The Structural Relationships among Mother’s Parenting Stress, Young Children’s Externalizing Behavioral Problems, School Readiness and School Adjustment in First Grade

2020 ◽  
Vol 12 (4) ◽  
pp. 91-110
Author(s):  
Jeonghyeon Park ◽  
Kyungnim Lee
Keyword(s):  
Parenting Stress ◽  
School Readiness ◽  
Behavioral Problems ◽  
School Adjustment ◽  
First Grade ◽  
Structural Relationships

scholarly journals Parenting Stress and Emotional/Behavioral Problems in Adolescents with Primary Headache

2018 ◽  
Vol 8 ◽  
Author(s):  
Francesca Felicia Operto ◽  
Francesco Craig ◽  
Antonia Peschechera ◽  
Roberta Mazza ◽  
Paola Alessandra Lecce ◽  
...  
Keyword(s):  
Parenting Stress ◽  
Behavioral Problems ◽  
Primary Headache

scholarly journals Differential Effects of Multiple Dimensions of Poverty on Child Behavioral Problems: Results from the A-CHILD Study

2021 ◽  
Vol 18 (22) ◽  
pp. 11821
Author(s):  
Yui Yamaoka ◽  
Aya Isumi ◽  
Satomi Doi ◽  
Manami Ochi ◽  
Takeo Fujiwara
Keyword(s):  
Psychological Distress ◽  
Prosocial Behavior ◽  
Low Income ◽  
Behavioral Problems ◽  
First Grade ◽  
Material Deprivation ◽  
Annual Household Income ◽  
Differential Effects ◽  
Child Study ◽  
Child Behavioral Problems

The differential effects of low income and material deprivation—in particular, deprivation related to child educational needs—have not been well examined. This study aimed to examine the effects of low income and life-related and child-related deprivation on child behavioral problems. This study used data from first-grade students who participated in the Adachi Child Health Impact of Living Difficulty (A-CHILD) study in 2015, 2017, and 2019 (N = 12,367) in Japan. Material deprivation was divided into life-related deprivation (i.e., lack of items for a living) and child-related deprivation (i.e., lack of children’s books, etc.), and low income was assessed via annual household income. We assessed child behavioral problems and prosocial behavior using the Strengths and Difficulties Questionnaire. One in ten children belonged to low-income families, 15.4% of children experienced life-related deprivation, and 5.4% of children experienced child-related deprivation. While life- and child-related deprivation had significant adverse effects on behavioral problems, they had no association with prosocial behavior. The effects of low income were mediated by parental psychological distress (45.0% of the total effect) and the number of consulting sources (20.8%) on behavioral problems. The effects of life-related and child-related deprivation were mediated by parental psychological distress (29.2–35.0%) and the number of consulting sources (6.4–6.9%) on behavioral problems. Life-related and child-related deprivation, but not low income, are important for child mental health.

Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge

2017 ◽  
Vol 29 (2) ◽  
pp. 191-205 ◽  
Author(s):  
David C. Geary ◽  
Kristy vanMarle ◽  
Felicia W. Chu ◽  
Jeffrey Rouder ◽  
Mary K. Hoard ◽  
...  
Keyword(s):  
Reading Achievement ◽  
School Readiness ◽  
Conceptual Understanding ◽  
Parental Education ◽  
First Grade ◽  
Number System ◽  
School Entry ◽  
Number Words ◽  
Education Levels ◽  
System Knowledge

We demonstrate a link between preschoolers’ quantitative competencies and their school-entry knowledge of the relations among numbers (number-system knowledge). The quantitative competencies of 141 children (69 boys) were assessed at the beginning of preschool and throughout the next 2 years of preschool, as was their mathematics and reading achievement at the end of kindergarten and their number-system knowledge at the beginning of first grade. A combination of Bayes analyses and standard regressions revealed that the age at which the children had the conceptual insight that number words represent specific quantities (cardinal value) was strongly related to their later number-system knowledge and was more consistently related to broader mathematics than to reading achievement, controlling for intelligence, executive function, and parental education levels. The key implication is that it is not simply knowledge of cardinal value but the age of acquisition of this principle that is central to later mathematical development and school readiness.

INTELLIGENCE, GENDER, SOCIAL MATURITY, AND SCHOOL READINESS IN DUTCH FIRSTGRADERS

1989 ◽  
Vol 17 (2) ◽  
pp. 205-209 ◽  
Author(s):  
Huub Angenent ◽  
Anton de Man
Keyword(s):  
Elementary School ◽  
School Readiness ◽  
School Children ◽  
Elementary School Children ◽  
First Grade ◽  
Social Maturity

One hundred and twenty five first-grade elementary school children (75 girls and 50 boys) took part in a study of the relationships among intelligence, gender, social maturity, and school readiness. Results indicated that school readiness is related to intelligence and sex but not to social maturity. The latter was found to be associated with sex of subject and intelligence.

Teachers’ attachment orientations and children’s school adjustment: Evidence from a longitudinal study of first graders

2019 ◽  
Vol 37 (2) ◽  
pp. 559-580
Author(s):  
Uri Lifshin ◽  
Inbal Binyamin Kleinerman ◽  
Phillip R. Shaver ◽  
Mario Mikulincer
Keyword(s):  
School Adjustment ◽  
Critical Role ◽  
First Grade ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Attachment Orientations ◽  
Children's Adjustment ◽  
Children’S Adjustment ◽  
Child Relationship ◽  
Attachment To Mother

The goal of this study was to examine the contribution of teachers’ attachment orientations to the teacher–child relationship and to children’s adjustment to school during first grade. We sampled 539 first-grade children and their homeroom teachers ( N = 58), measured teachers’ attachment orientations and children’s attachment to mother at the beginning of the academic year, and followed children’s perceptions of their teachers’ responsiveness and their socioemotional adjustment to school from the beginning to the end of the year. Teachers’ attachment-related avoidance was associated with changes in children’s perceptions of their teachers’ responsiveness and changes in school adjustment during first grade. These prospective effects of teachers’ avoidance on children’s adjustment occurred regardless of variations in the children’s attachment to mother. However, most of the effects depended on the extent to which a child perceived his or her teacher to be a nonresponsive caregiver. Overall, the findings reveal the critical role of teachers’ attachment orientations in shaping children’s adjustment to school.

Training in Nonviolent Resistance for Foster Parents

2016 ◽  
Vol 28 (8) ◽  
pp. 931-942 ◽  
Author(s):  
Frank Van Holen ◽  
Johan Vanderfaeillie ◽  
Haim Omer ◽  
Femke Vanschoonlandt
Keyword(s):  
Parenting Stress ◽  
Behavioral Problems ◽  
Parenting Practices ◽  
Foster Parents ◽  
Longitudinal Research ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Treatment As Usual ◽  
Externalizing Problem

Objective: The aim of this study is to evaluate a training in non-violent resistance (NVR) for foster parents who take care of a foster child (ages 6-18) with externalizing problem behavior. Methods: A randomized controlled trial was used to compare an intervention group (NVR, n = 31) with a treatment as usual control group (TAU, n = 31). The NVR-intervention consists of ten weekly home sessions. Measures regarding behavioral problems in foster children, parenting stress and parenting practices in foster mothers, and the size of the supportive network were assessed before, after treatment, and at three months follow-up. Results: NVR showed to be an acceptable approach that lead to an increase in experienced support and some promising changes in parenting stress and parenting practices. Conclusion: Implementation of this intervention might increase the effectiveness of foster care. More longitudinal research using a Multitrait-multimethod-approach is however needed.

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

1974 ◽  
Vol 38 (2) ◽  
pp. 491-494 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr ◽  
Mary N. Ayers
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
First Grade ◽  
Logical Thinking ◽  
Metropolitan Readiness Test ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Motor Skills

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

Sign in / Sign up

Export Citation Format

Share Document