Дисертації: "Childhood behaviors"

1

Waddell, Nicole Danielle. "Childhood Factors Affecting Aggressive Behaviors." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1409.

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In the past there have been numerous studies regarding how childhood factors can affect adult behavior and attitudes. In the present study 124 East Tennessee State University students were given surveys. The surveys included items measuring demographics, parenting styles, and aggression. This study examined the impact of parenting styles on aggressive tendencies and perceptions the subjects have as young adults as well as the effects of socioeconomic status on parenting styles and aggression. The findings suggest that mid-level income families demonstrated more affection and less aggression to the subjects surveyed.

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2

Freshwater, Amy. "Early childhood teachers : characteristics, attitudes and behaviors /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.

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3

Banks, Laura. "Social skills and ADHD behaviors in middle childhood." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/MQ37825.pdf.

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4

WIERMAA, JACQUELYN DAWN. "HEALTH BEHAVIORS IN ADULT SURVIVORS OF CHILDHOOD CANCER." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021032822.

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5

Wonderlich, Sara J. "Predictors of bullying behaviors : a follow-up study on early childhood play behaviors of preschoolers /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1453232081&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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6

Radtke, Sarah Ryan. "The Interaction between Child Behavioral Inhibition and Parenting Behaviors across Development: Effects on Adolescent Psychopathology." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/98732.

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Psychopathology is highly prevalent during childhood and adolescence and contributes to a variety of negative outcomes. Attempts to identify etiological factors which contribute to the development of psychopathology in youth have considered the Goodness of Fit between children's temperaments and the behaviors exhibited by their parents (Chess and Thomas, 1999; Zuckerman, 1999). Many studies have demonstrated that the interaction of children's behavioral inhibition and certain parenting behaviors influences children's psychological outcomes. However, the ability to draw firm conclusions from these studies is severely limited by methodological weaknesses. In the current study, data were analyzed from 253 youth (46% male) who completed assessments at 2-years (N=167), 3-years (N=144), 4-years (N=134), 6-years (N=110), and 9-years of age (N=192), and during adolescence (N=78; mean age=14.08 years). Measures of child behavioral inhibition, maternal warmth and control, and child psychopathology were gathered at each time point. Cross-sectional and longitudinal analyses were conducted to explore the moderating effect of maternal warmth and control on the relationship between child shyness and child/adolescent internalizing and externalizing symptoms. With a few exceptions, child shyness significantly predicted child internalizing symptoms at each time point, while maternal warmth and control, and their interaction with child shyness, did not predict child internalizing or externalizing outcomes. Longitudinally, the slope of shyness across childhood significantly predicted adolescent internalizing symptoms. The moderating effect of maternal parenting on this relationship could not be explored due to sample size and missing data restrictions. Hierarchical regression analyses indicated that the interaction between child shyness (at each time point) and maternal warmth and control did not predict adolescent psychopathology. Cross-lagged structural equation models analyzed the longitudinal, bidirectional relationships between child shyness and maternal warmth and control. However, youth shyness and maternal warmth/control were not correlated at any time point, youth shyness did not predict future displays of maternal warmth/control, and maternal warmth/control did not impact future levels of youth shyness. Compared to previous studies, the current study's design and methodology had many strengths. However, the findings were largely inconsistent with hypotheses and previous work. Possible explanations for these findings, study limitations, and directions for future research are summarized.
Doctor of Philosophy
The presence of psychological disorders is common during childhood and adolescence and contributes to a variety of negative outcomes. Attempts to determine what is causing these disorders to develop in youth have considered how children's temperaments and the behaviors exhibited by their parents may or may not fit well together. Past research has demonstrated that the interaction of children's fearfulness or shyness and certain parenting behaviors influences children's psychological outcomes. However, the ability to draw firm conclusions from this past research is limited by weaknesses within studies and inconsistencies between them. The current study attempted to address some of these weaknesses and inconsistencies by exploring the relationships among child shyness, maternal displays of warmth and control, and psychological symptoms. A total of 253 children had already participated in one or more assessment sessions when they were 2, 3, 4, 6, and 9-years-old, and, for the current study, 78 of those children completed an assessment as adolescents (average age = 14-years-old). Similar to previous research, at most of the ages, child shyness predicted the likelihood that the children would experience internalizing symptoms (i.e., symptoms of anxiety and mood disorders). Additionally, the way children's shyness scores changed over time also predicted which adolescents would experience internalizing symptoms. However, contrary to previous research, maternal warmth and control did not predict child psychological symptoms. Furthermore, the results did not indicate that certain parenting behaviors were better or worse for children with differing levels of shyness. This study also explored whether child shyness and maternal parenting behaviors were related to one another over time. Results indicated that shyness levels predicted future levels of shyness, and maternal warmth/control predicted future levels of warmth/control. However, again contrary to the findings of previous studies, child shyness and maternal parenting did not predict one another. Because the study findings were largely inconsistent with what was expected, possible explanations for these findings, study limitations, and directions for future research are discussed.

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7

Ludrosky, Jennifer M. "CHILDHOOD OBESITY: MULTIFACTORAL DETERMINANTS OF CHILD WEIGHT AND EATING BEHAVIORS." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1121523156.

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Thesis (Ph.D.)--Miami University, Dept. of Psychology, 2005.
Title from second page of PDF document. Document formatted into pages; contains [2], v, 98 p. : ill. Includes bibliographical references (p. 57-64).

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8

Haberstick, Brett C. "Genes, development, and externalizing behaviors during middle childhood and adolescence." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3165808.

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9

Michaels, Patricia C. "The Impact of Adverse Childhood Experiences on Adult Monetary Behaviors." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1531941674153599.

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10

Dye, Jacqueline R. "Adult Intellectual Developmental Disorder: Adverse Childhood Experiences and Problem Behaviors." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1597925889922411.

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11

Thompson, Morgan. "Adverse Childhood Experiences and Health Risk Behaviors among College Students." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499450058.

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Adverse childhood experiences (ACEs) are associated with social, emotional, and cognitive impairments resulting from disrupted neurodevelopment. These impairments manifest as health risk behaviors (HRBs) including tobacco, alcohol, marijuana, illicit drug use, and sexual risk behaviors. The current study assessed the relation between ACEs and HRBs by examining the cognitive abilities of 144 college students (M = 18.92 years; 56.3% female; 63.9% White; M = .078 ACEs). Participants completed an interview (parental incarceration, Criminogenic Cognitions Scale), surveys (Youth Risk Behavior Survey, ACE Questionnaire), delay discounting task, the Tower of Hanoi, and the Peabody Picture Vocabulary Test. Results revealed a graded relationship between ACE scores and illicit drug use risk behaviors, ACE scores and sexual risk behaviors, and household criminality and sexual risk behaviors. Students who reported more ACEs had an increase in the likelihood of reporting illicit drug use and sexual risk behaviors. Although no significant mediation effects of cognitive impairment were observed, a path analysis model revealed that a subscale of the Criminogenic Cognitions Scale (Negative Attitudes toward Authority) mediated the relation between ACE scores and sexual risk behaviors. These findings demonstrate the cognitive impairments may not serve as the best explanation for the relation between ACEs and HRBs in college students. However, these findings do indicate that a universal approach to preventing and reducing HRBs among at-risk college students may be inappropriate. Rather, it may be best to target specific HRBs.

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12

Byers, Therese M. ""Hand"ling Kindergarten Behavior| The Effects of Using Visual Tools to Control or Eliminate Undesired Behaviors." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10981609.

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The purpose of this study is to determine if the use of visual tools such as a printed hand on a stick is an effective strategy in changing or eliminating undesired behavior in the classroom, particularly whole group discussions. The setting was a general education Kindergarten classroom, in a public school, of typical size and makeup. The aim of the project was to co-observe the behavior of how students answer or share information in whole group situations. The sample group consisted of students that had previously displayed difficulty in following the rules of group discussions. The findings of the study are meant to be shared with teachers in the effectiveness of using this type of strategy as a means of changing an undesired behavior in the general education classroom during class discussions. The data was collected by recording lessons at various times of the day, first without using the visual tool and then with using the visual tool. Based on observations in the recordings, data was derived noting how many times a student raised his/her hand with or without acknowledgement. Based on the data, it is safe to conclude that a considerable change in the undesired behavior was not evident.

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13

Loudermilk, Elaine, Kevin Loudermilk, Julie Obenauer, and Megan Quinn. "Impact of Adverse Childhood Experiences (ACEs) on Adult Alcohol Consumption Behaviors." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6777.

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Background: Long term negative physical and mental health problems occur from the lack of appropriate interventions targeting the adult population who experienced adverse childhood experiences (ACEs) and partake in risky alcohol consumption behaviors. Objective: This study aimed to identify the risk for alcohol consumption behaviors, specifically binge drinking (BD) and any drinking (AD), among adults with a history of adverse childhood experiences (ACEs). Methods: Behavioral Risk Factor Surveillance System (BRFSS) 2011–2012 data were used. Descriptive statistics were completed followed by simple and multiple logistic regression to determine the strength of association between ACEs and alcohol consumption, controlling for sociodemographic factors. Results: The final adjusted sample size was 69,793. Adults who experienced household abuse were 30% more likely to BD (Odds Ratio (OR): 1.30, 95% Confidence Interval (CI): 1.20–1.41) and 21% more likely for AD (OR: 1.21, 95% CI: 1.14–1.28) in the past month. Males were over two times more likely to BD (OR: 2.12, 95% CI: 1.96–2.29) and 60% more likely for AD (OR: 1.60, 95% CI: 1.51–1.69) in the past month compared to females. Individuals who completed some college were at higher risk of BD (OR: 1.51, 95% CI: 1.26–1.82), whereas those who graduated college were nearly two and a half times more likely to report AD in the past month (OR: 2.27, 95% CI: 1.99–2.59) compared to individuals with less than high school education. Conclusion: Adults who experienced household abuse, are male, or possess at least some college education are at increased risk for BD and AD.

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14

Subedi, Pooja, Julie Obenauer, Renice Obure, Malendie Gaines, Megan Quinn, and Jill D. Stinson. "Childhood Sexual Abuse and Sexual Behaviors Among College Students in Appalachia." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7955.

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Childhood Sexual Abuse (CSA), along with other Adverse Childhood Experiences (ACES), has been linked to a range of adverse health outcomes among adults. However, there is paucity of research specifically studying CSA and sexual risk behaviors among adolescents. Even less is known for the population in Appalachia. The few researchers who study this topic have mostly focused on females or have failed to use advanced statistical techniques to generate evidence on causality. This research was undertaken to investigate the association between CSA and sexual risk behaviors of college students in Appalachia. College students enrolled in introductory psychology classes in the Appalachian region were administered an online questionnaire on CSA, ACES, and current sexual behaviors in 2015. Simple and multivariate logistic regressions were completed for CSA to predict illegal drug use before sex, use of condom during sex, and perceived risk of HIV. Age, gender, and other ACEs (physical, emotional, verbal abuse, substance abuse in family, family mental illness, and family incarceration) were considered as covariates. Only statistically significant covariates were included in the final model. All analyses were completed using STATA. Of the total 982 adolescents, 67% were female. The average age of the participants was 20 years. In the unadjusted model, CSA was significantly associated with illegal drug use before sex (OR 2.32, CI 1.46 - 3.68) and perceived risk of HIV (OR 2.19, CI 1.39 - 3.46). The association between CSA and illegal drug use before sex (OR 1.67, CI 1.03 - 2.73) was significant in the final model too. Further, based on the final model, CSA increased the odds of perceiving oneself at risk of HIV by 1.9 times (CI 1.19 - 3.03). Verbal abuse was also found to be significantly associated with illegal drug use before sex (OR 2.22, CI 1.55 - 3.19) and perceived risk of HIV (OR 1.8, CI 1.26 - 2.57). However, neither CSA (OR 1.02, CI 0.55 - 1.89) nor other covariates was associated with condom use among these adolescents. It is a noteworthy result and suggests the need of further investigation of the factors related to condom use among adolescents in order to understand the peculiar nature of this behavior. Finally, CSA was found to increase the odds of some risky sexual behaviors among college students in Appalachia. Consideration of this relationship can enrich the knowledge base required to design effective interventions targeted at sexual behaviors of adolescents. Additionally, further exploration can be useful to enhance the understanding of effects of other ACES like verbal abuse on sexual risk behaviors, and predictors of condom use among adolescents.

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15

Blackburn, Donna J. "Military Child Care Providers and Challenging Behaviors of Early Childhood Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2472.

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Job satisfaction of early childhood teachers in military programs and satisfaction changes as teachers deal with challenging behaviors in the workplace was the focus of this study. The goal of The National Association for the Education of Young Children is to ensure quality programming that promotes positive child development experiences. Child development experiences are impacted by teaching staff, partnerships, administration, and the children's' environment. This case study examined the specific environment and behaviors that military childcare providers experience at a small military installation and explored how working with children with challenging behaviors impacts the job satisfaction of early childhood teachers. Herzberg's 2-factor theory provided the conceptual framework on how satisfaction and dissatisfaction can exist in the same environment. Data were collected through face-to-face interviews and observations of the work environment with 11 participants ranging from 23 to 56 years of age at the military installation. The participants were selected for being part of the military community and early childhood teachers at the study site. Data were open coded and thematically analyzed. Findings indicated that the teachers at this site have a dual perception of satisfaction and dissatisfaction in the workplace that stems from experiences with coworker relationships, dealing with policy and procedure changes, and adjusting to the varying behaviors of children. The implications for social change include providing research findings on early childhood teacher satisfaction to the study site so that administrators can develop a plan to improve military early childhood care provider job satisfaction, which may improve the quality of the environment of the military child.

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16

Maier, Michelle Filomena. "The Differential Role of Initiative and Persistence in Early Childhood." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/154.

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This study examined the relationship of two important learning behaviors, persistence and initiative, and three- to five-year-old low-income preschool children?s school readiness outcomes. The sample consisted of 196 children from two urban Head Start Centers in a large Head Start Program in the Southeast. Initiative was measured by the Devereux Early Childhood Assessment and persistence by the Preschool Learning Behavior Scale. Academic outcomes were collected through the Language and Literacy subscale and the Early Math subscale of the Galileo System for Electronic Management of Learning. Results indicated that learning behaviors may be differentially important across age and academic domain. Persistence, and not initiative, significantly predicted younger and older preschoolers? yearly gains in early math outcomes. In contrast, while persistence was a significant predictor of language and literacy yearly gains for younger preschoolers, initiative was the significant predictor for older preschoolers. These differential results add to the understanding of learning behaviors and their effect on academic outcomes in early childhood. Such findings can help teachers, parents, and those developing early childhood interventions in promoting the learning behaviors that are the most appropriate for a certain age and academic area.

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17

Harper, Christopher R. "Developmental Psychopathology and Childhood Obesity: A Developmental Cascade Model." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/psych_diss/117.

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Childhood obesity is a growing concern for practitioners and researchers. In addition to obesity being a risk factor for cardiovascular disease, children classified as obese are more likely to demonstrate other risk factors associated with cardiovascular disease. Furthermore, children classified as obese are more likely to be victims of bullying and discrimination. This dissertation tested a dynamic cascade model of the development of childhood obesity. It was hypothesized that externalizing behaviors and internalizing problems would lead to increased body mass index. This model was tested in Mplus v7 (Muthén & Muthén, 1998) using data from the NICHD Study of Early Child Care. This dissertation used parent report of externalizing behaviors and internalizing behaviors, teacher report of externalizing behaviors, and body mass index to examine several different ways in which developmental psychopathology related to childhood obesity. The results suggested that body mass index predicts the development of internalizing problems in late childhood. However, externalizing behaviors were not directly or indirectly associated with body mass index. These findings suggested that the assessment of children with internalizing problems should include an assessment of their weight and weight related concerns.

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18

Johnson, Michelle E., and Amy J. Malkus. "Creating a Scale for Preschoolers: Measuring Nutrition Knowledge, Beliefs, and Behaviors." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4304.

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19

Subedi, Pooja, Julie Obenauer, Megan Quinn, Renice Obure, and Malendie Gaines. "Childhood Sexual Abuse and Sexual Risk Behaviors among College Students in Appalachia." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6797.

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Background: Childhood Sexual Abuse (CSA) has been linked to a range of adult health problems. This study investigates the association between CSA and sexual risk behaviors of college students in Appalachia. Methodology: Students enrolled in introductory psychology courses at a four-year university in the Appalachian region participated in this survey in 2015. All analyses were completed in SAS. Among 995 participants, the average age was 20 and 69% were female. Simple and multivariate logistic regressions were completed for CSA to predict alcohol use before sex, self-reported diagnosis of Sexually Transmitted Diseases (STD), and unintended pregnancy. Age, gender, and other Adverse Childhood Experiences (ACEs) (physical, emotional, verbal abuse, substance abuse in family, family mental illness, and family incarceration) were considered as covariates. Only significant covariates were included in the final model. Results: In the unadjusted models, CSA was significantly associated with alcohol use before sex (OR=2.66, CI=1.62-4.38), risk of STD (OR=2.42, CI=1.12-5.21), and unintended pregnancy (OR=5.72, CI=3.12-10.50). Association between CSA and unintended pregnancy (OR=3.12, CI=1.60-6.08) was significant in the final model. CSA increased the odds of drinking alcohol before sex by 1.83 among females compared to males (CI=1.31-2.54). In the final model, verbal abuse was significantly associated with alcohol use before sex (OR=1.56, CI=1.1-2.22) and STD (OR=4.05, CI=2.11-7.75) while physical abuse was a significant predictor of unintended pregnancy (OR=2.14, CI=1.07-4.30). Conclusion: CSA increased the odds of some risky sexual behaviors among this college aged sample. However, the importance of other forms of ACEs also deserve further exploration.

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20

Metcalf, Haley. "Correlates Between Childhood Trauma and Reproductive Health Behaviors Among Women in Appalachia." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3548.

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The lasting effects of childhood trauma into adulthood have been well corroborated by research from a variety of sources. Previous research has found a vast number of psychological, behavioral, and health related outcomes that are negatively affected by victimization in childhood. This piece strives to assess the correlates between childhood trauma and adult reproductive behavior and well-being for women living in Appalachia. The NCIPC has found that residents of Appalachia are at higher risks for both experiencing childhood traumas and poor health outcomes (2017). To create long-term positive reproductive health behaviors among Appalachian women, it is essential to examine how experiences with childhood trauma have affected these behaviors and how victims are likely to behave in adulthood in regards to their reproductive health. The results have implications for showcasing the unique difficulties experienced by women who were victims of childhood trauma which can impact the way healthcare providers and organizations can better assist the unique needs of this population.

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21

Meinhold, Jana L., and Amy J. Malkus. "Adolescent Environmental Behaviors: Can Knowledge, Attitudes, and Self-Efficacy Make a Difference?" Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4592.

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This article examines the relationships among adolescent environmental behaviors and self-efficacy, knowledge, and attitudes. It was hypothesized that adolescents who demonstrate more proenvironmental attitudes are more likely to demonstrate proenvironmental behaviors. It was further hypothesized that perceived self-efficacy would have a moderating effect on the environmental attitude-behavior relationship in that the relationship between proenvironmental attitudes and behaviors would be stronger among adolescents with high levels of self-efficacy. Participants were 848 students from three academically achieving high schools on the West coast. Hierarchical regression analyses were used for all subsequent analyses. Results indicated that proenvironmental attitudes significantly predicted proenvironmental behaviors and that environmental knowledge was a significant moderator for the relationship between environmental attitudes and environmental behaviors. This was especially true for males.

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22

Hatch, Virginia I. "Impact of Positive Parenting Behaviors and Children’s Self-Control on Levels of Externalizing Behavior Problems during Early Childhood." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2257.

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This study investigated the impact of parenting and children’s self-control on children’s externalizing behavior problems among 167 predominantly African-American mothers and their 2-year-old children. Two hypotheses were considered based on two distinct theoretical origins of self-control. First, consistent with a behavioral perspective, exposure to positive parenting was hypothesized to indirectly affect externalizing behaviors through children’s self-control; that is, children’s self-control was expected to mediate the association between positive parenting and externalizing behaviors. Second, consistent with a temperamental perspective, self-control was expected to moderate the impact of positive parenting on levels of children’s externalizing behaviors such that only children with a propensity towards low self-control benefited from positive parenting. Results were not consistent with the mediational hypothesis and provided limited support for the moderational hypothesis. That is, only for children with characteristically low self-control was exposure to more positive parenting associated with fewer externalizing behavior problems, as rated by teachers, one year later.

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23

Diaz, Emma Brittany. "THE ASSESSMENT AND ETIOLOGY OF NOVELTY SEEKING AND RULE-BREAKING IN YOUNG CHILDREN." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2211.

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This study explored the stability and heritability of novelty seeking, defiance, and rule-breaking in early childhood using a twin sample. Parent reports of novelty seeking were assessed at ages 3 and 4, parent reports of rule-breaking were assessed at ages 5 and follow-up (6-16), and observer reports of defiance were assessed at age 5. Results showed that novelty seeking increased between ages 3 and 4, and rule-breaking remained stable from age 5 to follow-up (6-16). All constructs demonstrated significant heritability. Finally, neither novelty seeking nor defiance predicted 5-year-old rule-breaking. Defiance was the only construct that significantly predicted follow-up rule-breaking. Defiance and rule-breaking in early childhood were predictive of later rule-breaking, indicating that children may benefit from early intervention to reduce later rule-breaking behaviors.

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Meinhold, Jana L., and Amy J. Malkus. "Examining the Relationship Between Adolescent Self-efficacy and Environmental Attitudes, Knowledge, and Behaviors." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4321.

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25

McNally, Shelley Ann. "Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1480433117409618.

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26

Ehrlick, Angela L. W. "Disruptive Behaviors in Early Childhood: The Role of Parent Discipline and Parent Stress." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/6171.

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Externalizing behavior problems during early childhood are fairly common, with approximately 10% to 15% of young children exhibiting at least mild to moderate disruptive behaviors. Of great significance, disruptive behaviors persist beyond early childhood for a substantial number of children and are related to impaired functioning 111 for children and families. Parent discipline and parent stress are two variables that have been examined in relation to children's disruptive behaviors. While a significant body of research has documented the association between broad parental discipline strategies and behavior problems during early childhood, little research attention has been devoted to specific discipline techniques that may be related to disruptive behaviors. This study surveyed 30 parents of children with behavior problems and 57 parents of children without behavior problems about the discipline techniques they use with their preschool children. The relationships between the specific techniques parents use with their young children, parents' perceived stress level, and parent-reported child behavior problems were examined. Telling the child "no," corrective feedback, lecturing, and scolding were the discipline techniques parents reported using most often. The discipline techniques of corrective feedback and threats as well as parent stress emerged as significant predictors of disruptive behaviors. Conclusions and clinical implications of these findings are provided.

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Johnson, Michelle E., and Amy J. Malkus. "A Scale to Measure Nutrition Knowledge, Beliefs, and Behaviors in Preschoolers: Design and Validation Research." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4302.

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28

Baker, Hope. "Role Differences and the Importance of Parenting Behaviors In an Early Childhood Separation Program." Thesis, Pace University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575541.

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The purpose of the current study was to conduct an investigation about parenting perceptions in an early childhood separation program for toddlers. Due to the important role of parents, caregivers, and teachers for the children in this program, 67 participants completed the Parent Behavior Importance Questionnaire-Revised (PBIQ-R), a questionnaire applicable for both parents and non-parents based upon the parent development theory (PDT). This first quantitative glimpse into how a program of this nature conceptualizes parenting demonstrated significant results when comparing parents and teachers within the parenting dimensions of Bonding, General Welfare and Protection, Responsivity, and Sensitivity and when comparing caregivers and teachers within the dimension of negative parenting. Other inquiries included investigating the difference between non-parent and parent participant responses and how age of participants may impact responses to the PBIQ-R. This study also gave participants the opportunity to share thoughts, reactions, and specifically explain what influenced their responses on the questionnaire. This study has the potential to impact programs of this nature in terms of providing evidence based research for staff development, furthering dialogue amongst parents, caregivers, and teachers, and guiding programmatic changes.

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Levey, Elizabeth J., Marta B. Rondón, Sixto Sanchez, Qiu-Yue Zhong, Michelle A. Williams, and Bizu Gelaye. "Suicide risk assessment: examining transitions in suicidal behaviors among pregnant women in Perú." Springer-Verlag Wien, 2018. http://hdl.handle.net/10757/624721.

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El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.
The goals of this research were to characterize suicidal behavior among a cohort of pregnant Peruvian women and identify risk factors for transitions between behaviors. The World Health Organization Composite International Diagnostic Interview suicide questionnaire was employed to assess suicidal behavior. Discrete-time survival analysis was used to study the cumulative age-of-onset distribution. The hazard function was calculated to assess the risk of onset of each suicidal behavior. Among 2062 participants, suicidal behaviors were endorsed by 22.6% of participants; 22.4% reported a lifetime history of suicidal ideation, 7.2% reported a history of planning, and 6.0% reported attempting suicide. Childhood abuse was most strongly associated with suicidal behavior, accounting for a 2.57-fold increased odds of suicidal ideation, nearly 3-fold increased odds of suicide planning, and 2.43-fold increased odds of suicide attempt. This study identified the highest prevalence of suicidal behavior in a population of pregnant women outside the USA. Diverse populations of pregnant women and their patterns of suicidal behavior transition must be further studied. The association between trauma and suicidal behavior indicates the importance of trauma-informed care for pregnant women.
Revisión por pares

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Bjørklund, Oda Katrine. "Predictors of children’s eating behaviors : A prospective study." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-25239.

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Eating behaviors, notably eating behaviors conceptualized as appetitive traits, have been suggested as important determinants of individual differences in body weight and thus overweight and obesity. Such appetitive traits include emotional overeating, food responsiveness, enjoyment of food, satiety responsiveness and slowness in eating. Yet little is known about the factors that influence the development of these appetitive traits. Therefore, the current study prospectively investigated a range of predictors of appetitive traits related to both individual child characteristics and parent factors in a large population-based sample of children followed from age 6 to 8 years (N = 689). When adjusting for the initial levels of the specific appetitive trait in question at age 6 and the other predictors, the results showed that instrumental feeding and low levels of effortful control predicted emotional overeating at age 8, whereas instrumental feeding and parental restrained eating predicted food responsiveness at age 8. Enjoyment of food, satiety responsiveness and slowness in eating were not affected by any of the predictors investigated in this study. In conclusion, these findings support low effortful control and instrumental feeding as predictors of emotional overeating, and instrumental feeding and parental restrained eating as predictors of food responsiveness. These findings are relevant in providing a better understanding of the development of children’s eating behaviors, in addition to informing prevention and treatment strategies for childhood obesity.

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Mistretta, Jacqueline M. "The Relationship between Type of Child Care Setting and Externalizing Behaviors in Kindergarten Students." Thesis, Alfred University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10687289.

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Past studies examining child care and externalizing behaviors have produced conflicting results. This study examined whether an association exists between type of child care that a child attended the year before kindergarten and externalizing problem behaviors as rated by the child’s kindergarten teacher. Ordinary least-squares regression was used to examine variables that impact ratings of externalizing behavior by evaluating data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011). The ECLS-K:2011 has up-to-date data that includes a nationally representative sample of children in the United States. Participants were 13,544 children. Additionally, SES and the total number of hours of weekly care were analyzed to see if they moderated the relationship between type of care and externalizing behaviors. Findings indicated that children who attended center care only exhibited more externalizing behaviors than children who attended other types or combinations of care. Children from lower SES families had significantly more externalizing behaviors than children from higher SES families. Findings also indicated that SES had less of an effect on externalizing behavior among children who attended relative and center care than children who attended center care only. The more hours a child spent in care each week, the greater their ratings of externalizing problem behaviors. Additionally, the effects of total hours on externalizing behaviors were lower for children who attended relative care only and relative and center care than those who attended center care only. Study implications for policymakers, parents, and researchers are discussed in depth. For instance, if parents wish to send their children to center care, they may want to incorporate an additional type of weekly care, which may act as a buffer to externalizing problem behaviors. Additionally, policymakers may want to facilitate greater access for child care other than center care only.

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Maier, Michelle Filomena. "Examining Preschoolers' Trajectories of Individual Learning Behaviors: The Influence of Approaches to Learning on School Readiness." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/488.

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This study integrated variable- and child-centered techniques to investigate trajectories of four learning behaviors (initiative, persistence, planning, and problem-solving flexibility) and their influence on Head Start preschoolers' academic school readiness. Variable-centered findings revealed differential, quadratic growth trajectories for each of the four learning behaviors. However, where children began the year (intercept), how much they changed across the year (slope), and how much their rate of change changed across the year (quadratic) differed depending on the learning behavior. Initiative and problem-solving flexibility emerged as significant predictors of end-of-year academic school readiness skills, controlling for persistence and planning. There was no evidence of moderation of the relations between learning behaviors and academic skills by child demographic characteristics. Child-centered results provided a more nuanced description of the development of these four learning behaviors. Analyses suggested there may be subgroups of children with different developmental trajectories for each of the four learning behaviors and that these subgroups have significantly different school readiness skills at the end of the year. These findings help extend our current understanding of learning behaviors and, if replicated, may inform the content and timing of early childhood teaching practices and interventions.

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Watson, Laurel B. "The Relationships Among Childhood Sexual Abuse, Self-Objectification, and Sexual Risk Behaviors in Undergraduate Women." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/59.

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On a routine and daily basis, women are exposed to sexually objectifying experiences, which result in a number of harmful psychosocial outcomes (Fredrickson & Roberts, 1997). Five-hundred and forty-sex women attending a large, Southeastern university participated in this study that investigated a conceptual model of how childhood sexual abuse (CSA) contributes to sexual risk behaviors (SRBs) via self-objectification (S0). In order to assess the causal relationships among variables, measured variable path analyses were conducted in order to test two theoretical models. The following instruments were used in this investigation: the Sexual Abuse Subscale of the Childhood Trauma Questionnaire (a measure assessing experiences of childhood sexual abuse [Bernstein, Stein, Newcomb, Walker, Pogge, Ahluvia et al., 2003]); the Body Surveillance Subscale of the Objectified Body Consciousness Scale (a measure assessing self-objectification [McKinley & Hyde, 1996]); the Body Shame Subscale of the Objectified Body Consciousness Scale (a measure assessing body shame [McKinley & Hyde, 1996]); the Toronto Alexithymia Scale-20 (assesses alexithymic symptoms, or difficulty identifying, describing, and expressing one’s emotions [Bagby, Parker, & Taylor, 1994]), the Contraceptive Self-Efficacy Scale (assesses overall sexual self-efficacy, such as the ability to insist upon sexual protection [Levinson, 1986]), and the Sexual Risk Survey (assesses risky sexual practices [Turkchik & Garske, 2009]). Results revealed that the data fit the second model better than the first. Specifically, data revealed that CSA directly predicted SRBs and was not mediated via SO, but was partially mediated by alexithymia and body shame. That is, CSA predicted increased alexithymia and body shame. Increased alexithymia predicted SRBs, whereas body shame decreased SRBs. Results also revealed that alexithymia and body shame mediated the relationship between SO and SRBs. Specifically, self-objectification led to increased alexithymia and body shame, and alexithymia increased SRBs while body shame decreased SRBs. Last, results revealed that body shame fully mediated the relationship between both CSA and SO and sexual self-efficacy. Pathways were significant at the p < .05 level.

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Puszkiewicz, Kelcey, and Jill D. Stinson. "EARLY CHILDHOOD ADVERSITY, SOCIOECOLOGICAL INFLUENCES, AND DELINQUENT BEHAVIORS IN A TREATMENT SAMPLE OF MALE ADOLESCENTS." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/163.

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Adverse childhood experiences (ACEs) have long been linked to poor physical, mental, and behavioral outcomes in adulthood. Individuals with exposure to more types of ACEs are at greater risk of engaging in delinquent and criminal offending and also are relatedly more likely to be involved in the criminal justice system. The high prevalence of ACEs and other co-morbid risk factors in forensic populations calls for further investigation into how differential exposure to adversities influence the onset and nature of offending behaviors. Additionally, there are few studies investigating structural elements that precede offending behaviors (e.g., social and economic factors) in varied communities. Thus, the present study aims to examine the role of individual adversities and community factors on the development of nonsexual delinquent behaviors and juvenile justice involvement in a treatment sample of male adolescents. Data for the present study were derived from two sources. First, data were collected from archival records at a private nonprofit facility in rural Appalachia that provides treatment to adolescents who have engaged in sexually abusive behavior. Variables of interest include exposure to ACEs, indicators of sexual boundary problems within the home of origin (exposure to pornography by adult in home, witnessing sexual behaviors between others), and lifetime arrest history. Second, county-level secondary data were downloaded and delineated by county from the County Health Rankings & Roadmaps (CHR&R) program website, which provides publicly available data compiled by the University of Wisconsin Population Health Institute in collaboration with the Robert Wood Johnson Foundation. The CHR&R data has been published annually since 2010 and includes county-level markers of overall health and various factors that impact the health of counties. A standardized z-score was calculated to indicate social and economic environment compared to other counties in the state. Participants were assigned a z-score based on documented zip code of origin. To test the hypothesized model, confirmatory factor analysis was used, first examining indicators of individual adverse experiences and exposure to sexual behaviors in the home of origin. A three-factor model emerged: Factor 1 represented emotional abuse, physical abuse, and neglect; Factor 2 included indicators of household dysfunction; and Factor 3 included sexual abuse and more passive indicators of sexual boundary concerns in the home. Next, structural equation modeling revealed the association between individual experiences of adversity, county-level social/economic environment, and nonsexual delinquent behaviors with socioecological influences as a moderator. Results reveal varying relationships between exposures to adversity and arrest-related outcome variables. Additional discussion regarding findings, implications, and areas for future research will be explored.

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Fritchel, Kellie Bree. "Mediators of self-destructive behaviors in women survivors of childhood sexual abuse: A structural model." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3364.

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The purpose of this project was to examine the predictors of risky sexual behaviors and poor eating behaviors for women who experienced childhood sexual abuse, including family hardiness, and depression in a structural equation model. A second group of those who had not been sexually abused as children was also tested using the same structural equation model.

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36

Waller, LaNeisha. "An examination of the help seeking behaviors of African American women with adverse childhood experiences." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6519.

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Within the United States, African Americans account for 13% of the entire population, making them the second largest minority group. A notable concern is the rate at which African Americans fail to utilize both medical and mental health services. Researchers have long examined possible factors, such as stigmas, barriers, and accessibility, as reasons why African Americans underutilize psychological help. Overlooked is the potential influence of adverse childhood experiences (ACE). The term ACE encompasses ten major domains, ranging from emotional abuse to parental divorce/separation, all of which have been found to negatively influence individuals’ well-being. As such, this study examined the association between African American women’s adverse childhood experiences and help seeking attitudes. Data for this study were gathered from 64 African American female college students. Adverse childhood experiences were measured with the Traumatic Experiences Checklist (TEC) and help seeking attitudes were assessed with the Attitudes Toward Seeking Professional Psychological Help-Short Form (ATSPPH-SF). Results demonstrated scores reflecting childhood traumatic events for violence, death, and legal involvement were negatively related to attitudes toward help seeking. The results of this study highlight the need for continued research regarding ACE for African American women in college settings. Specific implications for this study include outreach development in university counseling centers focused on the association between childhood trauma, violence/legal involvement, and intersectionality. Programming of this nature may provide a critical link to increase this population’s utilization of mental health services. Keywords: African American women, ACE, help seeking

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Johnson, Michelle E., Amy J. Malkus, Laurie L. Webb, and Michelle L. Lee. "Determining the Effectiveness of a 6-Week Preschool Nutrition Intervention Using USDA Team Nutrition Discover Myplate Ebooks: Measuring Nutrition Knowledge, Beliefs, and Behaviors." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6022.

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SIEMOENS, SHERYL L. "CLASS-WIDE INTERVENTIONS FOR CHALLENGING BEHAVIORS: AN EXTENSION OF PASSKEY PROCEDURES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin983480626.

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Zhen-Duan, Jenny. "Adverse Childhood Experiences (ACEs) and health-risk behaviors among Latinoadolescents: A pilot study of potential hormonal mediators and social support moderators." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1571833536451152.

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40

DiCarlo, Kristen Marie. "The School Health Environment and Student Outcomes Related to Childhood Overweight in Southwest Virginia." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/76904.

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Objective: Measure the association between School Health Index (SHI) scores and student health outcomes related to physical activity (PA) and nutrition. Design: Cross-sectional design utilized to collect SHI scores and administer questionnaires regarding nutrition and PA behaviors, knowledge and the home environment in 5 counties of southwest Virginia. Participants: Staff, administrators and students (grades 4, 7, 10; n = 1094) in 27 schools in 5 school divisions. Main Outcome Measures: SHI scores were obtained from school surveys while LWP score, student BMI percentile and fitness (mile run, PACER) measures were obtained from school data. The School Physical Activity and Nutrition questionnaire was used to measure student nutrition, PA behaviors and knowledge, and the home food environment was measured through a validated questionnaire. Analysis: Two-sided Pearson's correlation (p<0.05) measuring associations between SHI score and student health outcomes of BMI percentile, one mile/PACER, nutrition and PA behaviors and health knowledge and beliefs. Results: SHI was negatively correlated with BMI percentile for 4th grade students (-0.472, p<0.001) and positively correlated with BMI percentile for 8th grade students (0.679, p<0.001). SHI was positively correlated with 4th grade mile run (0.412, p<0.001), 8th grade mile run (0.218, p<0.001) and 4thgrade PACER (0.414, p<0.001). Conclusion: Behavioral influences are multifactorial and factors outside the school environment may affect the correlations between these variables. Application: Data concerning the influence of the school health environment can be used towards making evidence-based changes to school health programs.
Master of Science

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Skillings, Mary Jo. "Exploring the interrelationships between literature-based instruction in expository text structures and third-grade students' writing behaviors and products and reading selections." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392912085.

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Schmidt, Ricarda, Mandy Vogel, Andreas Hiemisch, Wieland Kiess, and Anja Hilbert. "Pathological and non-pathological variants of restrictive eating behaviors in middle childhood: A latent class analysis." Elsevier, 2018. https://ul.qucosa.de/id/qucosa%3A34075.

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Although restrictive eating behaviors are very common during early childhood, their precise nature and clinical correlates remain unclear. Especially, there is little evidence on restrictive eating behaviors in older children and their associations with children's shape concern. The present population-based study sought to delineate subgroups of restrictive eating patterns in N = 799 7-14 year old children. Using Latent Class Analysis, children were classified based on six restrictive eating behaviors (for example, picky eating, food neophobia, and eating-related anxiety) and shape concern, separately in three age groups. For cluster validation, sociodemographic and objective anthropometric data, parental feeding practices, and general and eating disorder psychopathology were used. The results showed a 3-cluster solution across all age groups: an asymptomatic class (Cluster 1), a class with restrictive eating behaviors without shape concern (Cluster 2), and a class showing restrictive eating behaviors with prominent shape concern (Cluster 3). The clusters differed in all variables used for validation. Particularly, the proportion of children with symptoms of avoidant/restrictive food intake disorder was greater in Cluster 2 than Clusters 1 and 3. The study underlined the importance of considering shape concern to distinguish between different phenotypes of children's restrictive eating patterns. Longitudinal data are needed to evaluate the clusters' predictive effects on children's growth and development of clinical eating disorders.

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Chen, Nan. "Co-development of internalizing and externalizing behaviors during middle childhood and potential moderators of the process." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/52571.

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Child internalizing and externalizing problems co-vary during development and lead to maladjustment outcomes, such as substance abuse, academic failure, antisocial behaviors and psychopathology. The proposed study aims to examine the co-development process of internalizing and externalizing problems during middle childhood and the potential moderators of this reciprocal relationship. Children and their families recruited in the Study of Early Childhood Care and Youth Development (SECCYD) constitute the sample of the current study. Participants in the study were recruited from nine states in the United States and followed from birth to adolescence. Though a few studies have examined the developmental trajectories of internalizing and externalizing problems over time, the findings are not consistent in terms of the directions of the relationship and very few have examined individual difference in the co-development process. To address this gap in knowledge, two moderating effects are examined, with one moderator being time-invariant, i.e., children's gender, and the other moderator being time-variant, i.e. parent-child conflicts. Longitudinal growth modeling and longitudinal difference score modeling are used to examine the dynamic relationship and the moderating effects. Comparisons of the two approaches are made with respect to the specific hypotheses of change tested by each model, model convergence, parameter and fit estimates, and the interpretation of the results.
Ph. D.

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Riley, Tennisha N. "The Influence of Executive Functions and Emotion Regulation on Teacher-Rated Social Behaviors in Middle Childhood." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4035.

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Early social interactions are important to developing and maintaining positive social relationships in childhood. It is well understood that the social development is dependent on a number of developmental changes in both cognition and emotion. While most research has focused on cognitive and emotional models of social behaviors separately, a consideration for research investigating social behaviors is to examine cognitive processing and emotional processing concurrently. The current work focuses on the relationship between the executive processes involved in cognition and emotion regulation, and the influence on adaptive (social skills) and maladaptive (aggressive behavior) social behaviors. Specifically, the reformulated social behavioral model developed by Lemerise & Arsenio (2000) , as well as integrative model of social-cognitive-affective behavior (Beauchamp & Anderson, 2010) will guide this work and help specify the relationship between specific executive functions (working memory, inhibition, and cognitive flexibility), emotion regulation, and children’s social behaviors in middle childhood.

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Hilbran, Alicia Mecham. "Impact of childhood weight status and food experiences on adult food behaviors and Body Mass Index /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594487451&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Roman, Harrington Kara. "Understanding Obesity Development: Investigating the Influence of Mental Health, Self-efficacy, and Self-regulation on Children's Health Behaviors." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2580.

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Анотація:

Thesis advisor: Maureen E. Kenny
Childhood obesity is one of the most significant threats to the health development of children in the United States. A relationship has been found between mental health conditions, such as depression, and obesity development. Obesity prevention initiatives frequently target children's health behaviors due to their important role in the development of childhood obesity. Yet despite their importance, relatively little is known about the association between mental health factors and children's health behaviors. In addition, self-efficacy and self-regulation, cognitive factors which have been found to have a prominent role in behavior change, may also be correlated with children's health behaviors. These cognitive factors may also interact with mental health factors to predict children's health behaviors. The current study sought to investigate whether or not internalizing behaviors, self-efficacy, and self-regulation significantly predicted healthy eating behavior, unhealthy eating behavior, and physical activity behavior in preadolescent children. The study was a secondary data analysis of the Study of Early Child Care and Youth Development (SECCYD) Phase II-III data. Internalizing behaviors were found to have a significant relationship with unhealthy eating behaviors for both boys and girls, however, the relationship was positive for girls and negative for boys. Among the cognitive factors, sports self-efficacy and self-regulation, sports self-efficacy was found to be a significant predictor of physical activity behavior for both boys and girls. In addition, the moderating relationship between internalizing behaviors and self-regulation as a predictor of physical activity behavior was supported for boys. Findings from the study indicate individual psychological factors, such as mental health and self-efficacy may have a significant influence on children's health behaviors. Results also suggest factors at the psychological level may be interacting with one another, along with factors at the biological and social levels of development, to influence health behaviors. The current study highlights that investigating the psychological factors influencing health behaviors may yield an important contribution towards understanding obesity development. These findings have implications both for identifying children at risk for developing obesity, as well as, the design and implementation of obesity prevention initiatives
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology

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Hunter, Theresa Evans. "Teacher Perspectives on Increasing Fourth-Grade Reading Behaviors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2263.

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Elementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner's operant conditioning theory and the focus on motivators and their effects on learning outcomes, the research questions explored teachers' perceptions of the motivators that increase student reading in the elementary grades. Data for the study were collected through individual interviews with a sample of 6 teachers who volunteered from the district's elementary schools. Open coding of the transcribed interview data and thematic analysis revealed 5 overarching themes: difficulties and challenges, preexisting perceptions, perceived effectiveness of used incentives/motivators, applicability to other grade levels, and factors critical to support reading development. The findings revealed certain recommended strategies such as free choice reading, increased parental involvement, and grade enhancement that may support intrinsic motivation compared to external motivation, which may be better supported through more immediate rewards. This study has the potential to promote social change by providing educators and other stakeholders at the local site with research findings on effective techniques to motivate elementary students to read more frequently.

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Sisson, Kelly J. "Teacher and school characteristics as protective factors| An investigation of internalizing and externalizing behaviors among rural, at-risk children." Thesis, Alfred University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636353.

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Limited research exists examining the social-emotional functioning of rural, at-risk children in addition to school characteristics that may impact behaviors. In the present study the social-emotional functioning of rural, at-risk Kindergarten students was observed in relation to various school characteristics including teacher perceptions of professional climate, opportunities for professional development and collaboration, teacher efficacy, and teacher-child relationships. The sample of students from low SES families residing within rural areas was derived from a nationally representative database (ECLS-K 2011), and yielded a sample size of 1,318. The results were analyzed using several path analyses. The analyses revealed that teacher perceptions of professional climate in addition to reported opportunities for professional development and collaboration were important to their feelings of effectiveness as a teacher (teacher efficacy). In addition, the conflict within a teacher-child relationship was significantly related to teacher ratings of internalizing and externalizing problems. Implications for the potential impact on social-emotional problems through interventions at the school and teacher level are discussed.

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Riser, Diana Katherine. "When Do We See Resilience: The Effects of Parent's History of Maltreatment on Parenting Behaviors and Children's Adjustment." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/38665.

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Prior research has suggested that children are at a greater risk of maladjustment in cases where a parent has experienced childhood maltreatment. The purpose of this study is to explore the role of parent's childhood maltreatment in its effects on parenting behavior, parent characteristics, and child adjustment. The multiple pathways through which parent's childhood maltreatment can be both directly and indirectly linked to child maladjustment were explored. Further, risk and protective factors, such as early age of becoming a parent or high parent education, which may play a role were examined as both potential moderators and mediators of the relation between parent's childhood maltreatment and children's maladjustment. Overall, several of the hypothesized pathways were supported. In particular, parent depression and parent's socio-demographic factors were found to act as mediators and moderators of the relations between parent's childhood maltreatment and child maladjustment. There was lesser evidence of child maltreatment behaviors and parenting behaviors mediating or moderating the relations between parent's childhood maltreatment and child maladjustment. Recommendations for future research directions as well as directions for intervention and prevention efforts for at-risk families and children will be suggested.
Ph. D.

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Reese, Jill Alyse. "Adult Identification of Meaningful and Intentional Music Behaviors Demonstrated by Young Children." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/148944.

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Music Education
Ph.D.
The purpose of this research was to investigate how adults identify music behaviors of young children in play-based early childhood settings. The research questions were (1) Are there statistically significant effects of training, parental status, or direction condition on the number of individual musical acts identified by adults? (2) How does response latency vary based on training, parental status, and direction condition? (3) Of the music acts identified by the subjects, what types of music acts are identified as consensus acts (those identified by 75% of subjects or more within any three-second window)? and, (4) How do consensus acts differ with regard to type, frequency, and difficulty? Seventy-two adults (24 child development teachers, 24 early childhood music teachers, and 24 musicians) participated in the study. Of the 24 subjects in each group, half were parents, and half were nonparents. Subjects were randomly assigned equally to two direction conditions: Meaningful Direction Condition and Intentional Direction Condition. Subjects watched video of young children (five to fifteen months old) and adults interacting musically in a play-based early childhood setting. Subjects in the Meaningful Direction Condition pressed the space bar on a computer when they thought any child in the video demonstrated a meaningfully musical behavior; subjects in the Intentional Direction Condition pressed the space bar when they thought any child in the video demonstrated an intentionally musical behavior. When each subject pressed the space bar, a computer program recorded time stamp data. Subjects in the Early Childhood Music Teacher (ECMT) group identified significantly more music behaviors than subjects in the Child Development Teacher (CDT) group and the Musician group. There were no significant differences in the total number of music behaviors identified according to parental status or direction condition. Subjects in the ECMT group agreed statistically significantly more often than adults in the CDT group and the Musician group that behaviors demonstrated by children in the video were music behaviors. Adults in the Parent group agreed statistically significantly more often than adults in the Nonparent group that behaviors demonstrated by children in the video were music behaviors. When adults identify consensus acts, young children's music behaviors contain common features: beat-related movements and vocalizations. Adults in the ECMT group agreed significantly more often than adults in the CDT group and the Musician group that vocalizations demonstrated by young children were music behaviors. Adult ability to identify music behaviors as measured in this study is dependent upon musical training and experience, but not solely. Specialized early childhood music pedagogy may help adults identify behaviors (especially vocalizations) demonstrated by young children as music.
Temple University--Theses

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Дисертації з теми "Childhood behaviors"

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