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Influences of perceived parenting and attachment style on change in self-esteem during middle childhood
Title
Influences of perceived parenting and attachment style on change in self-esteem during middle childhood.
Creator
Vagi, Kevin J., Florida Atlantic University, Perry, David G.
Abstract/Description
This study examined influences of perceived parental behaviors and attachment styles on change over time in preadolescents' feelings of self-worth. In each of two successive years, four measures of perceived parental behavior (harassment, over-protectiveness, monitoring, and affectionate contact), two measures of attachment style (preoccupied coping and avoidant coping), and one measure of global self-worth were collected from a sample of 106 children ( M age = 11.1 years in Year 1). Results...
Show moreThis study examined influences of perceived parental behaviors and attachment styles on change over time in preadolescents' feelings of self-worth. In each of two successive years, four measures of perceived parental behavior (harassment, over-protectiveness, monitoring, and affectionate contact), two measures of attachment style (preoccupied coping and avoidant coping), and one measure of global self-worth were collected from a sample of 106 children ( M age = 11.1 years in Year 1). Results support the idea that children's perceptions of their parents and attachment styles influence, both individually and jointly, their subsequent feelings of self-worth. Perceived parental monitoring and perceived affectionate contact predicted increases in self-esteem, whereas perceived parental harassment predicted decreases in feelings of self-worth over time. Children's attachment styles also predicted change in global self-worth and in fact mediated the relations between perceived parenting practices and subsequent feelings of self worth.
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Date Issued
2003
PURL
http://purl.flvc.org/fcla/dt/13078
Subject Headings
Parent and child, Parental acceptance, Self-esteem in children, Attachment behavior in children
Format
Document (PDF)
Exposure to reading and motivation to read as mediators of the relationship between socioeconomic status and reading comprehension skills in adolescents: A multi-national investigation
Title
Exposure to reading and motivation to read as mediators of the relationship between socioeconomic status and reading comprehension skills in adolescents: A multi-national investigation.
Creator
Vagi, Kevin J., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This study examined the hypothesis that both exposure to reading materials in the home and intrinsic motivation to read mediate the relationship between socioeconomic status and reading comprehension skills in adolescents. Data were derived from the Program for International Student Assessment 2000 dataset (PISA 2000). Six countries out of forty-three were chosen on the basis of country-level SES: two from the bottom 25th percentile (Thailand, Mexico), two at the 50th percentile (Austria,...
Show moreThis study examined the hypothesis that both exposure to reading materials in the home and intrinsic motivation to read mediate the relationship between socioeconomic status and reading comprehension skills in adolescents. Data were derived from the Program for International Student Assessment 2000 dataset (PISA 2000). Six countries out of forty-three were chosen on the basis of country-level SES: two from the bottom 25th percentile (Thailand, Mexico), two at the 50th percentile (Austria, France), and two at the 75th percentile (Norway, United States). Data analysis was conducted on a total of 27,351 participants and 823 schools. Hierarchical linear modeling (HLM) analyses were conducted to examine predictors of reading comprehension skills. Follow-up analyses using logistic regression were conducted to predict group membership (i.e., poor vs. normal readers). Results support the idea that exposure to reading materials in the home mediates the relationship between SES and reading comprehension skills at the child level, regardless of the overall economic state of the country. This relationship did not hold when predicting at the school level. Intrinsic motivation to read was consistently a poor predictor.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/12236
Subject Headings
Education, Reading, Psychology, Developmental, Psychology, Experimental
Format
Document (PDF)