specific attention and behavior problems showed some differences in predicting outcomes in the U.S. cohort, with attention problems predicting lower educational attainment and hyperactivity/impulsivity predicting ever spending time in jail. Together with the findings from Moffitt et al., our study makes clear that childhood attention and behavior problems are associated with a range of outcomes in adulthood for cohorts born in the 1950s, 1970s, and 1990s across three countries. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Van den Akker OR, Weston S, Campbell L, Chopik B, Damian R, Davis-Kean P, Hall A, Kosie J, Kruse E, Olsen J, Ritchie S, Valentine KD, Van 't Veer A, Bakker M. Preregistration of secondary data analysis: A template and tutorial. MP 2021. [DOI: 10.15626/mp.2020.2625] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
Abstract
Preregistration has been lauded as one of the solutions to the so-called ‘crisis of confidence’ in the social sciences and has therefore gained popularity in recent years. However, the current guidelines for preregistration have been developed primarily for studies where new data will be collected. Yet, preregistering secondary data analyses--- where new analyses are proposed for existing data---is just as important, given that researchers’ hypotheses and analyses may be biased by their prior knowledge of the data. The need for proper guidance in this area is especially desirable now that data is increasingly shared publicly. In this tutorial, we present a template specifically designed for the preregistration of secondary data analyses and provide comments and a worked example that may help with using the template effectively. Through this illustration, we show that completing such a template is feasible, helps limit researcher degrees of freedom, and may make researchers more deliberate in their data selection and analysis efforts.
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Hornburg CB, Borriello GA, Kung M, Lin J, Litkowski E, Cosso J, Ellis A, King Y, Zippert E, Cabrera NJ, Davis-Kean P, Eason SH, Hart SA, Iruka IU, LeFevre JA, Simms V, Susperreguy MI, Cahoon A, Chan WWL, Cheung SK, Coppola M, De Smedt B, Elliott L, Estévez-Pérez N, Gallagher-Mitchell T, Gardner-Neblett N, Gilmore C, Leyva D, Maloney EA, Manolitsis G, Melzi G, Mutaf-Yıldız B, Nelson G, Niklas F, Pan Y, Ramani GB, Skwarchuk SL, Sonnenschein S, Purpura DJ. Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective. J Numer Cogn 2021; 7:195-220. [PMID: 34778511 PMCID: PMC8589301 DOI: 10.5964/jnc.6143] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This article synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children's outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct - focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.
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Affiliation(s)
| | | | | | - Joyce Lin
- California State University, Fullerton
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Ahmed SF, Tang S, Waters NE, Davis-Kean P. Executive function and academic achievement: Longitudinal relations from early childhood to adolescence. Journal of Educational Psychology 2019. [DOI: 10.1037/edu0000296] [Citation(s) in RCA: 60] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Hofferth S, Bickham D, Brooks-Gunn J, Davis-Kean P, Yeung J. Contributions of Research based on the PSID Child Development Supplement. Ann Am Acad Pol Soc Sci 2018; 680:97-131. [PMID: 31178594 PMCID: PMC6550474 DOI: 10.1177/0002716218798308] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The Child Development Supplement to the PSID (PSID-CDS) began in 1997 with a cohort of 2,394 households including 3,586 children. Since that auspicious start, three waves of the first cohort were collected - 1997, 2002-03, and 2007-08 - and a new cohort was interviewed in 2014. To date more than 400 journal articles, chapters, books, and dissertations that used the data have been collected in the PSID bibliography. This paper brings together founders and early adopters to summarize important contributions to the child development, time use, media, and health literatures. The purpose of this paper is not a detailed literature review but an overview of the literature and knowledge base to which PSID-CDS researchers have contributed. It points out unique methodological and measurement contributions, summarizes the motivation for research on parental investments in children, reviews findings regarding healthy child development, and examines the role of neighborhoods in children's lives.
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Nazroo J, Zilanawala A, Chen M, Bécares L, Davis-Kean P, Jackson JS, Kelly Y, Panico L, Sacker A. Socioemotional wellbeing of mixed race/ethnicity children in the UK and US: Patterns and mechanisms. SSM Popul Health 2018; 5:147-159. [PMID: 29984298 PMCID: PMC6031287 DOI: 10.1016/j.ssmph.2018.06.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2017] [Revised: 05/12/2018] [Accepted: 06/21/2018] [Indexed: 11/04/2022] Open
Abstract
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. Mixed race/ethnicity children are thought to have poorer socioemotional wellbeing We find no evidence that mixed race/ethnicity children have poorer socioemotional wellbeing in a study covering children aged 5/6 in the US and UK We find that mixed race/ethnicity children do have socio-economic advantage This socio-economic advantage is protective for socioemotional wellbeing
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Affiliation(s)
- James Nazroo
- Cathie Marsh Institute, University of Manchester, Humanities Bridgeford Street, Oxford Road, Manchester M13 9PL, UK
| | | | | | - Laia Bécares
- Cathie Marsh Institute, University of Manchester, Humanities Bridgeford Street, Oxford Road, Manchester M13 9PL, UK
| | | | | | | | - Lidia Panico
- Institut National d'Etudes Demographiques, Paris, France
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Kramer MR, Schneider EB, Kane JB, Margerison-Zilko C, Jones-Smith J, King K, Davis-Kean P, Grzywacz JG. Getting Under the Skin: Children's Health Disparities as Embodiment of Social Class. Popul Res Policy Rev 2017; 36:671-697. [PMID: 29398742 PMCID: PMC5791911 DOI: 10.1007/s11113-017-9431-7] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2016] [Accepted: 03/02/2017] [Indexed: 10/19/2022]
Abstract
Social class gradients in children's health and development are ubiquitous across time and geography. The authors develop a conceptual framework relating three actions of class-material allocation, salient group identity, and inter-group conflict-to the reproduction of class-based disparities in child health. A core proposition is that the actions of class stratification create variation in children's mesosystems and microsystems in distinct locations in the ecology of everyday life. Variation in mesosystems (e.g., health care, neighborhoods) and microsystems (e.g., family structure, housing) become manifest in a wide variety of specific experiences and environments that produce the behavioral and biological antecedents to health and disease among children. The framework is explored via a review of theoretical and empirical contributions from multiple disciplines and high-priority areas for future research are highlighted.
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Affiliation(s)
- Michael R Kramer
- Department of Epidemiology, Rollins School of Public Health, Emory University, 1518 Clifton Road, NE, Atlanta, GA 30322
| | - Eric B Schneider
- Department of Economic History, London School of Economics and Political Science
| | | | - Claire Margerison-Zilko
- Department of Epidemiology and Biostatistics, College of Human Medicine, Michigan State University
| | - Jessica Jones-Smith
- Department of International Health, Johns Hopkins Bloomberg School of Public Health
| | - Katherine King
- Department of Community and Family Medicine, Duke University
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Roach E, Viechnicki GB, Retzloff LB, Davis-Kean P, Lumeng JC, Miller AL. Family food talk, child eating behavior, and maternal feeding practices. Appetite 2017; 117:40-50. [PMID: 28587941 DOI: 10.1016/j.appet.2017.06.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2016] [Revised: 03/28/2017] [Accepted: 06/02/2017] [Indexed: 01/04/2023]
Abstract
Families discuss food and eating in many ways that may shape child eating habits. Researchers studying how families talk about food have examined this process during meals. Little work has examined parent-child food-related interactions outside of mealtime. We assessed family food talk at home outside of mealtime and tested whether food talk was associated with obesogenic child eating behaviors, maternal feeding practices, or child weight. Preschool and school-aged mother-child dyads (n = 61) participated in naturalistic voice recording using a LENA (Language ENvironment Analysis) recorder. A coding scheme was developed to reliably characterize different types of food talk from LENA transcripts. Mothers completed the Children's Eating Behavior Questionnaire (CEBQ) and Child Feeding Questionnaire (CFQ) to assess child eating behaviors and maternal feeding practices. Child weight and height were measured and body mass index z-score (BMIz) calculated. Bivariate associations among food talk types, as a proportion of total speech, were examined and multivariate regression models used to test associations between food talk and child eating behaviors, maternal feeding practices, and child BMIz. Proportion of child Overall Food Talk and Food Explanations were positively associated with CEBQ Food Responsiveness and Enjoyment of Food (p's < 0.05). Child food Desire/Need and child Prep/Planning talk were positively associated with CEBQ Enjoyment of Food (p < 0.05). Child Food Enjoyment talk and mother Overt Restriction talk were positively associated with CEBQ Emotional Over-Eating (p < 0.05). Mother Monitoring talk was positively associated with CFQ Restriction (p < 0.05). Mother Prep/Planning talk was negatively associated with child BMIz. Food talk outside of mealtimes related to child obesogenic eating behaviors and feeding practices in expected ways; examining food talk outside of meals is a novel way to consider feeding practices and child eating behavior.
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Affiliation(s)
- Elizabeth Roach
- Center for Human Growth and Development, University of Michigan, USA; Department of Nutritional Sciences, University of Michigan School of Public Health, USA
| | | | - Lauren B Retzloff
- Center for Human Growth and Development, University of Michigan, USA
| | - Pamela Davis-Kean
- Center for Human Growth and Development, University of Michigan, USA; Institute for Social Research, University of Michigan, USA; Department of Psychology, University of Michigan, USA
| | - Julie C Lumeng
- Center for Human Growth and Development, University of Michigan, USA; Department of Nutritional Sciences, University of Michigan School of Public Health, USA; Department of Pediatrics, University of Michigan Medical School, USA
| | - Alison L Miller
- Center for Human Growth and Development, University of Michigan, USA; Department of Health Behavior and Health Education, University of Michigan School of Public Health, USA.
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Abstract
Because children from low-income families benefit from preschool but are less likely than other children to enroll, identifying factors that promote their enrollment can support research and policy aiming to reduce socioeconomic disparities in education. In this study, we tested an accommodations model with data on 6,250 children in the Early Childhood Longitudinal Study-Birth Cohort. In general, parental necessity (e.g., maternal employment) and human capital considerations (e.g., maternal education) most consistently predicted preschool enrollment among children from low-income families. Supply side factors (e.g., local child care options) and more necessity and human capital factors (e.g., having fewer children, desiring preparation for school) selected such children into preschool over parental care or other care arrangements, and several necessity factors (e.g., being less concerned about costs) selected them into non-Head Start preschools over Head Start programs. Systemic connections and child elicitation did not consistently predict preschool enrollment in this population.
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Affiliation(s)
- Robert Crosnoe
- Address all correspondence to the first author at Population Research Center, University of Texas at Austin, 305 East 23 Street, G1800, Austin, TX 78712 ()
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Gershoff ET, Lansford JE, Sexton HR, Davis-Kean P, Sameroff AJ. Longitudinal links between spanking and children's externalizing behaviors in a national sample of White, Black, Hispanic, and Asian American families. Child Dev 2012. [PMID: 22304526 DOI: 10.1111/j.1467-8624.2011.01732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/19/2023]
Abstract
This study examined whether the longitudinal links between mothers' use of spanking and children's externalizing behaviors are moderated by family race/ethnicity, as would be predicted by cultural normativeness theory, once mean differences in frequency of use are controlled. A nationally representative sample of White, Black, Hispanic, and Asian American families (n = 11,044) was used to test a cross-lagged path model from 5 to 8 years old. While race/ethnic differences were observed in the frequency of spanking, no differences were found in the associations of spanking and externalizing over time: Early spanking predicted increases in children's externalizing while early child externalizing elicited more spanking over time across all race/ethnic groups.
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Affiliation(s)
- Elizabeth T Gershoff
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, TX 78712, USA.
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Gershoff ET, Lansford JE, Sexton HR, Davis-Kean P, Sameroff AJ. Longitudinal links between spanking and children's externalizing behaviors in a national sample of White, Black, Hispanic, and Asian American families. Child Dev 2012; 83:838-43. [PMID: 22304526 DOI: 10.1111/j.1467-8624.2011.01732.x] [Citation(s) in RCA: 150] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined whether the longitudinal links between mothers' use of spanking and children's externalizing behaviors are moderated by family race/ethnicity, as would be predicted by cultural normativeness theory, once mean differences in frequency of use are controlled. A nationally representative sample of White, Black, Hispanic, and Asian American families (n = 11,044) was used to test a cross-lagged path model from 5 to 8 years old. While race/ethnic differences were observed in the frequency of spanking, no differences were found in the associations of spanking and externalizing over time: Early spanking predicted increases in children's externalizing while early child externalizing elicited more spanking over time across all race/ethnic groups.
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Affiliation(s)
- Elizabeth T Gershoff
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, TX 78712, USA.
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Abstract
The present study explores the relation between academic self-concept, self-esteem, and aggression at school. Longitudinal data from a racially diverse sample of middle-school students were analyzed to explore how academic self-concept influenced the likelihood of aggressing at school and whether high self-concept exerted a different pattern of influence when threatened. Data include self-reported academic self-concept, school-reported academic performance, and parent-reported school discipline. Results suggest that, in general, students with low self-concept in achievement domains are more likely to aggress at school than those with high self-concept. However, there is a small sample of youth who, when they receive contradictory information that threatens their reported self-concept, do aggress. Global self-esteem was not found to be predictive of aggression. These results are discussed in the context of recent debates on whether self-esteem is a predictor of aggression and the use of a more proximal vs. general self-measure in examining the self-esteem and aggression relation.
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Affiliation(s)
- Laramie D Taylor
- Department of Communication, University of California at Davis, Davis, California 95616, USA.
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