scholarly journals Mixed Blessing: The Beneficial and Detrimental Effects of Religion on Child Development among Third-Graders

Religions ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
John P. Bartkowski ◽  
Xiaohe Xu ◽  
Stephen Bartkowski
Keyword(s):  
Child Development ◽  
Test Performance ◽  
Standardized Test ◽  
Longitudinal Research ◽  
Third Graders ◽  
Religious Attendance ◽  
Future Research ◽  
Science Tests ◽  
Developmental Characteristics ◽  
Mixed Blessing

Previous research has linked parental religiosity to a number of positive developmental characteristics in young children. This study introduces the concept of selective sanctification as a refinement to existing theory and, in doing so, adds to a small but growing body of longitudinal research on this topic. We explore how parents’ religious attendance (for fathers, mothers, and couples) and the household religious environment (parent–child religious discussions, spousal conflicts over religion) influence child development among third-graders. Analyses of longitudinal data from the Early Childhood Longitudinal Study (ECLS)-Kindergarten Cohort reveal a mix of salutary (beneficial) and adverse (detrimental) developmental outcomes based on teachers’ ratings and standardized test performance scores. Third-graders’ psychological adjustment and social competence are enhanced by various religious factors, but students’ performance on reading, math, and science tests is hampered by several forms of parental religiosity. We discuss the implications of these findings and suggest several avenues for future research.

Developmental vulnerability of Australian school-entry children with hearing loss

2020 ◽  
Vol 26 (1) ◽  
pp. 70
Author(s):  
Andrea Simpson ◽  
Bojana Šarkic ◽  
Joanne C. Enticott ◽  
Zoe Richardson ◽  
Kimberly Buck
Keyword(s):  
Hearing Loss ◽  
Longitudinal Research ◽  
School Entry ◽  
Future Research ◽  
First Year ◽  
National Data ◽  
Australian School ◽  
Newborn Hearing ◽  
Developmental Characteristics ◽  
Children With Hearing Loss

National data from the Australian Early Development Census (AEDC) was used to describe the sociodemographic and developmental characteristics of a cohort of Australian children entering their first year of primary school in 2012. Results, together with sociodemographic variables were reported for two groups: children with and without reported hearing loss. Data on 285232 children were analysed, with just over 1% of these children identified with hearing loss. Logistic regression analysis found that children with reported hearing loss had over double the odds than their hearing peers of being developmentally ‘vulnerable’ on one or more domains of the AEDC. Covariates of interest included Aboriginal and Torres Strait Islander heritage, as well as high rates of school absenteeism. Retrospective longitudinal research linking developmental outcomes with intervention efforts, such as newborn hearing screening, would be beneficial in future research.

scholarly journals Longitudinal Research on Music Education and Child Development: Contributions and Challenges

2020 ◽  
Vol 3 ◽  
pp. 205920432093722
Author(s):  
Beatriz Ilari
Keyword(s):  
Child Development ◽  
Music Education ◽  
Longitudinal Research ◽  
Cross Cultural ◽  
Future Research ◽  
Population Sampling ◽  
The Past ◽  
Wide Range ◽  
Future Challenges ◽  
Areas Of Interest

Based on a comprehensive analysis of 39 studies published in academic journals in the past decade (2010–2020), this article discusses the strengths of current research and the challenges that lie ahead for researchers interested in conducting longitudinal research on music education and child development. Among the strengths of the reviewed studies are multi-year projects, diverse study samples and programs, and a wide range of areas of interest—cognitive and neural to socioemotional and musical development. Challenges for future research are described in relation to three main perspectives. The methodological, the first perspective, tackles future challenges in terms of research approaches, population sampling, randomization, replication, and the lack of cross-cultural longitudinal research. The second perspective, the conceptual-philosophical, focuses on how children, music, and music education have been defined—in deliberate or tacit ways—in longitudinal works, and their implications for both research and practice. The third perspective, the political, focuses on the extent to which research on the effects of music education may be interpreted by some as promoting a neoliberal educational agenda. I conclude the article with suggestions for future research.

scholarly journals Testing the Role of Emotion Dysregulation as a Predictor of Juvenile Recidivism

2021 ◽  
Vol 11 (1) ◽  
pp. 83-95
Author(s):  
Kalin Z. Salinas ◽  
Amanda Venta
Keyword(s):  
Emotion Regulation ◽  
Juvenile Offenders ◽  
Emotion Dysregulation ◽  
Longitudinal Research ◽  
Future Research ◽  
Individual Factor ◽  
Treatment And Prevention ◽  
One Year ◽  
The Individual

The current study proposed to determine whether adolescent emotion regulation is predictive of the amount and type of crime committed by adolescent juvenile offenders. Despite evidence in the literature linking emotion regulation to behaviour problems and aggression across the lifespan, there is no prior longitudinal research examining the predictive role of emotion regulation on adolescent recidivism, nor data regarding how emotion regulation relates to the occurrence of specific types of crimes. Our primary hypothesis was that poor emotion regulation would positively and significantly predict re-offending among adolescents. We tested our hypothesis within a binary logistic framework utilizing the Pathways to Desistance longitudinal data. Exploratory bivariate analyses were conducted regarding emotion regulation and type of crime in the service of future hypothesis generation. Though the findings did not indicate a statistically significant relation between emotion regulation and reoffending, exploratory findings suggest that some types of crime may be more linked to emotion regulation than others. In sum, the present study aimed to examine a hypothesized relation between emotion regulation and juvenile delinquency by identifying how the individual factor of dysregulated emotion regulation may have played a role. This study’s findings did not provide evidence that emotion regulation was a significant predictor of recidivism over time but did suggest that emotion regulation is related to participation in certain types of crime one year later. Directions for future research that build upon the current study were described. Indeed, identifying emotion regulation as a predictor of adolescent crime has the potential to enhance current crime prevention efforts and clinical treatments for juvenile offenders; this is based on the large amount of treatment literature, which documents that emotion regulation is malleable through treatment and prevention programming.

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education

2021 ◽  
pp. 016235322110235
Author(s):  
Claudia A. Cornejo-Araya ◽  
Leonie Kronborg
Keyword(s):  
Grounded Theory ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Theory Approach ◽  
Positive Attitudes ◽  
Safe Learning Environment ◽  
Contextual Determinants ◽  
Developmental Characteristics ◽  
Highly Able ◽  
Grounded Theory Approach

Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.

scholarly journals The Relation between Inflammation and Neuropsychological Test Performance

2012 ◽  
Vol 2012 ◽  
pp. 1-6 ◽  
Author(s):  
Valerie H. Balldin ◽  
James R. Hall ◽  
Robert C. Barber ◽  
Linda Hynan ◽  
Ramon Diaz-Arrastia ◽  
...  
Keyword(s):  
Verbal Memory ◽  
Test Performance ◽  
Inflammatory Markers ◽  
Visual Memory ◽  
Longitudinal Research ◽  
Neuropsychological Functioning ◽  
Neuropsychological Test ◽  
Differential Relation ◽  
Markers Of Inflammation ◽  
Anti Inflammatory

Background. Considerable research documents an association between pro- and anti-inflammatory markers and Alzheimer's disease (AD), yet the differential relation between these markers and neuropsychological functioning in AD and nondemented controls has received less attention. The current study sought to evaluate the relationship between peripheral markers of inflammation (both pro- and anti-inflammatory) and neuropsychological functioning through the Texas Alzheimer's Research and Care Consortium (TARCC) cohort.Methods. There were 320 participants (Probable ADn=124, Controlsn=196) in the TARCC Longitudinal Research Cohort available for analysis. Regression analyses were utilized to examine the relation between proinflammatory and anti-inflammatory markers and neuropsychological functioning. Follow-up analyses were conducted separately by case versus control status.Results. Proinflammatory and anti-inflammatory markers were found to be associated with neuropsychological testing. Third tertile proinflammatory markers were negatively associated with measures of attention and language, and anti-inflammatory markers were positively associated with measures of immediate verbal memory and delayed verbal and visual memory.Conclusions. These findings support the link between peripheral inflammatory markers and neuropsychological functioning and suggest the utility of examining profiles of inflammatory markers in the future.

Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement

2009 ◽  
Vol 31 (4) ◽  
pp. 392-415 ◽  
Author(s):  
Michael A. Gottfried
Keyword(s):  
Elementary School ◽  
Test Performance ◽  
Fixed Effects ◽  
Standardized Test ◽  
Educational Achievement ◽  
Quantitative Model ◽  
Academic Risk ◽  
Data Set ◽  
Unexcused Absences ◽  
Reading And Math

The literature on school absences has focused predominantly on the reasons for student truancy, or it has assessed only aggregate student absences in their effect on achievement. However, this study brings forth a new issue: the relationship between types of absences—excused versus unexcused—and school performance. With a quantitative model of educational achievement on a longitudinal multilevel data set of all second-through fourth-grade students in the Philadelphia School District from 1994 to 2000, this study disaggregated absence information to provide new insight on the attendance–achievement relationship. Specifically, a model using fixed effects with classroom-level clustering was employed to determine how the distinction among varying proportions of excused versus unexcused absences related to students’ standardized test performance in reading and math. This article demonstrates that distinguishing between students with high rates of excused or unexcused absences is significant. Having a higher proportion of excused absences to total absences exhibits a positive relationship between reading and math test scores. Conversely, students with a higher proportion of unexcused absences places them at academic risk, particularly in math achievement and as early as in elementary school. Implications for policy are discussed.

scholarly journals INFLUENCE OF IRRELEVANT SPEECH ON STANDARDIZED TEST PERFORMANCE

2002 ◽  
Vol 2002 (1) ◽  
pp. i-46
Author(s):  
Donald E. Powers ◽  
Wendy Albertson ◽  
Thomas Florek ◽  
Kathy Johnson ◽  
John Malak ◽  
...  
Keyword(s):  
Test Performance ◽  
Standardized Test ◽  
Irrelevant Speech ◽  
Standardized Test Performance

scholarly journals Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

2019 ◽  
Vol 12 (7) ◽  
pp. 75
Author(s):  
Charinwit Seedanont ◽  
Suphawat Pookcharoen
Keyword(s):  
Reading Strategies ◽  
Standardized Test ◽  
Statistical Significance ◽  
Strategy Instruction ◽  
Reading Performance ◽  
Reading Test ◽  
Future Research ◽  
Efl Learners ◽  
Wide Range ◽  
Metacognitive Reading Strategies

EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one’s deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners’ reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners’ proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students’ awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings.

scholarly journals TheChildLab.com A Video Chat Platform for Developmental Research

2018 ◽  
Author(s):  
Mark Sheskin ◽  
Frank Keil
Keyword(s):  
Large Scale ◽  
Longitudinal Research ◽  
Cross Cultural ◽  
Mechanical Turk ◽  
Future Research ◽  
Psychology Research ◽  
Developmental Research ◽  
The Past ◽  
Adult Participants ◽  
Amazon's Mechanical Turk

Over the past decade, the internet has become an important platform for many types of psychology research, especially research with adult participants on Amazon’s Mechanical Turk. More recently, developmental researchers have begun to explore how online studies might be conducted with infants and children. Here, we introduce a new platform for online developmental research that includes live interaction with a researcher, and use it to replicate classic results in the literature. We end by discussing future research, including the potential for large-scale cross-cultural and longitudinal research.

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