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Descriptors:
Females; Spatial Ability; Arithmetic; Mathematics Skills; Family Influence; Socioeconomic Status; Family Environment; Cognitive Development; Correlation; Grade 1; Elementary School Students; Verbal Ability; Predictor Variables

Abstract:
The present study addressed girls' (N=127) early numerical and spatial reasoning skills, within the context of a critical environment in which these cognitive skills develop, namely their homes. Specifically, proximal links between distal family socioeconomic conditions and first-grade girls' arithmetic and spatial skills were examined (mean age=6.72 years; SD=0.34). The proximal roles of two factors were considered: the general learning characteristics of girls' homes, and the kinds of math and spatial learning activities in which girls participated. General quality of the home learning environment and specific math activities mediated the relation between family socioeconomics and girls' arithmetic skills. In contrast, socioeconomics and home learning experiences were related to girls' spatial skills indirectly only through their verbal skills; spatial activities were not proximal predictors of spatial skills. For both arithmetic and spatial skills, mothers' spatial skills were a strong predictor. Future research and intervention implications of these findings are discussed. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Involvement; Emergent Literacy; Elementary School Students; Elementary School Teachers; Bilingual Teachers; Mexican Americans; Spanish Speaking; Low Income; Correlation; English (Second Language); Second Language Learning; Language Fluency; Role; Spanish; Prediction; Family School Relationship

Abstract:
For a sample of low-income, Spanish-speaking Mexican-American families (n = 72), we investigated associations between family involvement in school-based activities and children's literacy in their preferred language (English or Spanish) during early elementary school. We gave special attention to the potential moderating role of teacher fluency in Spanish. Between kindergarten and third grade, family involvement in school-based activities increased for children who displayed early literacy problems. The rate of increase was greater for children who consistently had bilingual teachers than for children who did not. In turn, increased family involvement predicted better literacy skills at third grade, particularly for children who struggled early. We discuss these results in light of recent recommendations to increase the number of elementary school teachers who are fluent in Spanish and English. (Contains 4 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Low Income; Academic Achievement; Short Term Memory; Spatial Ability; Predictor Variables; Measurement; Grade 4; Cognitive Ability; Socioeconomic Status; Gender Differences; Mathematics

Abstract:
Spatial reasoning and numerical predictors of measurement performance were investigated in 4th graders from low-income and affluent communities. Predictors of 2 subtypes of measurement performance (spatial-conceptual and formula based) were assessed while controlling for verbal and spatial working memory. Consistent with prior findings, students from the affluent community outperformed students from the low-income community on all measures examined. More importantly, the study revealed different patterns of relations between cognitive skills and academic performance in the 2 communities. Specifically, spatial skills were related to measurement performance in the affluent but not in the low-income community. These findings demonstrate that socioeconomic context impacts not only children's levels of performance but also their capacity to apply basic cognitive skills, like spatial reasoning, to their academic performance. (Contains 2 footnotes, 5 tables, and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Students; Behavior Problems; Teacher Student Relationship; Student Behavior; Correlation; Predictor Variables; Prevention; Child Development; Family Environment; Family Influence; Attachment Behavior; Mothers; Anxiety; Educational Attainment; Family Income; Depression (Psychology); Age Differences; Parent School Relationship; Self Efficacy; Language Skills; Gender Differences; Classroom Environment; Student Characteristics; Children; Adolescents; Secondary School Students

Abstract:
The present study examined associations between the quality of teacher-child relationships and behavior problems among elementary school students using data from the NICHD Study of Early Child Care and Youth Development, a study of 1,364 children from birth through adolescence. There were two main findings. First, high-quality teacher-child relationships predicted low levels of externalizing behaviors. Second, high-quality relationships acted as protective factors, helping to prevent children with high levels of internalizing behaviors in early childhood from developing trajectories of long-term internalizing behavior problems. Teacher-child relationships may be proximal phenomena that can be targeted in interventions to help prevent behavior problems in middle childhood. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neighborhoods; Family Income; Effect Size; Child Development; Low Income; Family Environment; Extracurricular Activities; Elementary School Students; Student Participation; Stimulation; Cognitive Development; Poverty

Abstract:
In this study, children's participation (N = 1,420) in activities outside of elementary school was examined as a function of disparities in family income using data from the Panel Study of Income Dynamics, Child Development Supplement. Children's neighborhood and home environments were investigated as mechanisms linking income disparities and participation rates. Family income was positively associated with children's participation in activities, with the largest effect sizes evident for children at the lowest end of the income distribution. Affluence in the neighborhood and cognitive stimulation in the home were both important mediators of the association between income and participation, explaining from approximately one tenth to one half of the estimated associations between income and participation. (Contains 12 footnotes, 7 tables, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Income; Adolescents; Child Development; Adjustment (to Environment); Early Adolescents; Parenting Styles; Parent Participation; Stimulation; Cognitive Development; Parent Influence; Child Rearing; Educational Attainment; Racial Differences; Whites

Abstract:
In this study, we identified unique clusters of parenting behaviors based on parents' school involvement, community involvement, rule-setting, and cognitive stimulation with data from the Panel Study of Income Dynamics-Child Development Supplement. In early (n = 668) and middle adolescence (n = 634), parents who provided high cognitive stimulation (i.e., cognitive enrichment parents) or engaged in all parenting behaviors (i.e., engaged parents) had the highest family income, parent education, and percentage of European Americans. Adolescents of cognitive enrichment or engaged parents often evidenced the highest academic and social adjustment. Adolescents whose parents set a large number of rules (i.e., "Rule setters") or were also heavily involved in the community (i.e., the "Managers" cluster) had the lowest adjustment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Students; Grade 4; Spatial Ability; Cognitive Processes; Females; Error Patterns; Measurement; Gender Differences; Males; Low Income Groups; Mathematics Skills; Mathematical Concepts; Problem Solving; Mathematical Formulas; Urban Schools

Abstract:
In this research, we examined overall performance and gender differences in measurement skills in elementary-school students from low-income families. In Study 1, accuracy and error patterns were analyzed in a large sample of fourth-graders; in Study 2 error patterns and strategy usage were examined with a smaller sample of fourth-graders. Study 1 showed no main effect of gender on students' performance. Instead, as predicted, the direction of gender difference varied as a function of problem type: boys outperformed girls on spatial/conceptual measurement, whereas girls outperformed boys on formula-based measurement, as well as on a test of computation skills. Study 2 revealed both similarities and differences in the way boys and girls approached measurement problems. Girls appeared to have specific difficulty with spatial/conceptual problems where objects and measurement units were not pictorially presented. When recording their solutions, girls generally wrote down calculations while boys made drawings. Overall, the students performed poorly in measurement; strategy analysis allowed for examination of common weaknesses, indicating possible ways of improving performance of underserved groups. (Contains 3 tables, 4 figures, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Readiness; Economic Status; Low Income; Reading Achievement; Family Characteristics; Child Care; Educational Quality; Mathematics Achievement; Prediction; Underachievement; Scores

Abstract:
Higher quality child care during infancy and early childhood (6-54 months of age) was examined as a moderator of associations between family economic status and children's (N = 1,364) math and reading achievement in middle childhood (4.5-11 years of age). Low income was less strongly predictive of underachievement for children who had been in higher quality care than for those who had not. Consistent with a cognitive advantage hypothesis, higher quality care appeared to promote achievement indirectly via early school readiness skills. Family characteristics associated with selection into child care also appeared to promote the achievement of low-income children, but the moderating effect of higher quality care per se remained evident when controlling for selection using covariates and propensity scores. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Problems; Income; Family Characteristics; Low Achievement; After School Programs; Child Development; Low Income; Student Participation; Predictor Variables; Health; Athletics

Abstract:
Youth out-of-school time (OST) programs and activities can provide developmental benefits for participating youth. Yet little research has examined the contextual predictors of youth OST participation. To address this issue, we examined a collection of child-, family-, school-, and neighborhood-level characteristics as predictors of OST participation using data from the Panel Study of Income Dynamics--Child Development Supplement. In summary, child and family characteristics were most useful in predicting participation such that children least likely to participate were those characterized by high levels of developmental (e.g., low achievement, behavior problems, poor health) and family (e.g., parent psychological distress and low emotional support) problems. These relations, however, emerged only during middle school and high school. For certain types of activities, namely athletics and lessons, problems measured across various contexts were more strongly associated with OST participation for higher-income families than for lower-income families. These findings point to the importance of considering multiple developmental domains and developmental periods in understanding predictors of youth OST participation. (Contains 4 tables and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Ability; Self Efficacy; American Indians; Adolescents; Depression (Psychology); Tribes; Cognitive Processes; Correlation; Models; Age Differences; Metacognition; Goal Orientation; Role; Symptoms (Individual Disorders)

Abstract:
The relationship between cognitive self-regulatory processes and depression was examined in American Indian adolescents from a Northern Plains tribe. Students completed measures of negative life events, self-efficacy, goals, and depressive symptoms. Results indicated that academic self-efficacy was strongly associated with depression. Academic self-efficacy also correlated with intrinsically motivating goal representations, such that students who indicated high academic self-efficacy had goals that were more important to them, goals they thought more about, and goals they viewed as wanted by the self instead of as imposed on by others. However, we did not find the hypothesized mediational model in which academic self-efficacy influenced depression indirectly by influencing goal characteristics. Rather, this indirect model varied by grade, and differed from what we expected. Specifically, for older adolescents, higher levels of academic self-efficacy predicted goals that were more likely to be identified as the adolescent's own, and in turn, these self- as opposed to other-oriented goals predicted higher levels of depressive symptoms. Results are discussed as providing support for continued investigations into the role of specific cognitive self-regulatory processes in youth adjustment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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