Human Development & Quantitative Methodology

Permanent URI for this communityhttp://hdl.handle.net/1903/2248

The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Measurement, Statistics & Evaluation; Human Development; and the Institute for Child Study.

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End date: 2009Subject: search.filters.subject.Psychology, Developmental

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    The Inluence of Cultural Identity and Intergroup Contact on Adolescents' Evaluations of Arab-Jewish Peer Relationships
    (2009) Brenick, Alaina Faye; Killen, Melanie; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Recent research has documented the negative intergroup attitudes between Jewish and Arab youth and adults in the Middle East (Bar-Tal & Teichman, 2005; Brenick et al., 2007; Cole et al., 2003), yet little is known about how these negative intergroup biases manifest in the same cultural communities removed from the daily stress and tension of an intractable conflict, and living in the U.S. Moreover, while negative intergroup tensions between Jews and Arabs and, cultural stereotyping, prejudice, and discrimination towards Muslim and Arab groups have increased in the U.S. (Alliance of Civilizations, 2006; Sheridan, 2006), they may still benefit from increased opportunities to engage in intergroup contact, which has been shown to reduce intergroup prejudice (see Pettigrew & Tropp, 2005). However, these attitudes have yet to receive much empirical scrutiny in the developmental literature. The present study investigated age related changes in the influence of intergroup contact and cultural identification on evaluations of Arab-Jewish intergroup friendships. The focus of this study was on how Jewish-American, Arab-American, and unaffiliated (e.g., non-Jewish, non-Arab) American adolescents evaluate exclusion and inclusion in peer situations between Jewish and Arab youth in the peer, home, and community contexts. This study surveyed 953 ninth and twelfth graders (36 Arab participants, 306 Jewish participants, and 591 unaffiliated participants (259 in the Jewish comparison group and 332 in the Arab comparison group). Overall, all participants were primarily rejecting of intergroup exclusion, more so when the exclusion was based on cultural group membership than when no reason for the exclusion was specified. Further, males were more accepting of the intergroup exclusion and more accepting of including an ingroup member as compared to females. Context effects emerged revealing that intergroup exclusion was considered most acceptable in the community context and the least acceptable in the friendship context. The interactive influence of intergroup contact and cultural identification demonstrated that high levels of intergroup contact and high levels of identity commitment predicted less accepting ratings of intergroup exclusion, whereas high levels of intergroup contact and high levels of identity exploration, led to more accepting ratings of intergroup exclusion. These interactions varied by cultural group.
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    LOW-INCOME TEEN FATHERS' TRAJECTORY OF INVOLVEMENT: THE INFLUENCE OF INDIVIDUAL, CONTEXTUAL, AND COPARENTAL FACTORS
    (2009) Holmes, Allison; Harden, Brenda J; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    While teen births are on the rise and marriage rates are on the decline, fathers have become a recent focus. However, there is a dearth of literature on teen fathers' parenting behaviors. The current study provided a portrait of Early Head Start teen fathers' involvement throughout early childhood and salient influences on that involvement. This study maximized developmental and life course perspectives by employing a longitudinal analysis (i.e., Latent Growth Curve Model) that emphasized time-effects. The majority of teen fathers were involved with children initially, but their involvement decreased over time. Consistent with extant literature, teen fathers who were prenatally engaged, resident after the birth, and in romantic coparental relationships at 14- and 24-months were more involved in their children's lives initially. Teen fathers who were in romantic coparental relationships at 36- and 64- months were less likely to decrease their involvement over the course of early childhood. Surprisingly, age, race, employment, and school status were not significant influences on father involvement. Although the present study had its limitations, trends were noted and should be considered in future studies. Teen fathers are a unique population facing several challenges to meeting their own developmental needs and enacting their father role. Some conceptual factors shown to be influential for father involvement with adult and married fathers (i.e., age, employment) do not hold the same meaning and impact among teen fathers. The conceptual and ultimately practical meaning of behaviors and characteristics must be contextualized within teen fathers' developmental trajectory and ecological settings. Similarly, examination of teen fathers within a dynamic, longitudinal framework emphasized the need to address fatherhood in a different way. Previous studies have examined longitudinal data, but not examined the patterns of involvement for individual fathers. This different perspective (i.e., person-centered) revealed unique patterns for teen fathers. Further analyses will allow when and how to best intervene with teen fathers. Teen fathers may be at-risk, but they are involved with their children and can positively benefit both children and mothers. Head Start and Early Head Start could continue to support teen fatherhood through its mission to serve low-income children and parents; availability from pregnancy through 5-years; and mission to adapt to the needs of the community and family. But without support or intervention, the cycle of teen of parenthood is perpetuated.
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    The nature of bi-ethnic identity in young adults of Asian and European descent and their perceptions of familial influences on its development
    (2009) Wagner Hoa, Amanda Laurel; Wigfield, Allan; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to identify the key constructs of bi-ethnic identity, the key familial influences, and other salient influences on bi-ethnic identity as perceived by young adults of Asian and European descent. The rapidly changing demographics of the United States provide an impetus for research on the developmental processes of bi-ethnic individuals. In this qualitative study, participants were interviewed about their bi-ethnic identities and possible influences on bi-ethnic identity development. Data analysis for this study incorporated techniques from grounded theory (Strauss & Corbin, 1990) and analytic induction (LeCompte & Preissle, 1993). Five bi-ethnic identity types emerged from participants' responses to interview questions: majority identity, minority identity, dual identity, integrated identity, and unresolved identity. These identity types are a unique contribution to the literature in that they specify how individuals of Asian and European descent define themselves. Additionally, this study identified four facets of bi-ethnic identity that indicate how bi-ethnic individuals think and feel about their background: centrality, self-label, affirmation, and affect. Six categories of influences on bi-ethnic identity development emerged from responses to interview questions (parental, extended family, personal, peer, environmental, discrimination), with 18 subcategories. This study is important because most prior research on bi-ethnic identity has focused on uncovering developmental stages, while we lack understanding of the nature of bi-ethnic identity and influences on its development. This study was important given the dearth of research on bi-ethnic Asians, although future research is needed with other bi-ethnic groups.
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    A MULTILEVEL ANALYSIS OF CONTEXT EFFECTS ON ADOLESCENT CIVIC ENGAGEMENT: THE ROLE OF FAMILY, PEERS, SCHOOL, AND NEIGHBORHOOD
    (2009) Wilkenfeld, Britt Skeens; Torney-Purta, Judith; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The relations between multiple contexts of influence and adolescents' civic engagement were examined in order to facilitate understanding of how adolescents are being prepared for citizenship. This study extends previous research by simultaneously examining the family, peer, school, and neighborhood contexts, including how contexts are interrelated in their influence, and by employing multilevel regression techniques. The purpose of the study was to understand how contexts interact to produce positive outcomes for adolescents, especially those deemed at risk for poor civic outcomes. Utilizing data from the 1999 Civic Education Study and the 2000 U.S. Census, I examined a nationally representative sample of 2,729 14-year-olds from 119 schools in the United States. Access to the zip-codes for each school that participated in the study enabled the connection between neighborhood characteristics and schools and students within schools. Given the multifaceted nature of civic engagement, the current study considered context effects on four different aspects of civic engagement: civic knowledge, support for the rights of ethnic minorities, anticipated voting behavior, and anticipated community participation. Predictors pertain to adolescents' demographic characteristics, political discourse with parents and peers, civic experiences in school, and the demographic composition of the neighborhood. Political discourse with parents was positively related to civic knowledge, attitudes, and anticipated behavior, indicating the consistency with which socialization occurs in the home. Across the contexts examined, student measures of civic experiences in school (or civic learning opportunities) had the most consistently positive relationships with students' civic outcomes. Civic experiences in school include student confidence in the effectiveness of school participation, perception of a classroom climate that is open for discussion, and learning about ideal civic practices. Interactions between the school and neighborhood contexts indicate that higher levels of civic learning opportunities particularly make a difference for students attending schools in impoverished neighborhoods, sometimes substantially improving their civic outcomes. Schools, although implicated in the existence of a civic engagement gap, have the potential to narrow the gaps. Civic experiences in schools contribute to the preparation of youth for active citizenship and full access to these experiences reduces civic engagement gaps between students of different demographic groups.
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    CHILDREN'S PERCEPTIONS OF THEIR RELATIONSHIPS WITH MOTHERS, FATHERS AND FRIENDS: A CROSS-CULTURAL STUDY
    (2008) Oh, Wonjung; Rubin, Kenneth; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to cross-culturally examine children's perceptions of their relationships with mothers, fathers and friends among South Korean and European-American children. During middle childhood and preadolescence, although parent-child relationships are presumed to be the primary source of social support, friendships become increasingly salient; provisions for closeness and interdependence begin to shift from parents to friends. Researchers, however, have mostly examined mother-child and father-child relationships and friendships in isolation. The present study examined children's mother-child and father-child relationships and friendships as relationship networks in terms of various latent relationship constructs (social provisions; negative interactions; power distance). Of particular interest was whether the traditional emphasis on the family system in the South Korean culture would reveal distinct patterns of children's relationships with their mothers, fathers and friends. Participants included the South Korean and the European-American children ages 10 to 11 years old from two-parent families in the Seoul and the Washington D.C. Metropolitan Area. Variable-centered and person-centered approaches were employed to address individual differences (latent classes) on relationship qualities. Results revealed both cultural dissimilarities and similarities. Cultural differences were found in the mean levels of affection, conflict, and punitive aspects. The South Korean children perceived more social provisions from their mothers and fathers than from their friends, whereas the European-American children perceived similar levels of social provisions from their mothers, fathers and friends. Despite the changes in today's South Korean society, the South Korean family system continues to play a major role in providing social provisions for South Korean children. Cultural similarities were found regarding the patterns of relationship networks on power distance in both of the South Korean and European-American samples. Structural Equation Modeling also revealed structural invariance in terms of the manner in which the relationship constructs were associated with children's satisfaction with their mothers and fathers. In addition, considerable heterogeneity was revealed in affection, punitive aspects, and power distance. Taken together, findings from the present study highlight the importance of considering cross-cultural perspectives as well as person-centered approaches in the examination of relationship qualities.
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    The Relations of Children's Perceived Support for Recreational Reading from Parents and Friends to Their Motivation for Reading
    (2008-11-17) Klauda, Susan Lynn Lutz; Wigfield, Allan; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study investigated children's perceived support for their recreational reading from their mothers, fathers, and friends in relation to their reading motivation and habits. Models from the reading domain, including the engagement model of reading (Guthrie & Wigfield, 2000) and McKenna's (1994) model of reading attitude acquisition guided the study, as well as theories from the broader study of motivation, including self-determination theory (Ryan & Deci, 2000a) and expectancy-value theory [Eccles (Parsons) et al., 1983]. The study focused on children in the upper elementary grades, as relatively little research has examined the role that socialization agents play in this age group's reading motivation and activity. Participants, who included 130 fourth-graders and 172 fifth-graders, completed the newly developed Reading Support Survey (RSS) and surveys of their reading motivation and habits. Scores on three reading achievement indicators were obtained. Seven hypotheses were tested, six of which were partially or fully substantiated. Paired sample comparisons that examined individual RSS items indicated that children perceived greater reading support from their mothers than their fathers and friends in several regards. Factor analysis demonstrated the multidimensionality of perceived reading support. Four dimensions were apparent, but differed from those predicted in that support type was an organizing element as much as support source. Girls perceived greater friend support than boys, and fourth-graders reported receiving more books as presents than fifth-graders. Girls and fourth-graders showed somewhat more positive profiles of reading motivation and frequency. Each of the four dimensions of reading support correlated significantly with at least three of five reading motivation dimensions and three of four reading frequency variables studied. Moreover, multiple regression analyses indicated that parent and friend support contributed uniquely to the prediction of reading motivation and frequency, controlling for reading achievement, gender, and grade level. Additionally, cluster analysis indicated that participants could be grouped into five clusters based on their profiles of reading support; further analyses showed how these clusters differed in reading motivation and frequency.
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    Maternal Adolescent Parenting Behavior and Child Aggressive and Inattentive Behavior: Findings from the Early Head Start Research and Evaluation Project
    (2008-11-17) Guner, Bella Mironovna; Klein, Elisa L; Jones Harden, Brenda; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Adolescent parenting is associated with a wide variety of risk factors for both the mother (Berlin, Brady-Smith, & Brooks-Gunn, 2002) and child (Moore & Brooks-Gunn, 2002). Understanding the pathways leading toward poor parenting practices, and the subsequent influences on child aggressive and inattentive behavior may yield important information for intervention efforts on the part of adolescent families. The current study examines which maternal characteristics influence parenting behavior in a high risk sample of adolescent mothers and their toddlers, using Belsky's (1984) parenting process model. The purpose of the study was to: 1) examine whether maternal age, depression, or stress influenced positive and negative parenting behavior, 2) examine the influence of positive and negative parenting behavior on child aggressive and inattentive behavior, and 3) examine whether positive parenting would mediate the association between maternal characteristics and child aggressive and inattentive behavior. Data from the Early Head Start Research and Evaluation dataset was used to examine the aforementioned questions. The sample consisted of 319 mothers ages 15-19 and their toddlers ages 2-3 years. Heirarchical regression analyses revealed that maternal depression predicted higher levels of negative parenting behavior, younger adolescent mothers are more likely to engage in punitive parenting behavior than older adolescents, and maternal stress predicted lower levels of positive and higher levels of negative parenting behavior. Logistic regression analyses revealed that adolescent mothers who engaged in positive parenting behavior were less likely to have children who engaged in aggressive and inattentive behavior, and parents who engaged in negative parenting behavior were more likely to have children who engaged in aggressive and inattentive behavior. Mediational analyses revealed that positive parenting behavior mediated the association between maternal stress and child aggressive and inattentive behavior. These findings suggest that maternal characteristics are an important factor to consider in parenting behavior, and that despite the difficulties faced by adolescent mothers, there is room for positive parenting, which may mitigate the influence of maternal stress. The findings from this study indicate that intervention efforts may benefit from focusing on teaching adolescent mothers how to engage in positive parenting behaviors with their toddlers, thereby reducing the risk for future child aggressive and inattentive behaviors.
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    The response-monitoring mechanism: Influence of feedback and temperament
    (2008-05-06) Martin McDermott, Jennifer; Fox, Nathan A; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of the current study was to examine behavioral and physiological processes underlying response-monitoring and to document the manner in which these processes are expressed during early childhood. As well, this study examined two factors important in understanding individual differences in monitoring: performance feedback and temperament. A total of seventy-four children (mean age 7.5 years) were tested using a modified flanker paradigm administered in both no-feedback and feedback conditions. Accuracy and reaction time measures of behavioral performance were assessed as well as event-related potentials linked to response execution and feedback presentation. Data were also examined in relation to the temperamental dimensions of shyness and inhibitory control. The results indicate a strong impact of trial-by-trial feedback on both behavioral and physiological measures. Overall, feedback served to increase children's task engagement as evidenced by fewer errors of omission and faster reaction times. Similarly, the physiological measures also varied as a function of feedback such that the error-related Positivity (Pe) and the feedback-related negativity (FRN) were more pronounced on incorrect as compared to correct trials in the feedback condition. Larger FRN responses were also associated with fewer errors of commission. These findings were further moderated by individual differences in temperament. Specifically, feedback was particularly influential in increasing task involvement for children low in inhibitory control and enhancing performance accuracy for children low in shyness Overall these results confirm a strong impact of feedback on task engagement as assessed by children's behavioral performance and physiological reactivity. Findings are presented in the framework of individual differences in cognitive control and variations in children's physiological measures of response-monitoring are discussed. Several avenues for future research are provided which emphasize the need for investigations of response-monitoring in young children and also highlight the importance of exploring the applicability of these assessments across various cognitive and social contexts.
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    Korean Parents' and Adolescents' Reports of Parenting Styles: A Developmental Study
    (2008-04-26) kim, hayoung; Rubin, Kenneth H.; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The main purpose of this study was to examine differences and relations among Korean mothers', fathers', and adolescent girls' and boys' reports of parenting styles, distinguishing possible differences in early and mid-adolescence. The following five parenting factors were assessed: warmth/affection, aggression/hostility, neglect/rejection, behavioral control, and psychological control. Differences in individuals' adherence to cultural values as well as the relations among cultural values and parenting styles were examined. Results revealed differences within and across parents' and adolescents' reports of parenting styles. For example, mothers were more warm, aggressive/hostile, behaviorally controlling, and psychologically controlling than fathers. Boys also reported more parental behavioral control and neglect/rejection than girls. Developmental comparisons showed that younger adolescents and their parents reported the use of more parental behavioral control than older adolescents and their parents. Comparisons with regard to the relations among parenting styles showed that behavioral control is not always positively associated with warmth among Koreans. More specifically, maternal behavioral control was associated with maternal warmth for boys, but not for girls. In addition, psychological control was not a consistent negative predictor of warmth among Koreans. For example, adolescents' perceptions of maternal psychological control negatively predicted warmth for older, but not younger adolescents. Assessments also revealed that parents adhered more to Asian cultural values than their adolescent children. Cultural values moderated the relations among parental dimensions of warmth and control. For example, fathers with high adherence to Asian cultural values associated expressions of behavioral control with those of warmth. Fathers with low adherence to Asian cultural values, however, associated expressions of behavioral control with both warmth and aggression/hostility. Overall, differences in reports of parenting styles as well as differences in the relations among cultural values and parenting styles for mothers, fathers, and adolescent boys and girls revealed the complexity in the forms and functions of parenting styles among Koreans. Results also revealed the importance of examining developmental differences in parental expressions and adolescents' perceptions of parenting styles.
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    Teacher-child relationships: Examining the relations among children's risk, relationships, and externalizing behaviors in Head Start
    (2008-04-29) Vick, Jessica Erin; Jones Harden, Brenda; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Early externalizing behaviors can have significant and persistent impacts on young children's developmental trajectories (Campbell, 1994; 1995; Moffitt, 1993). High-quality teacher-child relationships have the potential to protect children living in high-risk family environments from developing externalizing behaviors. Using Bronfenbrenner's bioecological framework, the current study explored the impact of family risks and teacher-child relationship quality on children's externalizing behaviors. Specifically, the goals of the study were to: (a) investigate the associations between family risk factors and children's externalizing behaviors, (b) examine the associations between teacher-child relationship quality and children's externalizing behaviors, (c) examine whether teacher-child relationship quality moderates the impact of family risk on children's externalizing behaviors, and (d) investigate the associations among teacher, student, and classroom characteristics and teacher-child relationship quality. Data were gathered from 100 Head Start children, their parents, and their teachers. Controlling for children's age and gender, results revealed that two family risk factors, parent-child dysfunctional interaction and family cohesion, significantly predicted child noncompliance. All of the teacher-child relationship quality variables including conflict, cohesion, dependency, and positive interactions significantly predicted children's externalizing behaviors, with conflict being the strongest and most consistent predictor. Finally, analyses on the interactions between the family risk and teacher-child relationship quality variables revealed that teacher-child conflict moderated the impact of family cohesion on child noncompliance. This finding suggested that low teacher-child conflict protects children from the impact of low family cohesion on child noncompliance, and high teacher-child conflict intensifies the impact of low family cohesion on child noncompliance. Overall, the results from this study suggest that teacher-child relationship quality may serve as both a risk and protective factor in the development of young children's externalizing behaviors. The findings presented have important implications for researchers, practitioners, and policy makers in understanding how to strengthen teacher-child relationships as a means to promote Head Start children's competence in the behavioral domain.