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Descriptors:
Brain Hemisphere Functions; Attention Deficit Hyperactivity Disorder; Child Behavior; Brain; Neurology; Inhibition; Executive Function; Infants; Check Lists; Short Term Memory; Diagnostic Tests; Correlation; Young Children; Cognitive Processes; Emotional Response; Planning; Age Differences; Predictor Variables; Foreign Countries

Abstract:
Background: Neuroimaging findings have provided evidence for a relation between variations in brain structures and Attention Deficit/Hyperactivity Disorder (ADHD). However, longitudinal neuroimaging studies are typically confined to children who have already been diagnosed with ADHD. In a population-based study, we aimed to characterize the prospective association between brain structures measured during infancy and executive function and attention deficit/hyperactivity problems assessed at preschool age. Methods: In the Generation R Study, the corpus callosum length, the gangliothalamic ovoid diameter (encompassing the basal ganglia and thalamus), and the ventricular volume were measured in 784 6-week-old children using cranial postnatal ultrasounds. Parents rated executive functioning at 4 years using the Behavior Rating Inventory of Executive Function-Preschool Version in five dimensions: inhibition, shifting, emotional control, working memory, and planning/organizing. Attention Deficit/Hyperactivity Problems were assessed at ages 3 and 5 years using the Child Behavior Checklist. Results: A smaller corpus callosum length during infancy was associated with greater deficits in executive functioning at 4 years. This was accounted for by higher problem scores on inhibition and emotional control. The corpus callosum length during infancy did not predict Attention Deficit/Hyperactivity Problem at 3 and 5 years, when controlling for the confounders. We did not find any relation between gangliothalamic ovoid diameter and executive function or Attention Deficit/Hyperactivity Problem. Conclusions: Variations in brain structures detectible in infants predicted subtle impairments in inhibition and emotional control. However, in this population-based study, we could not demonstrate that early structural brain variations precede symptoms of ADHD. (Contains 3 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:
Self Efficacy; Social Sciences; Males; Effect Size; Gender Differences; Meta Analysis; Language Arts; Mathematics Skills; Age Differences; Research Needs; Longitudinal Studies; Incidence; Computer Literacy

Abstract:
A meta-analysis of 187 studies containing 247 independent studies (N = 68,429) on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males. Moderator analysis demonstrated that content domain was a significant moderator in explaining effect size variation. Females displayed higher language arts self-efficacy than males. Meanwhile, males exhibited higher mathematics, computer, and social sciences self-efficacy than females. Gender differences in academic self-efficacy also varied with age. The largest effect size occurred for respondents aged over 23 years old. For mathematics self-efficacy, the significant gender differences emerged in late adolescence. Future research should longitudinally examine gender differences in academic self-efficacy to determine the prevalence of gender differences during different life stages. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade Point Average; Outcome Measures; Video Games; Effect Size; Academic Achievement; Case Studies; Aggression; Spatial Ability; Mathematics Skills; Violence; Hispanic Americans; Adolescents; Preadolescents; Age Differences; Correlation; Visual Perception

Abstract:
The United States Supreme Court's recent decision relating to violent video games revealed divisions within the scientific community about the potential for negative effects of such games as well as the need for more, higher quality research. Scholars also have debated the potential for violent games to have positive effects such as on visuospatial cognition or math ability. The current study sought to extend previous literature by using well-validated clinical outcome measures for relevant constructs, which have generally been lacking in past research. Cross-section data on aggression, visuospatial cognition, and math achievement were available for a sample of 333 (51.7% female) mostly Hispanic youth (mean age = 12.76). Prospective 1-year data on aggression and school GPA were available for 143 (46.2% female) of those youth. Results from both sets of analysis revealed that exposure to violent game had neither short-term nor long-term predictive influences on either positive or negative outcomes. A developmental analysis of the cross-sectional data revealed that results did not differ across age categories of older children, preadolescents or adolescents. Analysis of effect sizes largely ruled out Type II error as a possible explanation for null results. Suggestions for new directions in the field of video game research are proffered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Predictor Variables; Gender Differences; Age Differences; Educational Attainment; Work Experience; Salesmanship; Performance; Labor Force Development; Online Surveys

Abstract:
The purpose of this study was to examine the impact demographic variables of gender and sales experience have on the performance of business-to-business (B2B) sales professionals. If a deeper understanding can be established of how gender and sales experience variables relate to B2B sales performance, human resource development (HRD) and human performance improvement (HPI) professionals can use these indicators during the hiring and selection process. This article reports findings of the study and offers implications to the field of HRD and HPI. (Contains 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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Foreign Countries; Creative Development; Elementary School Students; Middle School Students; Preadolescents; Adolescents; Creative Thinking; Age Differences; Organizational Climate; Educational Environment; Elementary Schools; Middle Schools; Path Analysis; Elementary School Teachers; Middle School Teachers

Abstract:
The major objectives of this study were to determine the characteristics of creativity development of Chinese children, the creative organizational climate of Chinese schools, and the relations among them. The results provided evidence that the creativity scores of children in elementary school were significantly higher than those of children in middle school. The teachers' evaluation of the creative organizational climate of the elementary school was significantly higher than that of the middle school. When the two variables were analyzed together, both the creative organizational climate of schools and the creative thinking development of children decreased during the children's development. Moreover, the creativity and climate scores were highly correlated, and the results from a path analysis suggested that a school's creative organizational climate has a significant impact on all seven dimensions of creativity measured in this study. (Contains 2 tables, 4 figures and 2 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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Physical Activities; Middle School Students; Intervals; Performance; Testing; Age Differences; Gender Differences; Student Motivation; Physical Fitness

Abstract:
Histograms of push-ups and curl-ups from a sample of more than 9,000 students show periodic spikes at five and 10 unit intervals. This article argues that these spikes are related to focal points, a game theoretic concept popularized by Nobel Laureate Thomas Schelling. Being focal on one test makes one more likely to be focal on the other. Focal students (whose push-up score is a multiple of 5 and whose curl-up score is a multiple of 10) behave differently from their non-focal peers. They are more likely athletic, older, and male. Focal students, on average, did 2.2 more push-ups, 1.7 more curl-ups, and ran the mile 15 seconds faster than non-focal students, even controlling for these covariates of performance. By contrast, being focal on a single activity did not produce a statistically significant mile time difference. Students who systematically stop at focal outcomes appear differentially motivated toward physical activity performance. (Contains 1 table and 4 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:
Motor Development; Human Body; Psychomotor Skills; Child Development; Kinetics; Quality of Life; Elementary School Students; Age Differences; Gender Differences; Body Composition

Abstract:
The motivation for this study was to explore a conceptual framework to understand the outcomes and processes of motor performance in children. Vertical jumping, a fundamental movement skill, was used to compare children (ages 6-12 years) who were typically developing (TD) and those identified as having low motor proficiency (LMP). Jumps were analysed using force plate and 2D kinematic data. The hierarchal framework was applied starting with jump height and descending to the spatial and timing data that describe the global and local coordination processes. Children with LMP jumped lower than their TD peers. Of most interest for understanding the coordination, peak VCOM occurred earlier in the jumping movement for the LMP group. This is interpreted as coordination error and supported by reduced shank angular velocity immediately prior to take-off. These findings suggest a potential value for the vertical jump as a means for identifying coordination dysfunction in children. (Contains 4 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:
Pregnancy; Language Impairments; Phonological Awareness; Child Development; Grade 1; Leisure Time; Foreign Countries; Preschool Children; Birth; Parent Background; Age Differences; Migration; Intelligence; Smoking; Television Viewing; Risk; Language Acquisition

Abstract:
Early child development is influenced by various genetic and environmental factors. This study aims to identify factors that affect the phonological awareness of preschool and first grade children. Based on a sample of 330 German-speaking children (mean age = 6.2 years) the following domains were evaluated: Parent factors, birth and pregnancy, child factors, and leisure time activities (all based on parent report). Regression analysis provided information on the relative contribution of each predictor on the explained variance. Results indicate that the variables "migration background," "child age," "child intelligence," "smoking during pregnancy," "language difficulties" (impairments of word expression, grammatical deficits, stutter), and "watching TV" have a significant influence on phonological awareness. (Contains 3 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:
Academic Achievement; Academically Gifted; Cognitive Ability; Student Attitudes; Measures (Individuals); Residential Programs; Child Rearing; Parenting Styles; Factor Analysis; Multiple Regression Analysis; Questionnaires; Age Differences; Gender Differences; Racial Differences; Summer Programs; Preadolescents; Adolescents; Elementary School Students; High School Students

Abstract:
Children whose parents are warm and responsive yet also set limits and have reasonable expectations for their children tend to have better outcomes than their peers whose parents show less warmth and responsiveness, have low expectations, or both. Parenting behavior is related to family race and children's sex, age, and cognitive ability. However, there is no work that examines how children's cognitive abilities are related to their perceptions of their mothers' and fathers' parenting styles and the extent to which these relationships are moderated by race, sex, and age in a sample of gifted students. Participants (N = 332, ages 9-17 years) attended a summer residential program for gifted students and completed the Parental Authority Questionnaire and the verbal battery of the Cognitive Abilities Test. Three main findings emerged. First, factor analyses provided support for the use of the Parent Authority Questionnaire with gifted populations. Second, findings from regression analyses as well as examinations of mean differences by cognitive ability level were consistent with earlier studies suggesting that more cognitively able students were likely to perceive their parents as employing a flexible (i.e., authoritative) parenting style. Finally, consonant with earlier studies with nonidentified populations, age, sex, and race were associated with parenting styles as reported by this group of identified gifted students. Results provide further support for the notion that authoritative parenting promotes positive outcomes for children, particularly those who have been identified as gifted. (Contains 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:
Academic Aspiration; Immigrants; Self Efficacy; Self Concept; Barriers; Hispanic American Students; Acculturation; College Attendance; Resilience (Psychology); Correlation; Gender Differences; Mothers; Educational Attainment; Age Differences; Ethnicity; Measures (Individuals); Middle School Students; High School Students; Regression (Statistics)

Abstract:
Emerging immigrant communities differ from established communities in terms of needs and available resources. Students in these emerging communities may still be acculturating to new contexts and establishing their ethnic identities, which may impact their ability to engage in planning for the future. The current study examines what impact these cultural identity variables, in addition to perceptions of barriers to college entrance, would have on educational aspirations and college-going self-efficacy beliefs of Latino adolescents. Findings from 171 middle- and high school Latino students from immigrant families indicated that public ethnic regard and resilience to barriers were positively associated with college-going self-efficacy, and Anglo orientation had a trend-level effect, while perceived barriers were negatively related to that outcome. Private ethnic regard and person-based barriers were negatively associated with educational aspirations. Generation status, gender, mother's education, and age were control variables. Implications for research and practice are provided, focusing on perceived barriers and self-efficacy beliefs. (Contains 2 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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