Developmental trajectories of the socioeconomic status of occupational aspirations during adolescence

This paper examines whether the degree of convergence between occupational aspirations and actual occupational achievement can elucidate the relationship between socioeconomic status and sickness absence. The analyses draw on survey data from a longitudinal study following 1,552 respondents from adolescence through young adulthood linked to register data on sickness absence. Occupational aspirations in adolescence were contrasted with actual occupational achievement in young adulthood and used to predict sickness absence. In accordance with existing research, socioeconomic status significantly predicted sickness absence, even after controlling for several relevant variables. Including aspiration achievement in the analysis reduced the relationship between socioeconomic status and sickness absence, while aspiration achievement was significantly related to sickness absence. The findings indicate that aspiration achievement mediates the relationship between socioeconomic status and sickness absence

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A longitudinal study of executive function and theory of mind development in autism

Development and Psychopathology ◽

10.1017/s0954579400006027 ◽

1994 ◽

Vol 6 (3) ◽

pp. 415-431 ◽

Cited By ~ 188

Author(s):

Sally Ozonoff ◽

Robin E. McEvoy

Keyword(s):

Socioeconomic Status ◽

Executive Function ◽

Longitudinal Study ◽

Theory Of Mind ◽

Task Performance ◽

Developmental Trajectories ◽

Learning Disabled ◽

Cognitive Domain ◽

Normal Functioning ◽

Time Period

AbstractBoth executive function and theory of mind impairment have been suggested as primary deficits of autism. One test of the primacy of a deficit is its persistence and stability throughout development. This longitudinal study examined development of executive function and theory of mind abilities over a 3-year time period, comparing nonretarded autistic adolescents with learning-disabled controls matched on age, IQ, gender, and socioeconomic status (SES). Results indicate that both executive function and theory of mind abilities are seriously deficient in autistic individuals, improve little with development, may never reach normal functioning levels, and appear to eventually hit a developmental ceiling. Developmental variables showed little relationship to overall task performance or improvement in either cognitive domain. The similar developmental trajectories of executive function and theory of mind performance found in this investigation suggest that these skills may be related and interdependent, rather than independent modules of cognitive function. Implications for the neurological basis of autism and intervention are also discussed.

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The Big Five Across Socioeconomic Status: Measurement Invariance, Relationships, and Age Trends

10.31234/osf.io/4jema ◽

2020 ◽

Author(s):

Bradley T Hughes ◽

Cory Kennedy Costello ◽

Joshua Pearman ◽

Pooya Razavi ◽

Cianna Bedford-Petersen ◽

...

Keyword(s):

Socioeconomic Status ◽

Measurement Invariance ◽

Big Five ◽

Developmental Trajectories ◽

Personality Development ◽

Future Research ◽

Occupational Prestige ◽

Online Study ◽

Age Trends ◽

Future Work

Stage 1 Registered Report: Associations between socioeconomic status (SES) and personality, traits and developmental trajectories, have important implications for theory and application. Progress in understanding these associations depends on evaluating how well personality measures function in socioeconomically diverse samples. In the present study, we will use the confirmatory dataset from AIID, a large online study, to address three basic questions about personality and SES. First, we will evaluate the measurement invariance of a common measure of personality, the Big Five Inventory, across indicators of education, income, and occupational prestige. Second, we will estimate previously reported associations between SES indicators and personality in new data to see if they align with past evidence. Third, we will test whether mean-level age trends in personality generalize across levels of SES. The results will have important implications for the validity of past and future research on associations between personality and SES. Additionally, the results will provide insight into differences in personality development trajectories that can inform future work investigating the causal mechanisms between personality and SES.

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Developmental trajectories in children with prolonged NICU stays

Archives of Disease in Childhood ◽

10.1136/archdischild-2016-310777 ◽

2016 ◽

Vol 102 (1) ◽

pp. 29-34 ◽

Cited By ~ 9

Author(s):

Dibya Subedi ◽

Mark D DeBoer ◽

Rebecca J Scharf

Keyword(s):

Socioeconomic Status ◽

Early Childhood ◽

Birth Cohort ◽

Neonatal Intensive Care ◽

Developmental Trajectories ◽

Negative Relationship ◽

Birth Cohort Study ◽

Math Scores ◽

Reading And Math ◽

Nationally Representative

ObjectiveTo evaluate the relationship between prolonged neonatal intensive care unit (NICU) stay after birth and childhood neurodevelopmental measures from age 9 months to kindergarten.DesignLongitudinal birth cohort study.Setting and patientsThis study examined a nationally representative sample of 10 700 participants from the Early Childhood Longitudinal Sample—Birth Cohort and selected those who had a NICU stay (n=2100). These children were followed from birth to kindergarten.PredictorsDays in the NICU.Main outcome measuresChildhood neurodevelopmental and early academic scores.ResultsIncreasing length of stay in the NICU had a significant negative relationship with the 9-month and 24-month Bayley mental and motor scores. Each additional week in the NICU increased the odds of scoring in the lowest 10% on the Bayley 9-month mental (OR 1.08, 95% CI 1.034 to 1.122) and motor (OR 1.11, CI 1.065 to 1.165) assessments and 24-month mental (OR 1.09, CI 1.041 to 1.144) and motor assessments (OR 1.07 CI 1.017 to 1.123). Gestational age was not significantly related with these measures in our model. Increasing socioeconomic status had a significant positive relationship with preschool and kindergarten reading and math scores and a lower odds of scoring in the lowest 10% in these measures.ConclusionIncreasing length of NICU stay was predictive of decreased child development measures in early childhood (9 and 24 months), while socioeconomic status was a better predictor at later assessments (preschool and kindergarten entries). Gestational category did not account for these differences. These data may have implications for counselling parents regarding potential neurodevelopmental consequences following NICU stay.

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Socioeconomic status and executive function: developmental trajectories and mediation

Developmental Science ◽

10.1111/desc.12246 ◽

2015 ◽

Vol 18 (5) ◽

pp. 686-702 ◽

Cited By ~ 208

Author(s):

Daniel A. Hackman ◽

Robert Gallop ◽

Gary W. Evans ◽

Martha J. Farah

Keyword(s):

Socioeconomic Status ◽

Executive Function ◽

Developmental Trajectories

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Dataset of Vietnamese student's learning habits during COVID-19

10.35542/osf.io/4p2au ◽

2020 ◽

Author(s):

Trung Tran ◽

Anh-Duc Hoang ◽

Tien Trung Nguyen ◽

Viet-Hung Dinh ◽

Nguyen Yen Chi ◽

...

Keyword(s):

Socioeconomic Status ◽

Occupational Aspirations ◽

School Type ◽

The Novel ◽

Snowball Sampling ◽

School Closures ◽

Family Socioeconomic Status ◽

Teachers And Parents ◽

Novel Coronavirus ◽

Self Learning

A dataset was constructed to examine Vietnamese student’s learning habits during the time schools were suspended due to the novel coronavirus - SARS-CoV-2 (COVID-19), in response to a call for interdisciplinary research on the potential effects of the coronavirus pandemic (Elsevier, 2020). The questionnaires were spread over a network of educational communities on Facebook from February 7 to February 28, 2020. Using the snowball sampling method, researchers delivered the survey to teachers and parents to provide formal consent before they forwarded it to their students and children. In order to measure the influence of students’ socioeconomic status and occupational aspirations on their learning habits during school closures, the survey included three major groups of questions: (1) Individual demographics, including family socioeconomic status, school type, and occupational aspirations; (2) Student’s learning habits, including hours of learning before and during the period of school suspension, with and without other people’s support; and (3) Students’ perceptions of their self-learning during the school closures. There was a total of 920 clicks on the survey link, but only 460 responses accompanied by consent forms were received. Non-credible answers (e.g., year of birth after 2009, more than 20 hours of learning per day) were eliminated. The final dataset included 420 valid observations.

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Emerging Adulthood Features in Brazilians from Differing Socioeconomic Status

Acta de Investigación Psicológica ◽

10.22201/fpsi.20074719e.2019.3.322 ◽

2019 ◽

Vol 9 (3) ◽

Author(s):

Luciana Dutra-Thomé ◽

Silvia Helena Koller

Keyword(s):

Socioeconomic Status ◽

Emerging Adulthood ◽

Transition To Adulthood ◽

Structural Equation ◽

Developmental Trajectories ◽

Nonlinear Process ◽

Structured Interview ◽

Equation Modeling ◽

Industrialized Countries ◽

Urban Context

The present study aimed at investigating emerging adulthood features in Brazilians from low and high socioeconomic statuses (SESs). The sample was 547 Southern Brazilians; residents in the urban context, between 18 and 29 years old (Md = 22 years; IQR = 7), 64.2% females. From this sample, 13 participants were randomly selected to participate on the qualitative study. Instruments were the Brazilian Version of the Inventory of Dimensions of Emerging Adulthood, a Semi-structured interview, and the variable socioeconomic status (SES) from the Brazilian Adolescence and Youth Questionnaire. Analysis from Structural Equation Modeling (SEM) indicated no associations between SES and IDEA dimensions. Deductive thematic analysis revealed the presence of emerging adulthood features in Brazil (general Kappa = .83) and that economic disparities affected youth developmental trajectories. High SES individuals were more likely to experience EA features according to what has been observed in industrialized countries. Low SES individuals presented a divergent trend, because their opportunities to live a period of identity exploration would happen after an other-focused period. The transition to adulthood considered as a nonlinear process influenced by the socioeconomic context is discussed.

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