Matching Items (2)
Description
I examined the role of children's or teacher's effortful control (EC) in children's academic functioning in early elementary school in two separate studies. In Study 1, I tested longitudinal relations between parents' reactions to children's displays of negative emotions in kindergarten, children's EC in first grade, and children's reading or math achievement in second grade (N = 291). In the fall of each school year, parents reported their positive or negative reactions and parents and teachers reported on children's EC. Standardized achievement tests assessed achievement each spring. Results from autoregressive panel mediation models demonstrated that constructs exhibited consistency across study years. In addition, first-grade EC mediated relations between parents' reactions (i.e., a difference composite of positive minus negative reactions) at kindergarten and second-grade math, but not reading, achievement. Findings suggest that one method of promoting math achievement in early school is through the socialization of children's EC. In Study 2, I examined relations between teachers' EC, teachers' reactions to children's negative emotions, the student-teacher relationship (STR), and children's externalizing behaviors or achievement among 289 second-graders and their 116 teachers. Results from mixed-model regressions showed that negative reactions and teacher-reported STR mediated relations between teachers' EC and math achievement. In addition, teacher-reported STR mediated links between teachers' EC and externalizing problems across reporters and between teachers' EC and reading achievement. Tests of moderated mediation indicated that a high-quality STR was negatively associated with externalizing problems and high levels of teachers' negative reactions were negatively related to math achievement only for students low in EC. In tests of moderation by social competence, teachers' reports of high-quality STRs tended to be negatively associated with externalizing problems, but relations were strongest for students not high in social competence. For students low in social competence only, children's reports of a high-quality STR was related to lower reading achievement. These results highlight the utility of considering whether and how teachers' own intrinsic characteristics influence classroom dynamics and students' academic functioning outcomes.
ContributorsSwanson, Jodi Michelle (Author) / Valiente, Carlos (Thesis advisor) / Bradley, Robert H (Thesis advisor) / Kochenderfer-Ladd, Becky (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / Arizona State University (Publisher)
Created2011
Description
Legal socialization is the process through which individuals develop their attitudes and relationships with the law. Although different types of socialization have been identified, four primary assumptions drive the perspective. These include ubiquity (process occurs in multiple contexts), continuity (process occurs across the lifetime), foundationality (law is an important regulatory institution), and reciprocity (law and citizens are influencing each other). The procedural justice model of legal socialization proposes that direct and vicarious police interactions judged to be procedurally unjust lead to lower levels of police legitimacy, higher levels of legal cynicism, and ultimately, lower compliance with the law. Recent scholarship has extended this model to non-legal authorities, finding that procedurally just interactions with parents and teachers improve child outcomes. Given its novelty, models assessing parental effects on legal attitudes have yet to consider how problematic child behaviors, including delinquency, contribute to the legal socialization process. Using 8 waves of data from a community sample of Swiss children (N = 1360), the primary goal of this study is to identify the potential direct, indirect, and reciprocal effects of child externalizing problem behaviors (as measured by aggression and hyperactive/impulsive/inattention) and parenting behaviors (as measured as prosocial and aversive) on legal cynicism. In addition, this study seeks to identify reciprocity within concepts from the procedural justice model, namely between legal cynicism and delinquency. Multivariate Latent Curve models with Structured Residuals (LCM-SR) were used to assess these relationships while also distinguishing “between-person” and “within-person” changes in these constructs over time. Results demonstrated that the relationship between child behaviors and parenting behaviors was not reciprocal, but aversive parenting did have a direct relationship with legal cynicism and delinquency over time. An unconditional LCM-SR model demonstrated that legal cynicism and delinquency were related both between-person and within-person over time. However, the reciprocal effects were inconclusive. While this study did not identify conclusive evidence of reciprocity, the results do provide more support for the ubiquity assumption, i.e., legal socialization occurs in nonlegal contexts. Parenting behaviors during childhood do influence legal cynicism and delinquency from adolescence to early adulthood.
ContributorsGifford, Faith Elise (Author) / Reisig, Michael D (Thesis advisor) / Pardini, Dustin (Thesis advisor) / Trinkner, Rick (Committee member) / Arizona State University (Publisher)
Created2021