Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience / Jelena OBRADOVIC in Development and Psychopathology, 21-2 (May 2009)  

Public ISBD [article]  inDevelopment and Psychopathology > 21-2 (May 2009) . - p.493-518 Titre : Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience Type de document : Texte imprimé et/ou numérique Auteurs : Jelena OBRADOVIC, Auteur ; Jeffrey D. LONG, Auteur ; Ann S. MASTEN, Auteur ; J. J. CUTULI, Auteur ; Chi-Keung CHAN, Auteur ; Elizabeth HINZ, Auteur ; David HEISTAD, Auteur Année de publication : 2009 Article en page(s) : p.493-518 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested students in the district, controlling for four well-established covariates of achievement: sex, ethnicity, attendance, and English language skills. Both disadvantaged groups showed markedly lower initial achievement than their more advantaged peers, and H/HM students manifested the greatest risk, consistent with an expected risk gradient. Moreover, in some GCs, both disadvantaged groups showed slower growth than their relatively advantaged peers. Closer examination of H/HM student trajectories in relation to national test norms revealed striking variability, including cases of academic resilience as well as problems. H/HM students may represent a major component of “achievement gaps” in urban districts, but these students also constitute a heterogeneous group of children likely to have markedly diverse educational needs. Efforts to close gaps or enhance achievement in H/HM children require more differentiated knowledge of vulnerability and protective processes that may shape individual development and achievement. En ligne : http://dx.doi.org/10.1017/s0954579409000273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=727 [article] Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience [Texte imprimé et/ou numérique] / Jelena OBRADOVIC, Auteur ; Jeffrey D. LONG, Auteur ; Ann S. MASTEN, Auteur ; J. J. CUTULI, Auteur ; Chi-Keung CHAN, Auteur ; Elizabeth HINZ, Auteur ; David HEISTAD, Auteur . - 2009 . - p.493-518. Langues : Anglais (eng) in Development and Psychopathology > 21-2 (May 2009) . - p.493-518 Index. décimale : PER Périodiques Résumé : Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested students in the district, controlling for four well-established covariates of achievement: sex, ethnicity, attendance, and English language skills. Both disadvantaged groups showed markedly lower initial achievement than their more advantaged peers, and H/HM students manifested the greatest risk, consistent with an expected risk gradient. Moreover, in some GCs, both disadvantaged groups showed slower growth than their relatively advantaged peers. Closer examination of H/HM student trajectories in relation to national test norms revealed striking variability, including cases of academic resilience as well as problems. H/HM students may represent a major component of “achievement gaps” in urban districts, but these students also constitute a heterogeneous group of children likely to have markedly diverse educational needs. Efforts to close gaps or enhance achievement in H/HM children require more differentiated knowledge of vulnerability and protective processes that may shape individual development and achievement. En ligne : http://dx.doi.org/10.1017/s0954579409000273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=727

Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students / Jelena OBRADOVIC in Development and Psychopathology, 32-5 (December 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-5 (December 2020) . - p.1899-1913 Titre : Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students Type de document : Texte imprimé et/ou numérique Auteurs : Jelena OBRADOVIC, Auteur ; Emma ARMSTRONG-CARTER, Auteur Article en page(s) : p.1899-1913 Langues : Anglais (eng) Mots-clés : Achievement  Child  Educational Status  Humans  *Learning  Schools  *Students  *classroom context  *elementary school students  *inequality  *stress physiology Index. décimale : PER Périodiques Résumé : To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students' cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school? (b) How are school experiences associated with students' physiological stress response and related cognitive and behavioral adaptations? (c) How can we leverage measures of students' physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice. En ligne : http://dx.doi.org/10.1017/s0954579420001443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students [Texte imprimé et/ou numérique] / Jelena OBRADOVIC, Auteur ; Emma ARMSTRONG-CARTER, Auteur . - p.1899-1913. Langues : Anglais (eng) in Development and Psychopathology > 32-5 (December 2020) . - p.1899-1913 Mots-clés : Achievement  Child  Educational Status  Humans  *Learning  Schools  *Students  *classroom context  *elementary school students  *inequality  *stress physiology Index. décimale : PER Périodiques Résumé : To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students' cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school? (b) How are school experiences associated with students' physiological stress response and related cognitive and behavioral adaptations? (c) How can we leverage measures of students' physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice. En ligne : http://dx.doi.org/10.1017/s0954579420001443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

How can the study of physiological reactivity contribute to our understanding of adversity and resilience processes in development? / Jelena OBRADOVIC in Development and Psychopathology, 24-2 (May 2012)  

Public ISBD [article]  inDevelopment and Psychopathology > 24-2 (May 2012) . - p.371-387 Titre : How can the study of physiological reactivity contribute to our understanding of adversity and resilience processes in development? Type de document : Texte imprimé et/ou numérique Auteurs : Jelena OBRADOVIC, Auteur Année de publication : 2012 Article en page(s) : p.371-387 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The focus of this article is to present current progress in understanding the interplay among adversity, physiological sensitivity to context, and adaptive functioning, with an emphasis on implications and future directions for resilience researchers. It includes a review of current literature that demonstrates (a) links between various levels of adversity exposure and variability in physiological reactivity, (b) how the interplay between children's physiological reactivity and different sources of risk and adversity relates to variability in adaptive functioning, and (c) various approaches for capturing a more dynamic nature of physiological reactivity and related processes. Throughout, important conceptual and empirical issues are highlighted. En ligne : http://dx.doi.org/10.1017/S0954579412000053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] How can the study of physiological reactivity contribute to our understanding of adversity and resilience processes in development? [Texte imprimé et/ou numérique] / Jelena OBRADOVIC, Auteur . - 2012 . - p.371-387. Langues : Anglais (eng) in Development and Psychopathology > 24-2 (May 2012) . - p.371-387 Index. décimale : PER Périodiques Résumé : The focus of this article is to present current progress in understanding the interplay among adversity, physiological sensitivity to context, and adaptive functioning, with an emphasis on implications and future directions for resilience researchers. It includes a review of current literature that demonstrates (a) links between various levels of adversity exposure and variability in physiological reactivity, (b) how the interplay between children's physiological reactivity and different sources of risk and adversity relates to variability in adaptive functioning, and (c) various approaches for capturing a more dynamic nature of physiological reactivity and related processes. Throughout, important conceptual and empirical issues are highlighted. En ligne : http://dx.doi.org/10.1017/S0954579412000053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Kindergarten stressors and cumulative adrenocortical activation: The “first straws” of allostatic load? / Nicole R. BUSH in Development and Psychopathology, 23-4 (November 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-4 (November 2011) . - p.1089-1106 Titre : Kindergarten stressors and cumulative adrenocortical activation: The “first straws” of allostatic load? Type de document : Texte imprimé et/ou numérique Auteurs : Nicole R. BUSH, Auteur ; Jelena OBRADOVIC, Auteur ; Nancy E. ADLER, Auteur ; W. Thomas BOYCE, Auteur Année de publication : 2011 Article en page(s) : p.1089-1106 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Using an ethnically diverse longitudinal sample of 338 kindergarten children, this study examined the effects of cumulative contextual stressors on children's developing hypothalamic–pituitary–adrenocortical (HPA) axis regulation as an early life indicator of allostatic load. Chronic HPA axis regulation was assessed using cumulative, multiday measures of cortisol in both the fall and spring seasons of the kindergarten year. Hierarchical linear regression analyses revealed that contextual stressors related to ethnic minority status, socioeconomic status, and family adversity each uniquely predicted children's daily HPA activity and that some of those associations were curvilinear in conformation. Results showed that the quadratic, U-shaped influences of family socioeconomic status and family adversity operate in different directions to predict children's HPA axis regulation. Results further suggested that these associations differ for White and ethnic minority children. In total, this study revealed that early childhood experiences contribute to shifts in one of the principal neurobiological systems thought to generate allostatic load, confirming the importance of early prevention and intervention efforts. Moreover, findings suggested that analyses of allostatic load and developmental theories accounting for its accrual would benefit from an inclusion of curvilinear associations in tested predictive models. En ligne : http://dx.doi.org/10.1017/S0954579411000514 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Kindergarten stressors and cumulative adrenocortical activation: The “first straws” of allostatic load? [Texte imprimé et/ou numérique] / Nicole R. BUSH, Auteur ; Jelena OBRADOVIC, Auteur ; Nancy E. ADLER, Auteur ; W. Thomas BOYCE, Auteur . - 2011 . - p.1089-1106. Langues : Anglais (eng) in Development and Psychopathology > 23-4 (November 2011) . - p.1089-1106 Index. décimale : PER Périodiques Résumé : Using an ethnically diverse longitudinal sample of 338 kindergarten children, this study examined the effects of cumulative contextual stressors on children's developing hypothalamic–pituitary–adrenocortical (HPA) axis regulation as an early life indicator of allostatic load. Chronic HPA axis regulation was assessed using cumulative, multiday measures of cortisol in both the fall and spring seasons of the kindergarten year. Hierarchical linear regression analyses revealed that contextual stressors related to ethnic minority status, socioeconomic status, and family adversity each uniquely predicted children's daily HPA activity and that some of those associations were curvilinear in conformation. Results showed that the quadratic, U-shaped influences of family socioeconomic status and family adversity operate in different directions to predict children's HPA axis regulation. Results further suggested that these associations differ for White and ethnic minority children. In total, this study revealed that early childhood experiences contribute to shifts in one of the principal neurobiological systems thought to generate allostatic load, confirming the importance of early prevention and intervention efforts. Moreover, findings suggested that analyses of allostatic load and developmental theories accounting for its accrual would benefit from an inclusion of curvilinear associations in tested predictive models. En ligne : http://dx.doi.org/10.1017/S0954579411000514 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Measuring Interpersonal Callousness in Boys From Childhood to Adolescence: An Examination of Longitudinal Invariance and Temporal Stability / Jelena OBRADOVIC in Journal of Clinical Child & Adolescent Psychology, 36-3 (July-September 2007)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 36-3 (July-September 2007) . - p.276-292 Titre : Measuring Interpersonal Callousness in Boys From Childhood to Adolescence: An Examination of Longitudinal Invariance and Temporal Stability Type de document : Texte imprimé et/ou numérique Auteurs : Jelena OBRADOVIC, Auteur ; Dustin A. PARDINI, Auteur ; Rolf LOEBER, Auteur ; Jeffrey D. LONG, Auteur Année de publication : 2007 Article en page(s) : p.276-292 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Studies show interpersonal callousness (IC) plays an important role in understanding persistent antisocial behaviors; however, it remains unclear whether IC is a unidimensional construct, represented by invariant behavioral indexes and stable across different developmental periods. This study explores the structure and stability of IC using parent and teacher reports of IC behaviors in a cohort of 506 inner-city boys assessed annually from ages 8 to 16. Results support the unidimensionality of the IC construct from childhood to adolescence and reveal longitudinal invariance between ages 8 to 11 and 12 to 16 in the case of parent report and from age 11 to 16 in the case of teacher report. Findings reveal significant stability of IC across 9 years of assessment. This study emphasizes the importance of testing the longitudinal invariance of constructs that span multiple developmental periods to promote a more unambiguous understanding of developmental stability and change. En ligne : http://dx.doi.org/10.1080/15374410701441633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=159 [article] Measuring Interpersonal Callousness in Boys From Childhood to Adolescence: An Examination of Longitudinal Invariance and Temporal Stability [Texte imprimé et/ou numérique] / Jelena OBRADOVIC, Auteur ; Dustin A. PARDINI, Auteur ; Rolf LOEBER, Auteur ; Jeffrey D. LONG, Auteur . - 2007 . - p.276-292. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 36-3 (July-September 2007) . - p.276-292 Index. décimale : PER Périodiques Résumé : Studies show interpersonal callousness (IC) plays an important role in understanding persistent antisocial behaviors; however, it remains unclear whether IC is a unidimensional construct, represented by invariant behavioral indexes and stable across different developmental periods. This study explores the structure and stability of IC using parent and teacher reports of IC behaviors in a cohort of 506 inner-city boys assessed annually from ages 8 to 16. Results support the unidimensionality of the IC construct from childhood to adolescence and reveal longitudinal invariance between ages 8 to 11 and 12 to 16 in the case of parent report and from age 11 to 16 in the case of teacher report. Findings reveal significant stability of IC across 9 years of assessment. This study emphasizes the importance of testing the longitudinal invariance of constructs that span multiple developmental periods to promote a more unambiguous understanding of developmental stability and change. En ligne : http://dx.doi.org/10.1080/15374410701441633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=159

Psychopathology and social competence during the transition to adolescence: The role of family adversity and pubertal development / Jelena OBRADOVIC in Development and Psychopathology, 22-3 (August 2010)  

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Testing a Dual Cascade Model Linking Competence and Symptoms Over 20 Years from Childhood to Adulthood / Jelena OBRADOVIC in Journal of Clinical Child & Adolescent Psychology, 39-1 (January-February 2010)  

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The interactive effect of marital conflict and stress reactivity on externalizing and internalizing symptoms: The role of laboratory stressors / Jelena OBRADOVIC in Development and Psychopathology, 23-1 (January 2011)  

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The symphonic structure of childhood stress reactivity: Patterns of sympathetic, parasympathetic, and adrenocortical responses to psychological challenge / Jodi A. QUAS in Development and Psychopathology, 26-4 (Part 1) (November 2014)  

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Transactional relations across contextual strain, parenting quality, and early childhood regulation and adaptation in a high-risk sample / Tuppett M. YATES in Development and Psychopathology, 22-3 (August 2010)  

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