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- Title
- A Longitudinal Latent Profile Analysis of Adolescent Popularity: A Test of the Bistrategic Hypothesis.
- Creator
- Hartl, Amy C., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
As children enter adolescence, social status within the peer hierarchy gains importance. Variable-oriented research has linked adolescent popularity with both positive and negative adjustment outcomes. Popularity may be better understood with reference to types or subgroups of similar individuals, identified through person-oriented approaches. Resource Control Theory (RCT: Hawley, 1999) posits three distinct types of popular adolescents: coercive, prosocial, and bistrategic. The existence and...
Show moreAs children enter adolescence, social status within the peer hierarchy gains importance. Variable-oriented research has linked adolescent popularity with both positive and negative adjustment outcomes. Popularity may be better understood with reference to types or subgroups of similar individuals, identified through person-oriented approaches. Resource Control Theory (RCT: Hawley, 1999) posits three distinct types of popular adolescents: coercive, prosocial, and bistrategic. The existence and adjustment correlates of the prosocial and coercive groups have been well-established, but little evidence supports the existence of a bistrategic popular group of adolescents, and even less is known about their adjustment correlates. The present study aims to confirm the existence of the popularity groups hypothesized by RCT and to identify group differences in social adjustment and problem behaviors. A sample of 568 adolescents (n = 288 girls, 280 boys; M age = 12.50) completed peer nomination procedures and self-report questionnaires in the Fall and Spring of the 7th and 8th grades. Longitudinal latent profile analyses classified adolescents into profile groups on the basis of initial physical aggression, relational aggression, and prosocial behavior, and four time points of popularity spanning the 7th and 8th grades. Repeated measures ANOVAs examined profile group differences in social adjustment (peer acceptance, peer rejection, physical victimization, relational victimization, and preference for solitude) and problem behaviors (disruptiveness and delinquency) across the 7th and 8th grades. Results indicate that adolescents fall into one of four distinct groups: aggressive popular, prosocial popular, bistrategic popular, and average. Bistrategic popular adolescents evinced positive social adjustment, exhibiting the highest levels of popularity and peer acceptance and the lowest levels of peer rejection, victimization, and preference for solitude. Despite their social skill advantages, bistrategic popular adolescents were also at risk for problem behaviors. Bistrategic popular adolescents scored above average on problem behaviors, including physical and relational aggression, disruptiveness, and delinquency. Bistrategic popular adolescents successfully navigate the social world in a manner that both offers hope for positive long-term adjustment and concern for the same.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004694, http://purl.flvc.org/fau/fd/FA00004694
- Subject Headings
- Adolescent psychology, Cliques (Sociology), Friendship in adolescence, Interpersonal relations in adolescence, Peer pressure in adolescence, Self esteem in adolescence
- Format
- Document (PDF)
- Title
- A survival analysis of adolescent friendships: the downside of dissimilarity.
- Creator
- Hartl, Amy C., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Adolescent friendships are critical for adjustment but are extremely unstable. Dyadic characteristics may put friendships at risk for dissolution, whereas individual characteristics may put individuals at risk for participating in unstable friendships. The present study examines whether dyadic or individual school-related characteristics predict rates of adolescent friendship dissolution. A sample of 410 adolescents (n=201 males, 209 females; M age=13.20 years) participated in 573...
Show moreAdolescent friendships are critical for adjustment but are extremely unstable. Dyadic characteristics may put friendships at risk for dissolution, whereas individual characteristics may put individuals at risk for participating in unstable friendships. The present study examines whether dyadic or individual school-related characteristics predict rates of adolescent friendship dissolution. A sample of 410 adolescents (n=201 males, 209 females; M age=13.20 years) participated in 573 reciprocated friendships originating in the 7th grade which were followed from 8th-12th grade. Discrete-time survival analyses evaluated grade 7 dyadic and individual characteristics (sex, age, ethnicity, number of friends, peer acceptance, peer rejection, leadership, and school competence) as predictors of the occurrence and timing of friendship dissolution. Dissimilarity in sex, peer acceptance, and school competence and similarity in leadership predicted higher rates of friendship dissolution; individual characteristics were not significant predictors. Adolescents seeking friendships with more skilled individuals risk suffering the downside of dissimilarity, namely dissolution.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004120, http://purl.flvc.org/fau/fd/FA00004120
- Subject Headings
- Adolescent psychology, Emotions in adolescence, Friendship in adolescence, Interpersonal relations in adolescence, Self esteem in adolescence, Youth -- Social networks
- Format
- Document (PDF)
- Title
- Academic task avoidance and achievement as predictors of peer status during the early primary school years.
- Creator
- Richmond, Ashley D., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best...
Show moreGiven the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004402, http://purl.flvc.org/fau/fd/FA00004402
- Subject Headings
- Achievement motivation in children, Adjustment (Psychology), Classroom management, Emotions in chiidren, Interpersonal relations in children, Motivation in education, Peer motivation in children, Procrastination -- Research, Student adjustment
- Format
- Document (PDF)
- Title
- Accuracy of child event frequency reports.
- Creator
- Dirghangi, Shrija R., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued...
Show moreThe current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued questionnaire condition), while in the other measure, recall categories for aiding recollections were provided (cued questionnaire condition). Participants’ self-reported event frequencies for the cued and uncued questionnaires were compared with trained observers’ event frequencies for the cued and uncued conditions. Older children reported event frequency more accurately than younger participants. Participants also reported events with greater accuracy with the aid of memory prompts than without, an effect that was especially strong among the younger children. Neither metamemory nor distractibility was accountable for the differences within age groups. The findings suggest that age-related improvements in accuracy of event frequency across the transition into adolescence may, in part, be due to improvements in the ability to recall and recount those events in the absence of memory cues.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004190, http://purl.flvc.org/fau/fd/FA00004190
- Subject Headings
- Cognition in adolescence, Cognition in children, Memory -- Age factors, Memory in adolescence, Memory in children, Metacognition
- Format
- Document (PDF)
- Title
- Adolescent relationships and their contributions to social and academic competence.
- Creator
- Jones-Hudson, Vonda Dionne, Florida Atlantic University, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
School success is associated with parent- and peer-relationships. To study the connection between these alliances and school success, 30 African-American and 30 European-American 6th graders were given the Relationship Closeness Inventory, Network of Relationships Inventory, Self-Perception Profile, Revised Class Play, and Youth Self-Report. A parent and best friend also completed surveys. Results show parent and peer support relates to the social competence of youth. Father support is...
Show moreSchool success is associated with parent- and peer-relationships. To study the connection between these alliances and school success, 30 African-American and 30 European-American 6th graders were given the Relationship Closeness Inventory, Network of Relationships Inventory, Self-Perception Profile, Revised Class Play, and Youth Self-Report. A parent and best friend also completed surveys. Results show parent and peer support relates to the social competence of youth. Father support is associated with female aggressive-disruptive behavior, and best friend support is associated with sensitive-isolated behavior in boys. African-American parents do more social events with their children than European-American parents do with their children. European-Americans and males have higher socioeconomic status than African-Americans and females.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/15436
- Subject Headings
- Child development, Parent and child, Social interaction in adolescence, Academic achievement, Friendship
- Format
- Document (PDF)
- Title
- Aggression and prosocial behavior predict changes in perceptions of friendship quality in primary and middle school students.
- Creator
- Shawcross, Lauren, Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools...
Show moreThis study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools in the United States.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004408, http://purl.flvc.org/fau/fd/FA00004408
- Subject Headings
- Friendship in adolescence, Friendship in children, Interaction analysis in education, Interpersonal relations in adolescence, Interpersonal relations in children, Social perceptions in adolescence, Social perceptions in children, Social psychology, Social skills -- Study and teaching (Elementary), Social skills -- Study and teaching (Middle school)
- Format
- Document (PDF)
- Title
- Best friend influence over adolescent problem behaviors: the role of perceived friendship quality.
- Creator
- Hiatt, Cody, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Close friends have been shown to influence adolescent problem behaviors, especially alcohol abuse (Urberg, Degirmencioglu, and Pilgrim, 1997). The degree of influence, however varies as a function of individual characteristics such as peer acceptance (Laursen, Hafen, Kerr, and Stattin, 2012) and age (Popp et al., 2008). The present study examines whether differences in influence extend to perceptions of friendship quality. Using a sample of 764 Swedish adolescents involved in stable samesex...
Show moreClose friends have been shown to influence adolescent problem behaviors, especially alcohol abuse (Urberg, Degirmencioglu, and Pilgrim, 1997). The degree of influence, however varies as a function of individual characteristics such as peer acceptance (Laursen, Hafen, Kerr, and Stattin, 2012) and age (Popp et al., 2008). The present study examines whether differences in influence extend to perceptions of friendship quality. Using a sample of 764 Swedish adolescents involved in stable samesex reciprocal best friend relationships that lasted at least one year, analyses used distinguishable dyad actor-partner interdependence model (APIM) analyses (Kenny, Kashy, & Cook, 2006) to track influence over two years of the friendship. More satisfied friends were more influential than less satisfied friends on intoxication frequency and truancy. The findings of this study indicate that influence accompanies perceptions of quality. Those with higher perceptions of quality exhibit more influence on friends who perceive relatively lower quality.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004025
- Subject Headings
- Adolescent psychology, Friendship in adolescence, Interpersonal relationships in adolescence, Peer pressure in adolescence, Web services -- Management
- Format
- Document (PDF)
- Title
- DIRECT AND INDIRECT ASSOCIATIONS FROM PEER PERCEPTIONS OF BEING FUN TO INTERPERSONAL OUTCOMES DURING PRE- AND EARLY ADOLESCENCE.
- Creator
- James, Mary Page, Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Children who are perceived by classmates as being fun increase their peer status over time, but little is known about whether being fun predicts other peer outcomes. Also unknown are mechanisms whereby being fun predicts changes in peer outcomes. Associations with fun, like surgency, suggest that children high in fun are more likely to gain friends while children low in fun are more likely to lose friends, indicating that friend gain and friend loss may serve as intervening links between...
Show moreChildren who are perceived by classmates as being fun increase their peer status over time, but little is known about whether being fun predicts other peer outcomes. Also unknown are mechanisms whereby being fun predicts changes in peer outcomes. Associations with fun, like surgency, suggest that children high in fun are more likely to gain friends while children low in fun are more likely to lose friends, indicating that friend gain and friend loss may serve as intervening links between being fun and peer outcomes. Participants (171 girls, 190 boys) were third to seventh grade students attending a public school in Florida. Across three time points approximately three-months apart, participants reported who their friends were, nominated peers who best fit descriptions of fun and popular, and completed self-reports assessing peer problems. Results indicated that being fun predicted subsequent changes in popularity and peer problems via friend gain but not friend loss. The findings suggest that being fun is a unique predictor of peer outcomes and that friend gain is a mechanism whereby fun children experience positive peer outcomes.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014098
- Subject Headings
- Adolescence, Children, Social perception, Psychology, Experimental
- Format
- Document (PDF)
- Title
- DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY.
- Creator
- Valdés, Olivia, Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Behavioral difficulties in the early school years pose a risk to psychosocial functioning. The failure model suggests that peer rejection explains longitudinal associations between aggression and internalizing symptoms. The model postulates that aggression leads to increases in peer rejection, which, in turn, contributes to internalizing symptoms. This study tests pathways posited by the failure model, examining direct and indirect longitudinal effects. Direct effects models examined...
Show moreBehavioral difficulties in the early school years pose a risk to psychosocial functioning. The failure model suggests that peer rejection explains longitudinal associations between aggression and internalizing symptoms. The model postulates that aggression leads to increases in peer rejection, which, in turn, contributes to internalizing symptoms. This study tests pathways posited by the failure model, examining direct and indirect longitudinal effects. Direct effects models examined associations between reactive aggression and internalizing problems, reactive aggression and peer rejection, and peer rejection and internalizing symptoms. A mediation model examined the indirect effect of reactive aggression to internalizing symptoms, via peer rejection. Because distinct components of the failure model are presumed to share genetic influences, removing potential genetic contributions is important when examining the environmental influences over developmental pathways posited by the model. To this end, longitudinal tests were conducted with traditional (non-genetically controlled) and MZ twin difference (genetically controlled) designs. The latter disentangled nonshared environment effects from those for genetic factors from environmental factors.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013578
- Subject Headings
- Behavior disorders in children, Aggression, Behavior genetics
- Format
- Document (PDF)
- Title
- DIRECT AND INDIRECT PATHWAYS FROM LONELINESS TO PEER EXPERIENCES.
- Creator
- Altman, Robert L., Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Loneliness is a common experience for many people (Rubenstein et al., 1979) and most lonely individuals experience a variety of comorbid disorders (Heinrich & Gullone, 2006). Adolescent loneliness is particularly problematic, due to the rapid changes that take place in the peer social world (Laursen & Hartl, 2013). Prior evidence ties loneliness to low group status and victimization (Asher & Paquette, 2003), but we do not fully understand the transmission mechanisms. A full longitudinal...
Show moreLoneliness is a common experience for many people (Rubenstein et al., 1979) and most lonely individuals experience a variety of comorbid disorders (Heinrich & Gullone, 2006). Adolescent loneliness is particularly problematic, due to the rapid changes that take place in the peer social world (Laursen & Hartl, 2013). Prior evidence ties loneliness to low group status and victimization (Asher & Paquette, 2003), but we do not fully understand the transmission mechanisms. A full longitudinal mediation design (Fritz & MacKinnon, 2012) was used to test the hypotheses that social withdrawal mediates the association from loneliness to changes in peer status and peer difficulties victimization among adolescents. Results indicated that the longitudinal associations between loneliness and peer outcomes were mediated by social withdrawal. Successful engagement with peers is vital to navigating the complex social world of adolescence, thus the results provide an impetus for aiding lonely adolescents in improving their social connections.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013590
- Subject Headings
- Loneliness, Loneliness in adolescence
- Format
- Document (PDF)
- Title
- Friend influence on achievement during middle childhood.
- Creator
- DeLay, Dawn, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland. Longitudinal data were collected during the spring of 3rd grade and 4th grade and reports were available from both members of each friendship dyad. The...
Show moreThis study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland. Longitudinal data were collected during the spring of 3rd grade and 4th grade and reports were available from both members of each friendship dyad. The Actor-Partner Interdependence Model (APIM; Kenny, Kashy & Cook, 2006) was used with a single sample of participants to estimate friend influence on academic achievement and task avoidance between two types of friendship dyads: (1) dyads that were distinguishable as a function of relative math achievement and relative peer acceptance and (2) dyads that were indistinguishable as a function of relative math achievement and relative peer acceptance. The results demonstrate that when friends are distinguished by math achievement the high achiever influences the low achiever’s math achievement, but not the reverse. When friends are distinguishable by peer acceptance the high accepted partner influences the low accepted partner’s math achievement, but not the reverse. When friends are indistinguishable on the basis of math achievement and peer acceptance there is mutual influence on math achievement. There was no evidence of friend influence on task avoidance. There was no evidence of friend influence from an individual’s own task avoidance predicting changes in friend math achievement, except among dyads that could not be distinguished on the basis of math achievement. Math achievement predicted within-individual changes in task avoidance for all friendship dyads, except those that could not be distinguished by relative math achievement. The findings suggest that friends influence math achievement during middle childhood. Furthermore, when friends are distinguished, relative math achievement and peer acceptance determines who is influencing whom within a friendship dyad. The use of the APIM for distinguishable and indistinguishable dyads on a single sample of participants illustrates that it is not sufficient to ignore differentiating features between friends, or to discard friendships that are more similar. Implications for teaching strategies and classroom interventions are discussed.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004015
- Subject Headings
- Achievement in education, Achievement motivation in adolescence, Achievement motivation in children, Motivation in education, Peer motivation in adolescence, Peer motivation in children
- Format
- Document (PDF)
- Title
- Likeability and Popularity as Sources of Influence within Primary School Friendships.
- Creator
- Valdes, Olivia M., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
It is well documented that friends influence adaptive behaviors (Brechwald & Prinstein, 2011). However, it remains unclear how influence manifests itself. The current study investigated the role of likeability and popularity in determining the relative influence that a child exercises on his or her friend’s prosocial behavior and academic achievement in a sample of elementary schooled children (N=679). The results suggest that more liked friends have more influence over their less liked...
Show moreIt is well documented that friends influence adaptive behaviors (Brechwald & Prinstein, 2011). However, it remains unclear how influence manifests itself. The current study investigated the role of likeability and popularity in determining the relative influence that a child exercises on his or her friend’s prosocial behavior and academic achievement in a sample of elementary schooled children (N=679). The results suggest that more liked friends have more influence over their less liked friends’ prosocial behavior and academic achievement. Both more- and less-popular friends influenced each other’s academic achievement. Residualized analyses, however, which take into account the shared overlap between likeability and popularity, suggest that the more-liked friend continued to influence the prosocial behavior and academic achievement of the less-liked friend, whereas more-popular children had no influence over their less-popular counterparts.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013024
- Subject Headings
- Friendship in children, Popularity, Social influence, School children
- Format
- Document (PDF)
- Title
- LONGITUDINAL PREDICTORS OF POPULARITY AND UNPOPULARITY IN MIDDLE CHILDHOOD AND EARLY ADOLESCENCE.
- Creator
- Altman, Robert L., Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
As children enter middle childhood, they become increasing focused on navigating the peer system, which provides an acute awareness of the social hierarchy and their place in it (Gottman & Mettetal, 1986; Parker & Gottman, 1989). Some children even prioritize attaining social status over maintaining friendships (LaFontana & Cillessen, 2010). Status matters because it describes an individual’s ability to compete for and control both physical and social resources (Hawley, 1999). Previous...
Show moreAs children enter middle childhood, they become increasing focused on navigating the peer system, which provides an acute awareness of the social hierarchy and their place in it (Gottman & Mettetal, 1986; Parker & Gottman, 1989). Some children even prioritize attaining social status over maintaining friendships (LaFontana & Cillessen, 2010). Status matters because it describes an individual’s ability to compete for and control both physical and social resources (Hawley, 1999). Previous studies have identified two forms of affective regard, separate from the peer group and behavioral reputation, that predict popularity and unpopularity: acceptance and rejection (Marks et al., 2021). However, their relative importance has been unclear because previous studies have not included both in the same model and because most studies have been concurrent, not longitudinal. Affective markers of peer regard and behavioral markers of peer group reputation are moderately correlated, making it difficult to draw conclusions from separate studies of each. Studies which incorporate measures of each are few and limited in scope. The current study was designed to examine the origins of popularity and unpopularity by disentangling affective regard from behavioral reputation using a sample of 292 students enrolled in grades 4 to 6 (ages 9-13) of a university-affiliated school.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014044
- Subject Headings
- Popularity, Adolescence, Childhood
- Format
- Document (PDF)
- Title
- Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
- Creator
- Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
- Subject Headings
- Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
- Format
- Document (PDF)
- Title
- MODERATED LONGITUDINAL ASSOCIATIONS BETWEEN PEER REJECTION AND WEIGHT CONCERNS IN PRIMARY SCHOOL CHILDREN.
- Creator
- Herrmann, Emily N., Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Weight concerns challenge the well-being of many children and adolescents. As many as 70% of children report body dissatisfaction (Tatangelo et al., 2016). By adolescence, weight concerns are normative (Davison et al., 2003; Field et al., 1999). Negative weight-related cognitions are troublesome because they lead to emotional and behavioral maladaptive functioning and most importantly, unhealthy weight-control behaviors (Neumark-Sztainer et al., 2006; ter Bogt et al., 2006). Rejected children...
Show moreWeight concerns challenge the well-being of many children and adolescents. As many as 70% of children report body dissatisfaction (Tatangelo et al., 2016). By adolescence, weight concerns are normative (Davison et al., 2003; Field et al., 1999). Negative weight-related cognitions are troublesome because they lead to emotional and behavioral maladaptive functioning and most importantly, unhealthy weight-control behaviors (Neumark-Sztainer et al., 2006; ter Bogt et al., 2006). Rejected children are especially at risk for body dissatisfaction, however the order of effects is not clear (Mikami & Hinshaw, 2006; Rancourt & Prinstein, 2010). Regression analyses were conducted to test the hypothesis that peer rejection predicts weight concerns in primary school age children, and that this association is moderated by emotional and conduct problems. Results indicated that peer rejection predicted weight concerns in 5th grade children, and low emotional problems strengthened this association; conduct problems predicted weight concerns in 3rd grade children.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013835
- Subject Headings
- School children, Weight Concern, Rejection (Psychology) in children.
- Format
- Document (PDF)
- Title
- On the Importance of Being Fun: Over Time Associations Between Perceptions of Fun and Changes in Peer Preference and Popularity.
- Creator
- Dirghangi, Shrija R., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
In this short- term longitudinal study (N=428), the unique predictive association between the positive peer nominated characteristic of being fun and peer status (peer preference and popularity) was assessed in a sample of fourth through sixth grade students. Concurrent hierarchical regression analyses and longitudinal structural equation modeling analyses found that peer nominated fun positively predicted preference and popularity, after accounting for the contribution of predictors...
Show moreIn this short- term longitudinal study (N=428), the unique predictive association between the positive peer nominated characteristic of being fun and peer status (peer preference and popularity) was assessed in a sample of fourth through sixth grade students. Concurrent hierarchical regression analyses and longitudinal structural equation modeling analyses found that peer nominated fun positively predicted preference and popularity, after accounting for the contribution of predictors potentially confounded with being fun, such as prosocial behavior, academic achievement, relational aggression, and physical aggression. The longitudinal association between fun and preference was qualified by grade in school, such that being fun predicted increases in preference for younger children but not for older children. There were bidirectional associations between peer status and fun; fun predicted increases in peer preference and popularity, but peer preference and popularity also predicted later increases in fun. The findings point to the need to expand existing conceptualizations of the antecedents of peer status beyond known predictors and to examine the developmental shifts in the landscape of children’s peer interactions that make certain characteristics more desirable at different ages.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004690, http://purl.flvc.org/fau/fd/FA00004690
- Subject Headings
- Peer pressure, Popularity, Social acceptance, Social interaction in children, Social status
- Format
- Document (PDF)
- Title
- PARENTING PRACTICES AS MODERATORS OF THE LONGITUDINAL ASSOCIATION FROM NEUROTICISM TO RESILIENCE DURING ADOLESCENCE.
- Creator
- Wei, Li, Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Resilience is imperative during adolescence. Previous studies focused on the moderating role of parenting between temperament and adaptive outcomes in children (Karreman et al., 2010; Wang et al., 2016). However, little is known about how personality such as neuroticism affects resilience during adolescence, and how parenting influences neuroticism and resilience at this life stage. The current study investigated the longitudinal effects of neuroticism and both positive and negative parenting...
Show moreResilience is imperative during adolescence. Previous studies focused on the moderating role of parenting between temperament and adaptive outcomes in children (Karreman et al., 2010; Wang et al., 2016). However, little is known about how personality such as neuroticism affects resilience during adolescence, and how parenting influences neuroticism and resilience at this life stage. The current study investigated the longitudinal effects of neuroticism and both positive and negative parenting on selfreports of resilience in a sample of high-school adolescents in Lithuania (N = 859). The results suggested that high levels of neuroticism predicted declining rates of resilience. This association was moderated by parent support and behavioral control. Specifically, high levels of parent support and behavioral control would attenuate the effect of neuroticism on resilience during adolescence, but only when the neuroticism level of the individual was not high. The findings indicate that the neuroticism erodes the advantages that are otherwise associated with positive parenting. The findings have important implications. Good parenting is effective to foster resilience among children with low neuroticism, but for children with high neuroticism, more attention should be paid to the specific skills that might directly foster resilience rather than relying on parenting.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013350
- Subject Headings
- Parenting, Resilience (Personality trait), Neuroticism, Adolescents
- Format
- Document (PDF)
- Title
- Patterns of Stable Early Adolescent Friendships and Their Associations with Individual Adjustment.
- Creator
- Mooney, Karen Sara, Florida Atlantic University, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Strong evidence links positive and negative features of adolescent friendship to adjustment outcomes. However, the majority of these studies adopt a variable-oriented approach, which can obscure differences between subgroups. This study used a person-oriented approach to examine the patterns of friendship quality and their association with adolescent adjustment outcomes. To this end , both members of 88 stable friendships reported on the quality of their relationship and target adolescents...
Show moreStrong evidence links positive and negative features of adolescent friendship to adjustment outcomes. However, the majority of these studies adopt a variable-oriented approach, which can obscure differences between subgroups. This study used a person-oriented approach to examine the patterns of friendship quality and their association with adolescent adjustment outcomes. To this end , both members of 88 stable friendships reported on the quality of their relationship and target adolescents reported on their adjustment (behavior problems, friendship competence, scholastic competence, behavioral conduct, global self-worth, and school grades) at both Grade 6 and Grade 7. K-means cluster analyses identified three distinct patterns in friendship quality at both Grade 6 and Grade 7: /ow positivity, high negativity, and high quality. These groups exhibited structural stability. The high negativity group and the high quality group both exhibited interindividual stability. Person-oriented analyses indicated adolescents in the high quality group tended to have the best adjustment outcomes, whereas adolescents in the high negativity group tended to have the worst adjustment outcomes. Additionally, person-oriented analyses indicated that adolescents whose friendships increased in quality also tended to report increased friendship competence. Adolescents whose friendships decreased in quality tended to report decreased global self-worth . Supplemental variable-oriented analyses generally complemented the findings of the person-oriented analyses. Overall, these findings suggest that many adolescents have enduring friendships that are less than ideal. Moreover, different low quality friendships have different associations with adjustment. These findings also suggest that friendships may not have pervasive influence on adjustment outcomes. Specifically, friendship quality appears to be strongly associated with behavior problems, friendship competence, and self-esteem.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000871
- Subject Headings
- Friendship in youth, Teenagers--Social networks, Self-esteem in adolescence, Interpersonal relations in adolescence, Adjustment (Psychology)
- Format
- Document (PDF)
- Title
- PREDICTING THE FORMATION OF MUTUAL ANTIPATHIES IN PRIMARY AND MIDDLE SCHOOL CLASSROOMS.
- Creator
- Yoho, Michael, Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
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Enemy relationships play an important role in shaping identity, adjustment, and group cohesion. However, little is known about the causes of enemy relationships. The current study identified the role of individual and dyadic attributes in the formation of new mutual antipathies in primary and middle school children (N=372). Participants completed identical surveys at three time points during a single school year. Self-reports described children’s conduct problems and emotional problems. Peer...
Show moreEnemy relationships play an important role in shaping identity, adjustment, and group cohesion. However, little is known about the causes of enemy relationships. The current study identified the role of individual and dyadic attributes in the formation of new mutual antipathies in primary and middle school children (N=372). Participants completed identical surveys at three time points during a single school year. Self-reports described children’s conduct problems and emotional problems. Peer nominations measured children’s popularity, academic achievement, athleticism, and acceptance. The results indicated that enemy formation was driven by undesirable traits at both the individual and dyadic levels. At the individual level, lower academic achievement and higher conduct problems increased the odds of enemy formation. At the dyadic level, similarities between peers on conduct problems and emotional problems increased the odds of enemy formation. The findings, together with previous studies on the consequences of participation in enemy relationships, suggest that problems from enemy relationships contribute to the formation of new enemy relationships.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014090
- Subject Headings
- Antipathy, Aversion, Interpersonal relations, School children, Enemies
- Format
- Document (PDF)
- Title
- Pubertal timing as a moderator of the associations between parental restrictiveness and adolescent alcohol abuse.
- Creator
- Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Adolescent alcohol abuse increases across the adolescent years. If left unchecked, alcohol abuse can give rise to delinquency, poor grades, and risky sexual behavior (Stueve & O’Donnell, 2005; Ellickson, Tucker, & Klein, 2003). Past research suggests that minimal parental oversight increases the risk for adolescent alcohol abuse. There is also evidence, however, that parents withdraw from oversight in the face of adolescent problem behaviors (Barber & Olsen, 1997; Hafen & Laursen, 2009). Each...
Show moreAdolescent alcohol abuse increases across the adolescent years. If left unchecked, alcohol abuse can give rise to delinquency, poor grades, and risky sexual behavior (Stueve & O’Donnell, 2005; Ellickson, Tucker, & Klein, 2003). Past research suggests that minimal parental oversight increases the risk for adolescent alcohol abuse. There is also evidence, however, that parents withdraw from oversight in the face of adolescent problem behaviors (Barber & Olsen, 1997; Hafen & Laursen, 2009). Each may vary according to the child’s physical development. Parents may respond to pubertal maturation with reduced supervision and early maturing girls may be sensitive to parent supervision because of the additional pressures and attention they receive from older, possibly deviant, peers (Stattin, Kerr, & Skoog, 2011).
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004278, http://purl.flvc.org/fau/fd/FA00004278
- Subject Headings
- High school students -- Alcohol use, Parent and teenager, Precocious puberty, Substance abuse -- Prevention, Teenagers -- Alcohol use, Vigilance (Psychology)
- Format
- Document (PDF)