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518
Risk for psychopathology in the children of depressed mothers: A developmental model for understanding mechanisms of transmission. Psychol Rev
"... A large body of literature documents the adverse effects of maternal depression on the functioning and development of offspring. Although investigators have identified factors associated with risk for abnormal development and psychopathology in the children, little attention has been paid to the mec ..."
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Cited by 222 (3 self)
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A large body of literature documents the adverse effects of maternal depression on the functioning and development of offspring. Although investigators have identified factors associated with risk for abnormal development and psychopathology in the children, little attention has been paid to the mechanisms explaining the transmission of risk from the mothers to the children. Moreover, no existing model both guides understanding of the various processes ' interrelatedness and considers the role of development in explicating the manifestation of risk in the children. This article proposes a develop-mentally sensitive, integrative model for understanding children's risk in relation to maternal depression. Four mechanisms through which risk might be transmitted are evaluated: (a) heritability of depression; (b) innate dysfunctional neuroregulatory mechanisms; (c) exposure to negative maternal cognitions, behaviors, and affect; and (d) the stressful context of the children's lives. Three factors that might moderate this risk are considered: (a) the father's health and involvement with the child, (b) the course and timing of the mother's depression, and (c) characteristics of the child. Relevant issues are discussed, and promising directions for future research are suggested. Much has been written about the adverse effects of mothers' depression on their children. Most of that work has focused on
Why do parents become involved in their children’s education
- Review of Education Research
, 1997
"... This article reviews psychological theory and research critical to understand-ing why parents become involved in their children's elementary and second-ary education. Three major constructs are believed to be central to parents' basic involvement decisions. First, parents ' role const ..."
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Cited by 175 (9 self)
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This article reviews psychological theory and research critical to understand-ing why parents become involved in their children's elementary and second-ary education. Three major constructs are believed to be central to parents' basic involvement decisions. First, parents ' role construction defines parents' beliefs about what they are supposed to do in their children's education and appears to establish the basic range of activities that parents construe as important, necessary, and permissible for their own actions with and on behalf of children. Second, parents ' sense of efficacy for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children's edu-cational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents ' perceptions that the child and school want them to be involved. Hypotheses concerning the functioning of the three constructs in an additive model are suggested, as are implications for research and practice. Overall, the review suggests that even well-designed school pro-grams inviting involvement will meet with only limited success if they do not address issues of parental role construction and parental sense of efficacy for helping children succeed in school. Parental involvement in education has long been a topic of interest among those concerned with optimal developmental and educational outcomes for preschool and elementary school children. With increasing frequency, issues related to parental involvement have also been examined with reference to adolescent outcomes. Across a range of studies, there has emerged a strong conclusion that parental involvement in child and adolescent education generally benefits children's learning and school success (e.g., Chavkin, 1993; Eccles & Harold, 1993; Epstein,
Corporal punishment by parents and associated child behaviors and experiences: A meta-analytic and theoretical review
- Psychological Bulletin
, 2002
"... Although the merits of parents using corporal punishment to discipline children have been argued for decades, a thorough understanding of whether and how corporal punishment affects children has not been reached. Toward this end, the author first presents the results of meta-analyses of the associat ..."
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Cited by 156 (5 self)
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Although the merits of parents using corporal punishment to discipline children have been argued for decades, a thorough understanding of whether and how corporal punishment affects children has not been reached. Toward this end, the author first presents the results of meta-analyses of the association between parental corporal punishment and 11 child behaviors and experiences. Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health. The author then presents a process–context model to explain how parental corporal punishment might cause particular child outcomes and considers alternative explanations. The article concludes by identifying 7 major remaining issues for future research. Corporal punishment has been an integral part of how parents discipline their children throughout the history of the United States (Greven, 1991) and has been a focus of psychological research for
Parental involvement, cultural capital, and the achievement gap among elementary school children
- American Educational Research Journal
, 2006
"... This study examined the level and impact offive types ofparent involvement on elementary school children's academic achievement by race/ethnicity, poverty, andparent educational attainment. The sample comprised 415 third through fifth graders who completed the Elementary School Success Profile. ..."
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Cited by 82 (0 self)
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This study examined the level and impact offive types ofparent involvement on elementary school children's academic achievement by race/ethnicity, poverty, andparent educational attainment. The sample comprised 415 third through fifth graders who completed the Elementary School Success Profile. Hypotheses from Bourdieu's theory of cultural capital were assessed with t tests, chi-square statistics, and hierarchical regressions. Consistent with the theory, parents with different demographic characteristics exhibited different types of involvement, and the types of involvement exhibited by parents from dominant groups had the strongest association with achievement. However, contrary to theoretical expectations, members of dominant and nondomi-nant groups benefited similarly from certain types of involvement and dif-ferently from others. Implications for research and practice are discussed.
Finding an extra day a week: The positive influence of perceived job flexibility on work and family life balance
- Family Relations
, 2001
"... Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at ..."
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Cited by 69 (2 self)
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Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
Toward a comprehensive model of antisocial development : a dynamic systems approach.
- Psychological Review
, 2006
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The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions
- Review of Educational Research
, 2005
"... This article reviews the contemporary literature on school-based activity par-ticipation, focusing on patterns of participation, academic achievement, sub-stance use, sexual activity, psychological adjustment, delinquency, and young adult outcomes. Also, the authors discuss possible mediators and mo ..."
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Cited by 52 (0 self)
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This article reviews the contemporary literature on school-based activity par-ticipation, focusing on patterns of participation, academic achievement, sub-stance use, sexual activity, psychological adjustment, delinquency, and young adult outcomes. Also, the authors discuss possible mediators and moderators of extracurricular activity participation in regard to adolescent development. The review indicates that the associations between school-based activity par-ticipation and these outcomes are mostly positive but that the picture becomes mixed once moderator variables are included. The authors suggest areas for future research that include using new methods for measuring activities and applying an overarching theoretical framework to investigations of extracur-ricular activities and adolescent development. Finally, to move toward a causal model of activities and adolescent functioning, future research must consider the mechanisms through which activities exert their influence on development. The authors propose several possible mechanisms of partici-pation in terms of adjustment during adolescence and young adulthood.
Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school
- Psychology in the Schools
, 2002
"... The aim of this investigation is to provide a comprehensive review of dropout research that examines grade retention within both associative and predictive models. A systematic review of seventeen studies examining dropping out of high school prior to graduation demonstrates that grade retention is ..."
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Cited by 49 (0 self)
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The aim of this investigation is to provide a comprehensive review of dropout research that examines grade retention within both associative and predictive models. A systematic review of seventeen studies examining dropping out of high school prior to graduation demonstrates that grade retention is one of the most powerful predictors of dropout status. The discussion addresses the discrepancies among the perspectives of many educational professionals regarding the effectiveness of grade retention and deleterious long-term correlates. The transactional model of development is presented, which emphasizes developmental trajectories over time, in order to facilitate the interpretation of the association between grade retention and school withdrawal. Educational professionals, teachers, researchers, parents, and policymakers considering the efficacy of grade retention are encouraged to consider the implications of these findings.
The Influence of Ethnic Discrimination and Ethnic Identification on African American Adolescents ’ School and Socioemotional Adjustment
"... ABSTRACT Do experiences with racial discrimination at school predict changes in African American adolescents ’ academic and psy-chological functioning? Does African American ethnic identity buffer these relations? This paper addresses these two questions using two waves Correspondence concerning thi ..."
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Cited by 45 (0 self)
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ABSTRACT Do experiences with racial discrimination at school predict changes in African American adolescents ’ academic and psy-chological functioning? Does African American ethnic identity buffer these relations? This paper addresses these two questions using two waves Correspondence concerning this article should be addressed to Jacquelynne S.
Neighborhood contextual factors and early-starting antisocial pathways
- Clinical and Family Psychological Review
, 2002
"... This paper examines research investigating the effects of neighborhood context on the onset and persistence of early-starting antisocial pathways across middle and late childhood. The review begins by presenting theory and research mapping the early-starting developmental pathway. Next, sociological ..."
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Cited by 33 (4 self)
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This paper examines research investigating the effects of neighborhood context on the onset and persistence of early-starting antisocial pathways across middle and late childhood. The review begins by presenting theory and research mapping the early-starting developmental pathway. Next, sociologically and psychologically based investigations linking neighborhood context and early antisocial behavior are examined, in order to posit and evaluate the effects of community economic disadvantage, exposure to neighborhood violence, and involvement with neighborhood-based deviant peer groups on the development of antisocial behavior. It is suggested that middle childhood may represent a critical developmental period during which children are at heightened risk for neighborhood-based effects on antisocial behavior problems. Key methodological issues are addressed, and recommendations for future research integrating developmental pathways and neighborhood theory and research are advanced. KEY WORDS: antisocial behavior; neighborhood context; neighborhood peer groups; delinquency; middle childhood. The importance of determining the effects of neighborhood contextual factors on antisocial behav-ioral (AB) outcomes in children and adolescents has long been acknowledged (Brooks-Gunn, Duncan, &