Psychology

Permanent URI for this communityhttp://hdl.handle.net/1903/2270

Browse

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Assessment of Perceived Stress Among School-Age Children: Relations with Emotional Engagement and Literacy Achievement
    (2020) Meyering, Kristin M; O'Neal, Colleen; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This short-term longitudinal quantitative study is the first to examine the psychometric properties of the PSS-10 among elementary-age students and the impact of stress on school-related outcomes, including emotional engagement and literacy achievement. Participants included upper elementary students (N = 396, Mage = 9.62; 55% female; 56% dual language learners; 6% Asian, 12% Black, 28% Latino/a, and 40% White students). Emotional engagement was assessed using self- and teacher-reported questionnaires. Literacy achievement was assessed using a literacy performance task. A CFA revealed a two-factor structure for the PSS-10, including a coping factor and distress factor. The PSS-10 had adequate internal consistency but did not demonstrate adequate test-retest reliability between time points two to four months apart. Path analyses revealed that the coping factor was a significant predictor of later literacy achievement. The distress factor predicted later emotional engagement when the coping factor was removed from the model.
  • Thumbnail Image
    Item
    Literacy and anger regulation among upper elementary students
    (2022) Weinberg, Hayley Ilana; O'Neal, Colleen; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The contribution of this study is the examination of the relation between literacy and use of anger regulation strategies in upper elementary children. This short-term longitudinal study includes two time points, approximately four months apart. This study examines whether performance on a literacy achievement task predicts later self-reported frequency of anger regulation strategy use. I will also examine the effects of gender on the relation between literacy and anger regulation. Participants included a sample of 253 students between ages 8-11 years old from two Maryland elementary schools (mean age = 9.7; 57% female; 32% dual language learners; 5% Asian, 10% Black, 6% Latinx, 65% White, 12% multiethnic students). Path analyses were conducted to test a model of Time 1 literacy achievement impacting the outcome of later Time 2 anger regulation, controlling for related demographic variables and Time 1 literacy achievement scores. Literacy was not found to be a significant predictor of anger regulation. However, this study provides insight into the relation between literacy achievement and anger regulation and ideas for future directions for research in this area.