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Value Profiles during Middle Childhood: Developmental Processes and Social Behavior
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Daniel, Ella; Benish-Weisman, Maya; Sneddon, Joanne N.; Lee, Julie A. – Child Development, 2020
Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5-12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus,…
Descriptors: Child Development, Values, Children, Preadolescents
The Normative Development of Emotion Regulation Strategy Use in Children and Adolescents: A 2-Year Follow-Up Study
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Gullone, Eleonora; Hughes, Elizabeth K.; King, Neville J.; Tonge, Bruce – Journal of Child Psychology and Psychiatry, 2010
Background: Emotion regulation involves intrinsic and extrinsic processes responsible for managing one's emotions toward goal accomplishment. Research on emotion regulation has predominantly focused on early developmental periods and the majority of emotion regulation research examining the pre-adult years has lacked a comprehensive theoretical…
Descriptors: Adolescents, Norms, Followup Studies, Child Development
Vagal Regulation of Heart Rate in the Prediction of Developmental Outcome for Very Low Birth Weight Preterm Infants.
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Doussard-Roosevelt, Jane A.; And Others – Child Development, 1997
Used heart rate and respiratory sinus arrhythmia (RSA) assessed at 33 to 35 weeks gestational age to predict developmental outcome at 3 years for very low birth weight infants. Found that RSA measures predicted developmental outcome beyond effects of birth weight, medical risk, and socioeconomic status. For infants < 1,000 grams, RSA maturation…
Descriptors: Birth Weight, Child Development, Cognitive Development, Heart Rate
The Relation between Education and Development.
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Weinert, Franz E., Ed. – International Journal of Educational Research, 1989
Seven papers present international perspectives on the relationship between education and child development. Conclusions reached in research on developmental genetics, cognitive development, and classroom instruction are considered, characterizing the current state of knowledge with respect to the influence of education on achievement outcomes.…
Descriptors: Academic Achievement, Child Development, Classroom Techniques, Cognitive Processes
Predicting Developmental Outcomes at School Entry Using a Multiple-Risk Model: Four American Communities.
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Greenberg, Mark T.; Lengua, Liliana J.; Coie, John D.; Pinderhughes, Ellen E. – Developmental Psychology, 1999
Examined contributions of different risk factors to predicting children's psychological and academic outcomes at end of first grade. Found that each analysis level contributed to prediction of most outcomes; 18 to 29% of outcome variance was predicted; a common set of predictors predicted numerous outcomes; ethnicity showed little unique…
Descriptors: Academic Achievement, At Risk Persons, Behavior Problems, Child Development
The Acquisition of Reading Skills across Development: A Process Model for Achievement.
Siegel, Donna Farrell – 1989
A model was developed to relate home, school, and extracurricular experiences (from preschool through high school) to the reading achievement of high school seniors. Variables representing each of these factors were measured using "The Reading Biographer," an instrument that had been evaluated in a national follow-up study of 3,959 high…
Descriptors: Academic Achievement, Child Development, Early Experience, Educational Experience