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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Item THE INFLUENCE OF FATHERS’ AND MOTHERS’ PSYCHOLOGICAL FUNCTIONING ON CHILDREN’S SOCIAL DEVELOPMENT: EXAMINING MEDIATING AND MODERATING PATHWAYS(2021) Hennigar, Avery; Cabrera, Natasha J; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Young children’s social skills are rooted in children’s early relationships with their proximal caregivers, in particular the relationships with their mothers and fathers. One indicator of the parent-child relationship is the quality of their dyadic interactions. One factor that has been found to influence high quality parent-child interactions and children’s subsequent social competence is a parent’s psychological functioning Guided by the bioecological model, this study examined the longitudinal effects through which mothers’ and fathers psychological functioning (i.e., their depressive symptoms, role overload, and optimism) influenced their children’s social competence and problem behaviors through their dyadic synchrony during play in a sample of low-income families participating in a parenting intervention. It also tested the joint or combined effects of mothers’ and fathers’ psychological functioning on these pathways. The study is discussed with an eye towards future research, intervention, and policy efforts in including fathers as they remain an understudied and underutilized resource in promoting positive child development.Item Children and adolescents' interpretations of peer based social exclusion(2015) Cooley, Shelby Patricia; Cooley, Shelby P; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Developmental research on intergroup attitudes has identified social exclusion as a complex peer interaction that can often reflect stereotypes and bias (Killen, Mulvey, & Hitti, 2013). Given the complexity of interracial peer encounters, it is necessary to understand the conditions and contexts in which interracial social exclusion occurs and how racial minority and majority children evaluate such types of interactions. The current study investigated African American and European American children and adolescent’s evaluations of peer encounters manipulating three factors: 1) the racial composition of the peers involved (interracial vs. same-race), 2) the source of the message (messages from peers vs. parents), and 3) the form of the message (overt vs. covert). Four child-level variables were examined and included: participant race, age, level of interracial contact, and racial identity. European American participants, particularly adolescents, viewed same-race inclusion as more likely than interracial and evaluated exclusion in both contexts to be just as wrong. In contrast, African American participants viewed interracial and same-race inclusion to be just as likely, but evaluated exclusion to be more wrong in interracial than same-race contexts. With age, children viewed interracial social inclusion as less likely and even more so when interactions involved messages from parents. Interracial contact and racial identity were found to be critical features that contributed to expectations for interracial inclusion occurring in peer encounters. The findings are discussed with respect to peer and parental messages about interracial peer encounters and the conditions that are necessary for prejudice reduction.