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Longitudinal pathways between emotional difficulties and school absenteeism in middle childhood: Evidence from developmental cascades / Margarita PANAYIOTOU in Development and Psychopathology, 35-3 (August 2023)
[article]
Titre : Longitudinal pathways between emotional difficulties and school absenteeism in middle childhood: Evidence from developmental cascades Type de document : Texte imprimé et/ou numérique Auteurs : Margarita PANAYIOTOU, Auteur ; Katie FINNING, Auteur ; Alexandra HENNESSEY, Auteur ; Tamsin FORD, Auteur ; Neil HUMPHREY, Auteur Article en page(s) : p.1323-1334 Langues : Anglais (eng) Mots-clés : authorized absence developmental cascades emotional difficulties school absenteeism unauthorized absence Index. décimale : PER Périodiques Résumé : Emotional difficulties are associated with both authorized and unauthorized school absence, but there has been little longitudinal research and the temporal nature of these associations remains unclear. This study presents three-wave random-intercepts panel models of longitudinal reciprocal relationships between teacher-reported emotional difficulties and authorized and unauthorized school absence in 2,542 English children aged 6 to 9 years old at baseline, who were followed-up annually. Minor differences in the stability effects were observed between genders but only for the authorized absence model. Across all time points, children with greater emotional difficulties had more absences, and vice versa (authorized: ? = .23-.29, p < .01; unauthorized: ? = .28, p < .01). At the within-person level, concurrent associations showed that emotional difficulties were associated with greater authorized (? = .15-.17, p < .01) absence at Time 3 only, but with less unauthorized (? = ?.08-.13, p < .05) absence at Times 1 and 2. In cross-lagged pathways, neither authorized nor unauthorized absence predicted later emotional difficulties, and emotional difficulties did not predict later authorized absence at any time point. However, greater emotional difficulties were associated with fewer unauthorized absences across time (? = ?13-.22, p < .001). The implications of these findings are discussed. En ligne : http://dx.doi.org/10.1017/S095457942100122X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Development and Psychopathology > 35-3 (August 2023) . - p.1323-1334[article] Longitudinal pathways between emotional difficulties and school absenteeism in middle childhood: Evidence from developmental cascades [Texte imprimé et/ou numérique] / Margarita PANAYIOTOU, Auteur ; Katie FINNING, Auteur ; Alexandra HENNESSEY, Auteur ; Tamsin FORD, Auteur ; Neil HUMPHREY, Auteur . - p.1323-1334.
Langues : Anglais (eng)
in Development and Psychopathology > 35-3 (August 2023) . - p.1323-1334
Mots-clés : authorized absence developmental cascades emotional difficulties school absenteeism unauthorized absence Index. décimale : PER Périodiques Résumé : Emotional difficulties are associated with both authorized and unauthorized school absence, but there has been little longitudinal research and the temporal nature of these associations remains unclear. This study presents three-wave random-intercepts panel models of longitudinal reciprocal relationships between teacher-reported emotional difficulties and authorized and unauthorized school absence in 2,542 English children aged 6 to 9 years old at baseline, who were followed-up annually. Minor differences in the stability effects were observed between genders but only for the authorized absence model. Across all time points, children with greater emotional difficulties had more absences, and vice versa (authorized: ? = .23-.29, p < .01; unauthorized: ? = .28, p < .01). At the within-person level, concurrent associations showed that emotional difficulties were associated with greater authorized (? = .15-.17, p < .01) absence at Time 3 only, but with less unauthorized (? = ?.08-.13, p < .05) absence at Times 1 and 2. In cross-lagged pathways, neither authorized nor unauthorized absence predicted later emotional difficulties, and emotional difficulties did not predict later authorized absence at any time point. However, greater emotional difficulties were associated with fewer unauthorized absences across time (? = ?13-.22, p < .001). The implications of these findings are discussed. En ligne : http://dx.doi.org/10.1017/S095457942100122X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 Longitudinal relationships across emotional distress, perceived emotion regulation, and social connections during early adolescence: A developmental cascades investigation / Margarita PANAYIOTOU ; Pamela QUALTER ; Neil HUMPHREY in Development and Psychopathology, 36-2 (May 2024)
[article]
Titre : Longitudinal relationships across emotional distress, perceived emotion regulation, and social connections during early adolescence: A developmental cascades investigation Type de document : Texte imprimé et/ou numérique Auteurs : Margarita PANAYIOTOU, Auteur ; Pamela QUALTER, Auteur ; Neil HUMPHREY, Auteur Article en page(s) : p.562-577 Langues : Anglais (eng) Mots-clés : adolescent mental health developmental cascades emotion regulation emotional distress social connection Index. décimale : PER Périodiques Résumé : Early adolescence is a vulnerable period for emotional distress. Both emotion regulation and social connection to peers and family adults are understood to be associated with distress. However, existing longitudinal work has not explored these constructs jointly in a way that estimates their reciprocal relationships over adolescence. We present a three-wave random-intercepts cross-lagged panel model of reciprocal relationships between emotional distress, perceived emotion regulation, and social connections during early adolescence, among 15,864 participants from education settings in disadvantaged areas of England, over three annual waves (at ages 11/12, 12/13, and 13/14 years). Findings showed that emotional distress and perceived emotion regulation share a negative relationship over time, and that higher perceived emotion regulation predicts greater family connection in the initial stages of early adolescence (from age 11-12 to 12-13 years). Findings also indicated that connection to peers is positively associated with family connection, but also positively predicts slightly greater distress in the later stages of early adolescence (from age 12-13 to 13-14 years). Findings indicate a risk of negative spiral between emotional distress and perceived emotion regulation in early adolescence, and that social connection may not necessarily play the role we might expect in reducing distress. En ligne : https://dx.doi.org/10.1017/S0954579422001407 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528
in Development and Psychopathology > 36-2 (May 2024) . - p.562-577[article] Longitudinal relationships across emotional distress, perceived emotion regulation, and social connections during early adolescence: A developmental cascades investigation [Texte imprimé et/ou numérique] / Margarita PANAYIOTOU, Auteur ; Pamela QUALTER, Auteur ; Neil HUMPHREY, Auteur . - p.562-577.
Langues : Anglais (eng)
in Development and Psychopathology > 36-2 (May 2024) . - p.562-577
Mots-clés : adolescent mental health developmental cascades emotion regulation emotional distress social connection Index. décimale : PER Périodiques Résumé : Early adolescence is a vulnerable period for emotional distress. Both emotion regulation and social connection to peers and family adults are understood to be associated with distress. However, existing longitudinal work has not explored these constructs jointly in a way that estimates their reciprocal relationships over adolescence. We present a three-wave random-intercepts cross-lagged panel model of reciprocal relationships between emotional distress, perceived emotion regulation, and social connections during early adolescence, among 15,864 participants from education settings in disadvantaged areas of England, over three annual waves (at ages 11/12, 12/13, and 13/14 years). Findings showed that emotional distress and perceived emotion regulation share a negative relationship over time, and that higher perceived emotion regulation predicts greater family connection in the initial stages of early adolescence (from age 11-12 to 12-13 years). Findings also indicated that connection to peers is positively associated with family connection, but also positively predicts slightly greater distress in the later stages of early adolescence (from age 12-13 to 13-14 years). Findings indicate a risk of negative spiral between emotional distress and perceived emotion regulation in early adolescence, and that social connection may not necessarily play the role we might expect in reducing distress. En ligne : https://dx.doi.org/10.1017/S0954579422001407 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 Pediatric sarcoma survivorship: A call for a developmental cascades approach / Peter M. FANTOZZI in Development and Psychopathology, 34-4 (October 2022)
[article]
Titre : Pediatric sarcoma survivorship: A call for a developmental cascades approach Type de document : Texte imprimé et/ou numérique Auteurs : Peter M. FANTOZZI, Auteur ; Gina SPRINT, Auteur ; Anna Marie MEDINA, Auteur Article en page(s) : p.1221-1230 Langues : Anglais (eng) Mots-clés : Adaptation, Psychological Child Humans Quality of Life Sarcoma/psychology/therapy Survivors/psychology Survivorship chronic conditions developmental cascades pediatric sarcoma quality-of-life survivorship Index. décimale : PER Périodiques Résumé : Survivors of pediatric sarcomas often experience greater psychological and psychosocial difficulties than their non-afflicted peers. We consider findings related to poorer outcomes from a developmental cascade perspective. Specifically, we discuss how physical, neurocognitive, psychological, and psychosocial costs associated with pediatric sarcomas and their treatment function transactionally to degrade well-being in long-term pediatric sarcoma survivors. We situate the sarcoma experience as a broad developmental threat - one stemming from both the presence and treatment of a life-imperiling disease, and the absence of typical childhood experiences. Ways in which degradation in one developmental domain spills over and effects other domains are highlighted. We argue that the aggregate effect of these cascades is two-fold: first, it adds to the typical stress involved in meeting developmental milestones and navigating developmental transitions; and second, it deprives survivors of crucial coping strategies that mitigate these stressors. This position suggests specific moments of intervention and raises specific hypotheses for investigators to explore. En ligne : http://dx.doi.org/10.1017/s095457942100002x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Development and Psychopathology > 34-4 (October 2022) . - p.1221-1230[article] Pediatric sarcoma survivorship: A call for a developmental cascades approach [Texte imprimé et/ou numérique] / Peter M. FANTOZZI, Auteur ; Gina SPRINT, Auteur ; Anna Marie MEDINA, Auteur . - p.1221-1230.
Langues : Anglais (eng)
in Development and Psychopathology > 34-4 (October 2022) . - p.1221-1230
Mots-clés : Adaptation, Psychological Child Humans Quality of Life Sarcoma/psychology/therapy Survivors/psychology Survivorship chronic conditions developmental cascades pediatric sarcoma quality-of-life survivorship Index. décimale : PER Périodiques Résumé : Survivors of pediatric sarcomas often experience greater psychological and psychosocial difficulties than their non-afflicted peers. We consider findings related to poorer outcomes from a developmental cascade perspective. Specifically, we discuss how physical, neurocognitive, psychological, and psychosocial costs associated with pediatric sarcomas and their treatment function transactionally to degrade well-being in long-term pediatric sarcoma survivors. We situate the sarcoma experience as a broad developmental threat - one stemming from both the presence and treatment of a life-imperiling disease, and the absence of typical childhood experiences. Ways in which degradation in one developmental domain spills over and effects other domains are highlighted. We argue that the aggregate effect of these cascades is two-fold: first, it adds to the typical stress involved in meeting developmental milestones and navigating developmental transitions; and second, it deprives survivors of crucial coping strategies that mitigate these stressors. This position suggests specific moments of intervention and raises specific hypotheses for investigators to explore. En ligne : http://dx.doi.org/10.1017/s095457942100002x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 Relations among parenting, academic performance, and psychopathology: An investigation of developmental cascades and their interplay with maternal and paternal parenting / Jeong Jin YU in Development and Psychopathology, 36-1 (February 2024)
[article]
Titre : Relations among parenting, academic performance, and psychopathology: An investigation of developmental cascades and their interplay with maternal and paternal parenting Type de document : Texte imprimé et/ou numérique Auteurs : Jeong Jin YU, Auteur Article en page(s) : p.325-337 Langues : Anglais (eng) Mots-clés : academic performance authoritative parenting developmental cascades externalizing behavior internalizing behavior Index. décimale : PER Périodiques Résumé : Little effort has been made to integrate developmental cascades with maternal/paternal parenting in a single investigation. The present study seeks to test cascading effects among academic and internalizing/externalizing symptoms and their associations with maternal/paternal parenting across three time points from 8 to 10 years. Data for this investigation came from a nationally representative prospective cohort study of children born in April through July of 2008 in South Korea who were followed up annually. The sample included 1,598 families (48.5% girls). Parents rated their parenting and teachers rated children?s internalizing/externalizing problems and academic performance. Structural equation modeling showed that externalizing problems were negatively related to academic performance. Academic performance was negatively related to internalizing problems and positively related to maternal/paternal authoritative parenting, which in turn led to children?s higher academic performance. Bidirectional relations were found between academic performance and externalizing problems and between paternal authoritative parenting and children?s internalizing problems. Findings suggested cascading effects and their associations with parenting were not attributable to child gender, intelligence, or socioeconomic differences. These findings lend support to adjustment erosion and academic incompetence models and underscore the need for greater attention to the role that fathering may play in children?s development and mothering. En ligne : https://dx.doi.org/10.1017/S0954579422001225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Development and Psychopathology > 36-1 (February 2024) . - p.325-337[article] Relations among parenting, academic performance, and psychopathology: An investigation of developmental cascades and their interplay with maternal and paternal parenting [Texte imprimé et/ou numérique] / Jeong Jin YU, Auteur . - p.325-337.
Langues : Anglais (eng)
in Development and Psychopathology > 36-1 (February 2024) . - p.325-337
Mots-clés : academic performance authoritative parenting developmental cascades externalizing behavior internalizing behavior Index. décimale : PER Périodiques Résumé : Little effort has been made to integrate developmental cascades with maternal/paternal parenting in a single investigation. The present study seeks to test cascading effects among academic and internalizing/externalizing symptoms and their associations with maternal/paternal parenting across three time points from 8 to 10 years. Data for this investigation came from a nationally representative prospective cohort study of children born in April through July of 2008 in South Korea who were followed up annually. The sample included 1,598 families (48.5% girls). Parents rated their parenting and teachers rated children?s internalizing/externalizing problems and academic performance. Structural equation modeling showed that externalizing problems were negatively related to academic performance. Academic performance was negatively related to internalizing problems and positively related to maternal/paternal authoritative parenting, which in turn led to children?s higher academic performance. Bidirectional relations were found between academic performance and externalizing problems and between paternal authoritative parenting and children?s internalizing problems. Findings suggested cascading effects and their associations with parenting were not attributable to child gender, intelligence, or socioeconomic differences. These findings lend support to adjustment erosion and academic incompetence models and underscore the need for greater attention to the role that fathering may play in children?s development and mothering. En ligne : https://dx.doi.org/10.1017/S0954579422001225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 Developmental cascade models linking contextual risks, parenting, and internalizing symptoms: A 17-year longitudinal study from early childhood to emerging adulthood / Sujin LEE in Development and Psychopathology, 36-1 (February 2024)
[article]
Titre : Developmental cascade models linking contextual risks, parenting, and internalizing symptoms: A 17-year longitudinal study from early childhood to emerging adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Sujin LEE, Auteur ; Rachel BERNSTEIN, Auteur ; Ka I. IP, Auteur ; Sheryl L. OLSON, Auteur Article en page(s) : p.144-160 Langues : Anglais (eng) Mots-clés : bifactor model contextual risk developmental cascades internalizing symptoms parenting Index. décimale : PER Périodiques Résumé : Although internalizing problems are the most common forms of psychological distress among adolescents and young adults, they have precursors in multiple risk domains established during childhood. This study examined cascading risk pathways leading to depression and anxiety symptoms in emerging adulthood by integrating broad contextual (i.e., multiple contextual risks), parental (i.e., negative parenting), and child (i.e., internalizing behaviors) characteristics in early and middle childhood. We also compared common and differential pathways to depression and anxiety symptoms depending on the conceptualization of symptom outcomes (traditional symptom dimension vs. bifactor dimensional model). Participants were 235 children (109 girls) and their families. Data were collected at 3, 6, 10, and 19 years of child age, using multiple informants and contexts. Results from a symptom dimension approach indicated mediation pathways from early childhood risk factors to depression and anxiety symptoms in emerging adulthood, suggesting common and distinct risk processes between the two disorders. Results from a bifactor modeling approach indicated several indirect pathways leading to a general internalizing latent factor, but not to symptom-specific (i.e., depression, anxiety) latent factors. Our findings highlighted comparative analytic approaches to examining transactional processes associated with later internalizing symptoms and shed light on issues of early identification and prevention. En ligne : https://dx.doi.org/10.1017/S0954579422001043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Development and Psychopathology > 36-1 (February 2024) . - p.144-160[article] Developmental cascade models linking contextual risks, parenting, and internalizing symptoms: A 17-year longitudinal study from early childhood to emerging adulthood [Texte imprimé et/ou numérique] / Sujin LEE, Auteur ; Rachel BERNSTEIN, Auteur ; Ka I. IP, Auteur ; Sheryl L. OLSON, Auteur . - p.144-160.
Langues : Anglais (eng)
in Development and Psychopathology > 36-1 (February 2024) . - p.144-160
Mots-clés : bifactor model contextual risk developmental cascades internalizing symptoms parenting Index. décimale : PER Périodiques Résumé : Although internalizing problems are the most common forms of psychological distress among adolescents and young adults, they have precursors in multiple risk domains established during childhood. This study examined cascading risk pathways leading to depression and anxiety symptoms in emerging adulthood by integrating broad contextual (i.e., multiple contextual risks), parental (i.e., negative parenting), and child (i.e., internalizing behaviors) characteristics in early and middle childhood. We also compared common and differential pathways to depression and anxiety symptoms depending on the conceptualization of symptom outcomes (traditional symptom dimension vs. bifactor dimensional model). Participants were 235 children (109 girls) and their families. Data were collected at 3, 6, 10, and 19 years of child age, using multiple informants and contexts. Results from a symptom dimension approach indicated mediation pathways from early childhood risk factors to depression and anxiety symptoms in emerging adulthood, suggesting common and distinct risk processes between the two disorders. Results from a bifactor modeling approach indicated several indirect pathways leading to a general internalizing latent factor, but not to symptom-specific (i.e., depression, anxiety) latent factors. Our findings highlighted comparative analytic approaches to examining transactional processes associated with later internalizing symptoms and shed light on issues of early identification and prevention. En ligne : https://dx.doi.org/10.1017/S0954579422001043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 Understanding the prospective associations between neuro-developmental problems, bullying victimization, and mental health: Lessons from a longitudinal study of institutional deprivation / Jala RIZEQ in Development and Psychopathology, 36-1 (February 2024)
PermalinkWhy does early childhood deprivation increase the risk for depression and anxiety in adulthood? A developmental cascade model / Dennis GOLM in Journal of Child Psychology and Psychiatry, 61-9 (September 2020)
PermalinkBidding on the go: Links between walking, social actions, and caregiver responses in infant siblings of children with autism spectrum disorder / Bianca T. CALABRETTA in Autism Research, 15-12 (December 2022)
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