Developmental stability of scholastic, social, athletic, and physical appearance self-concepts from preschool to early adulthood / Diane L. PUTNICK in Journal of Child Psychology and Psychiatry, 61-1 (January 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-1 (January 2020) . - p.95-103 Titre : Developmental stability of scholastic, social, athletic, and physical appearance self-concepts from preschool to early adulthood Type de document : texte imprimé Auteurs : Diane L. PUTNICK, Auteur ; Chun-Shin HAHN, Auteur ; Charlene HENDRICKS, Auteur ; Marc H. BORNSTEIN, Auteur Article en page(s) : p.95-103 Langues : Anglais (eng) Mots-clés : Self-concept  development  stability Index. décimale : PER Périodiques Résumé : BACKGROUND: Self-concept has meaningful relations with psychological functioning and well-being across the life span. Hence, it is important to understand how and when individual differences in multiple domains of self-concept begin to stabilize and whether individual differences remain stable throughout childhood and adolescence and into early adulthood. METHODS: We assessed individuals' (N = 372) scholastic, social, athletic, and physical appearance self-concepts at five waves over 20 years from age 4 to age 24. RESULTS: In general, stability was large, but medium-sized estimates were obtained for some domains over longer (e.g., 6-year) intervals. Indirect effects from preschool to early adulthood were small, but from age 14 to 24 were medium to large. Stabilities maintained significance independent of family socioeconomic status and global self-worth. Stability estimates were similar for boys and girls except over adolescence for scholastic self-concept, which was more stable for girls than boys. CONCLUSIONS: Multiple domains of self-concept constitute stable individual-difference characteristics, independent of global feelings of self-worth. Individuals who have high or low self-concepts early in development tend to maintain their relative standing into early adulthood suggesting points of intervention. En ligne : http://dx.doi.org/10.1111/jcpp.13107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Developmental stability of scholastic, social, athletic, and physical appearance self-concepts from preschool to early adulthood [texte imprimé] / Diane L. PUTNICK, Auteur ; Chun-Shin HAHN, Auteur ; Charlene HENDRICKS, Auteur ; Marc H. BORNSTEIN, Auteur . - p.95-103. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-1 (January 2020) . - p.95-103 Mots-clés : Self-concept  development  stability Index. décimale : PER Périodiques Résumé : BACKGROUND: Self-concept has meaningful relations with psychological functioning and well-being across the life span. Hence, it is important to understand how and when individual differences in multiple domains of self-concept begin to stabilize and whether individual differences remain stable throughout childhood and adolescence and into early adulthood. METHODS: We assessed individuals' (N = 372) scholastic, social, athletic, and physical appearance self-concepts at five waves over 20 years from age 4 to age 24. RESULTS: In general, stability was large, but medium-sized estimates were obtained for some domains over longer (e.g., 6-year) intervals. Indirect effects from preschool to early adulthood were small, but from age 14 to 24 were medium to large. Stabilities maintained significance independent of family socioeconomic status and global self-worth. Stability estimates were similar for boys and girls except over adolescence for scholastic self-concept, which was more stable for girls than boys. CONCLUSIONS: Multiple domains of self-concept constitute stable individual-difference characteristics, independent of global feelings of self-worth. Individuals who have high or low self-concepts early in development tend to maintain their relative standing into early adulthood suggesting points of intervention. En ligne : http://dx.doi.org/10.1111/jcpp.13107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence / Marc H. BORNSTEIN in Development and Psychopathology, 25-3 (August 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-3 (August 2013) . - p.857-878 Titre : Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence Type de document : texte imprimé Auteurs : Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; Joan T.D. SUWALSKY, Auteur Article en page(s) : p.857-878 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Two independent prospective longitudinal studies that cumulatively spanned the age interval from 4 years to 14 years used multiwave designs to investigate developmental associations between language and behavioral adjustment (internalizing and externalizing behavior problems). Altogether 224 children, their mothers, and teachers provided data. Series of nested path analysis models were used to determine the most parsimonious and plausible paths among the three constructs over and above stability in each across age and their covariation at each age. In both studies, children with poorer language skills in early childhood had more internalizing behavior problems in later childhood and in early adolescence. These developmental paths between language and behavioral adjustment held after taking into consideration children's nonverbal intellectual functioning, maternal verbal intelligence, education, parenting knowledge, and social desirability bias, as well as family socioeconomic status, and they applied equally to girls and boys. En ligne : http://dx.doi.org/10.1017/S0954579413000217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence [texte imprimé] / Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; Joan T.D. SUWALSKY, Auteur . - p.857-878. Langues : Anglais (eng) in Development and Psychopathology > 25-3 (August 2013) . - p.857-878 Index. décimale : PER Périodiques Résumé : Two independent prospective longitudinal studies that cumulatively spanned the age interval from 4 years to 14 years used multiwave designs to investigate developmental associations between language and behavioral adjustment (internalizing and externalizing behavior problems). Altogether 224 children, their mothers, and teachers provided data. Series of nested path analysis models were used to determine the most parsimonious and plausible paths among the three constructs over and above stability in each across age and their covariation at each age. In both studies, children with poorer language skills in early childhood had more internalizing behavior problems in later childhood and in early adolescence. These developmental paths between language and behavioral adjustment held after taking into consideration children's nonverbal intellectual functioning, maternal verbal intelligence, education, parenting knowledge, and social desirability bias, as well as family socioeconomic status, and they applied equally to girls and boys. En ligne : http://dx.doi.org/10.1017/S0954579413000217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades / Marc H. BORNSTEIN in Development and Psychopathology, 22-4 (November 2010)  

Public ISBD [article]  inDevelopment and Psychopathology > 22-4 (November 2010) . - p.717-735 Titre : Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades Type de document : texte imprimé Auteurs : Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; O. Maurice HAYNES, Auteur Année de publication : 2010 Article en page(s) : p.717-735 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study used a three-wave longitudinal design to investigate developmental cascades among social competence and externalizing and internalizing behavioral adjustment in a normative sample of 117 children seen at 4, 10, and 14 years. Children, mothers, and teachers provided data. A series of nested path analysis models was used to determine the most parsimonious and plausible cascades across the three constructs over and above their covariation at each age and stability across age. Children with lower social competence at age 4 years exhibited more externalizing and internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. Children with lower social competence at age 4 years also exhibited more internalizing behaviors at age 10 years and more internalizing behaviors at age 14 years. Children who exhibited more internalizing behaviors at age 4 years exhibited more internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. These cascades among social competence and behavioral adjustment obtained independent of child intelligence and maternal education and social desirability of responding. En ligne : http://dx.doi.org/10.1017/s0954579410000416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades [texte imprimé] / Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; O. Maurice HAYNES, Auteur . - 2010 . - p.717-735. Langues : Anglais (eng) in Development and Psychopathology > 22-4 (November 2010) . - p.717-735 Index. décimale : PER Périodiques Résumé : This study used a three-wave longitudinal design to investigate developmental cascades among social competence and externalizing and internalizing behavioral adjustment in a normative sample of 117 children seen at 4, 10, and 14 years. Children, mothers, and teachers provided data. A series of nested path analysis models was used to determine the most parsimonious and plausible cascades across the three constructs over and above their covariation at each age and stability across age. Children with lower social competence at age 4 years exhibited more externalizing and internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. Children with lower social competence at age 4 years also exhibited more internalizing behaviors at age 10 years and more internalizing behaviors at age 14 years. Children who exhibited more internalizing behaviors at age 4 years exhibited more internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. These cascades among social competence and behavioral adjustment obtained independent of child intelligence and maternal education and social desirability of responding. En ligne : http://dx.doi.org/10.1017/s0954579410000416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

Stability of core language skill across the first decade of life in children at biological and social risk / Marc H. BORNSTEIN in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1434-1443 Titre : Stability of core language skill across the first decade of life in children at biological and social risk Type de document : texte imprimé Auteurs : Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; Diane L. PUTNICK, Auteur Article en page(s) : p.1434-1443 Langues : Anglais (eng) Mots-clés : Language development  health risk  social risk Index. décimale : PER Périodiques Résumé : Background Command of language is a fundamental skill, a cornerstone of multiple cognitive and socioemotional aspects of development, and a necessary ingredient of successful adjustment and functioning in society. Little is known about the developmental stability of language in at-risk youth or which biological and social risk factors moderate stability. Methods This four-wave 10-year prospective longitudinal study evaluated stability of core language skill in 1,780 children in varying categories of biological and social risk in a multiage, multidomain, multimeasure, and multireporter framework. Results Structural equation modeling supported loadings of diverse age-appropriate measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years, respectively. Core language skill was stable over the first decade of life; significant and comparable stability coefficients were obtained for children with diverse biological and social risks, including poor health, welfare status, teen motherhood, ethnicity, gender, birth order, and families that changed in income and maternal education over the study period; stability in language was strong even accounting for child nonverbal intelligence and social competence, maternal education and language, and the family home environment. Conclusions Core language skill varies in stability with age but is robustly stable in children regardless of multiple biological and social risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Stability of core language skill across the first decade of life in children at biological and social risk [texte imprimé] / Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; Diane L. PUTNICK, Auteur . - p.1434-1443. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1434-1443 Mots-clés : Language development  health risk  social risk Index. décimale : PER Périodiques Résumé : Background Command of language is a fundamental skill, a cornerstone of multiple cognitive and socioemotional aspects of development, and a necessary ingredient of successful adjustment and functioning in society. Little is known about the developmental stability of language in at-risk youth or which biological and social risk factors moderate stability. Methods This four-wave 10-year prospective longitudinal study evaluated stability of core language skill in 1,780 children in varying categories of biological and social risk in a multiage, multidomain, multimeasure, and multireporter framework. Results Structural equation modeling supported loadings of diverse age-appropriate measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years, respectively. Core language skill was stable over the first decade of life; significant and comparable stability coefficients were obtained for children with diverse biological and social risks, including poor health, welfare status, teen motherhood, ethnicity, gender, birth order, and families that changed in income and maternal education over the study period; stability in language was strong even accounting for child nonverbal intelligence and social competence, maternal education and language, and the family home environment. Conclusions Core language skill varies in stability with age but is robustly stable in children regardless of multiple biological and social risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

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