We demonstrate how developmental theories may be instantiated as statistical models, using hierarchical continuous-time dynamic systems. This approach offers a flexible specification and an often more direct link between theory and model parameters than common modeling frameworks. We address developmental theories of the relation between the…

This article empirically tests a previously developed theoretical framework for mathematics identity based on students' beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students' beliefs about their own competence…

The interactionist model (IM) of human development (R. D. Conger & M. B. Donellan, 2007) proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). Using a…

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5-group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first-order factors across samples also fit…

Structural equation modeling was used to test a conceptual model and alternative models of competence in 191 children. Found that competence had at least three distinct dimensions in childhood and five in adolescence. These dimensions reflect developmental tasks related to academic achievement, social competence, and conduct important to both age…

This 3-wave longitudinal study spanning 12 months examined the process by which emotional distress contributes to competence estimation in 9- to 13-year-olds. Findings indicated that emotional distress predicted negative beliefs about the self and the world over time; these beliefs in turn predicted decrements in competence estimation over time.…

Previous research suggests that model competence does not emerge until relatively late in infancy (20-26 months). Development was systematically analyzed within 3 key areas--count noun learning, dual representation, and categorization--hypothesized to support the emergence of model competence in the second year. In an object-handling preferential…

Describes evolutionary developmental psychology as the study of the genetic and ecological mechanisms that govern the development of social and cognitive competencies common to all human beings and the epigenetic (gene-environment interactions) processes that adapt these competencies to local conditions. Outlines basic assumptions and domains of…

Discusses both the advantages and difficulties of using nonlinear modeling in the context of a model used to study the relations between parental warmth and control and preschool children's competence. (HOD)

Studied perceptions of self-competence and task values, documenting domain-specific growth trajectories for 761 children from grade 1 through 12. Found that self- perceptions of competence and subjective task values declined as children got older, although extent and rate of decline varied across domains. Found significant gender differences in…

Discusses building blocks for a developmental psychopathology, focusing on studies of risk, competence, and protective factors. Describes studies of stress and competence, giving particular attention to methodology and strategies for data analysis. A three-model approach to stress resistance is also presented, and Project Competence is evaluated…

Proposes a conceptual model for the study of child development in minority populations in the United States that is anchored within social stratification theory and emphasizes the importance of racism, prejudice, discrimination, oppression, and segregation in the development of minority children and families. (MDM)

This paper examines complex models of the associations between family income, material hardship, parenting, and school readiness among White, Black, and Hispanic 6-year-olds, using the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). It is critical to test the universality of such complex models, particularly given their…

Assessed preschoolers' patterns of emotional expressiveness, emotion regulation, and emotion knowledge. Used latent variable modeling to identify their contributions to social competence, evidenced by sociometric liability and teacher ratings. Found that emotional competence assessed at 3 to 4 years of age contributed to both concurrent and…

Interprets literature on contributions of social cognitive and emotion processes to children's social competence in the context of an integrated model of emotion processes and cognition in social information processing. Provides neurophysiological and functional evidence for the centrality of emotion processes in personal-social decision making.…