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1.
A Longitudinal Study of Consistency and Change in Self-Esteem from Early Adolescence to Early Adulthood 总被引：10，自引：0，他引：10
In a longitudinal study of 47 girls and 44 boys, developmental change in self-esteem (SE) was examined from early adolescence through late adolescence to early adulthood. Males tended to increase and females tended to decrease in SE over time. There was appreciable rank-order consistency in SE over time. Within each gender, the considerable individual differences in developmental trajectories were coherently related to personality characteristics independently assessed in early adolescence. Boys and girls with high SE possessed quite different personality characteristics in early adolescence; by early adulthood, although important differences remained, the personality characteristics associated with high SE were similar for the 2 sexes. Discussion focuses on the implications of our findings for the "consistency versus change" debate, the influence of gender-role socialization on SE development, and the importance of examining normative, gender-specific, and individual developmental change in SE. 相似文献
2.
Amaranta D. de Haan Maja Deković Alithe L. van den Akker Sabine E. M. J. Stoltz Peter Prinzie 《Child development》2013,84(6):2015-2030
This study examined whether changes in children's self‐reported Big Five dimensions are represented by (developmental) personality types, using a cohort‐sequential design with three measurement occasions across 5 years (four cohorts, 9–12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent class growth modeling yielded three personality types: Resilients (highest initial levels on all Big Five), Overcontrollers (lowest Extraversion, Emotional Stability, Imagination), and Undercontrollers (lowest Benevolence, Conscientiousness). Gender differences in type membership were small. Warm parenting, but not overreactive discipline, in childhood was associated with type membership. The types differed in adjustment problems by the end of middle adolescence. Personality change more likely occurs at the level of dimensions within types than in type membership. 相似文献
3.
本研究采用问卷调查法对深圳市22所托幼机构亲子班的867名月龄为30～36个月的婴幼儿的母亲进行随机抽样调查,探讨婴幼儿早期社会性发展与母亲个性的关系。研究结果显示:(1)婴幼儿早期社会性发展异常与母亲的情绪不稳定有关。(2)母亲的个性特点对婴幼儿早期社会性发展具有预测意义,母亲情绪的不稳定是导致婴幼儿出现心理和行为问题的危险因素,而母亲的外向型个性有利于婴幼儿早期社会性的良好发展。 相似文献
4.
This study addressed the polarization among theoretical perspectives in moral psychology regarding the relative significance of parents and peers in children's developing moral maturity. The sample was composed of 60 target children from late childhood and midadolescence, 60 parents, and 60 friends who participated in parent/child and friend/child dyadic discussions of a series of moral conflicts. The quality of parents' and friends' verbal interactions, ego functioning, and level of moral reasoning in these discussions was used to predict the rate of children's moral reasoning development over a 4-year longitudinal interval. Results revealed that interactions with both parents and peers were predictive of children's development but that these two types of relationships influence development in rather different ways. Implications of the findings for the understanding of these socialization agents' roles in moral development are discussed. 相似文献
5.
Cary A. Buzzelli 《Early childhood research quarterly》1996,11(4):515-534
The ways teachers engage children in discourse during teaching-learning activities have profound moral implications for children's learning and development. The goals of this article are (1) to explicate how teachers' control over classroom discourse patterns during teaching-learning activities influences the types of knowledge children create and acquire; (2) to examine the relationship between two types of teacher-child discourse commonly used in early childhood classrooms and the semiotic tools children appropriate through participation in each type of discourse; and (3) to outline the moral implications each has for children's learning and development. A framework for considering the moral implications of the ways teachers engage children in discourse during teaching-learning activities in early childhood classrooms is presented. 相似文献
6.
A university student sample was used to compare school-specific (i.e., personality at school) and general personality (i.e., personality across all life domains) over eight weeks. School-specific and general personality incrementally predicted change in school-specific criteria (i.e., school satisfaction and school citizenship behaviors). Less consistent results were found for general criteria. Specifically, school-specific and general personality incrementally predicted change in general mental health, but failed to incrementally predict change in life satisfaction. In addition, we examined the school-specific–general personality relationship over time. Contrary to expectations, a unidirectional relationship was found in which school-specific personality predicted change in general personality, but general personality did not predict change in school-specific personality. Theoretical and practical implications are discussed. 相似文献
7.
This longitudinal research used a sociocultural perspective to examine planning competence in the everyday experiences of European American and Latino children from 7 to 9 years of age. Data on children's participation in planning their activities outside of school, parental expectations about children's planning competence, and children's planning in the classroom were collected yearly from Grades 2 to 4 from 140 children and their mothers, and the children's teachers. Results indicate that decision-making practices and parental expectations change with development and vary by ethnicity. Decision making at home was related to children's classroom planning; however, the nature of these relations changed over middle childhood. Results are discussed in terms of cultural and parental contributions to the development of planning skills. 相似文献
8.
J. C. DeFries 《Annals of dyslexia》1988,38(1):120-130
Extensive psychometric test data were obtained from two independent samples of reading-disabled and control children: 70 probands
and 75 controls tested on two occasions over an average interval of 4.2 years, and 35 probands and 22 controls tested on three
occasions over an average interval of 8.6 years. When composite measures of reading performance and symbol-processing speed
were subjected to mixed-model multivariate analyses of variance, significant effects due to group (reading-disabled versus
control) and time (i.e., test session) were obtained in both samples, and a significant group-by-time interaction was obtained
for the sample tested on three occasions. In general, rates of change in reading performance are highly similar for reading-disabled
and control children. However, with regard to symbol-processing speed, differences between the two groups increase as a function
of age. Although no evidence was obtained for differential longitudinal stability of either composite measure in reading-disabled
and control children, results of a multiple regression analysis suggest that reading deficits during middle childhood are
highly predictive of later reading problems, even into early adulthood.
This work was supported in part by a program project grant from the NICHD (HD-11681). The invaluable contributions of staff
members of the many Colorado school districts and of the families who participated in the study are gratefully acknowledged. 相似文献
9.
The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development. Two hundred and four real estate practitioners who participated in a Web-based professional development course completed the Millon Index of Personality Styles (MIPS) instrument and a survey to compare personality type and satisfaction. No relationship was found between personality types and satisfaction when using Web-based instruction. The majority (97%) of participants were satisfied with the course regardless of their personality characteristics. 相似文献
10.
In this article we draw on longitudinal, retrospective, and cross-sectional studies to address the relationship between giftedness in childhood and adulthood. Evidence points to the fact that children who became eminent adults did not necessarily fit conceptions of giftedness driving programs that currently exist in our schools. These findings suggest that special kinds of educational experiences and social contexts, access to tacit knowledge from mentors and parents, grouping with true intellectual or talent peers, appropriate support networks, and select personality dispositions of talented individuals need to be incorporated into our understandings of the talent development process. 相似文献
11.
Personality Traits Are Associated With Cortical Development Across Adolescence: A Longitudinal Structural MRI Study 
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下载免费PDF全文 Lia Ferschmann Anders M. Fjell Margarete E. Vollrath Håkon Grydeland Kristine B. Walhovd Christian K. Tamnes 《Child development》2018,89(3):811-822
How personality traits relate to structural brain changes in development is an important but understudied question. In this study, cortical thickness (CT) and surface area (SA), estimated using magnetic resonance imaging (MRI), were investigated in 99 participants aged 8–19 years. Follow‐up MRI data were collected after on average 2.6 years for 74 individuals. The Big Five personality traits were related to longitudinal regional CT or SA development, but limited cross‐sectional relations were observed. Conscientiousness, emotional stability, and imagination were associated with more age‐expected cortical thinning over time. The results suggest that the substantial individual variability observed in personality traits may partly be explained by cortical maturation across adolescence, implying a developmental origin for personality–brain relations observed in adults. 相似文献
12.
The primary aim of the present study was to examine longitudinal models to determine the function that best describes developmental change in processing speed during childhood and adolescence. In one sample, children and adolescents (N= 503) were tested twice over an average interval of 2 years on two psychometric measures of processing speed: Visual Matching and Cross Out. In another sample, children and adolescents (N= 277) were tested four times, every 6 months, on Cross Out. Age-related changes in performance on both tasks were examined using six longitudinal models representing different hypotheses of growth. Linear, hyperbolic, inverse regression, and transition models yielded relatively poor fit to the data; the fit of the exponential and quadratic models was substantially better. The heuristic value of these latter models is discussed. 相似文献
13.
John Head 《Educational Studies in Mathematics》1981,12(3):339-350
The link between personality variables and performance in mathematics has not been systematically and extensively covered even though it would be reasonable to assume that personality factors play a crucial role, particularly with issues such as motivation, attitudes and cognitive style. In surveying the literature the author concludes that a fuller understanding can only come through the use of formal models of personality development in childhood and adolescence. 相似文献
14.
偏执性个性心理的特征，大致可分为暴躁型、抑郁型、虚荣型三种类型。要做好这部分人的思想工作，应该注意研究人的个性的形成及转化的方法。 相似文献
15.
António J. Santos Brian E. Vaughn Inês Peceguina João R. Daniel Nana Shin 《Child development》2014,85(5):2062-2073
This study examined the stability and growth over a 3‐year period of individual differences in preschool children's social competence, which was assessed in three domains: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. A total of 255 children (126 girls and 129 boys) participated in this study. Growth curve analyses demonstrated both stability and change with regard to social competence over early childhood. Social competence measures and latent variables were invariant over this time period, individual differences in social competence were largely stable from year to year, and significant increases over time were observed for the domain most closely reflective of specific personal attributes skills. 相似文献
16.
Associations among internalizing, externalizing, and social competence were examined in a longitudinal cohort (N = 205) of 8- to 12-year-old children reassessed after 7, 10, and 20 years. Theoretically informed nested structural equation models tested interconnections among broad multi-informant constructs across four developmental periods. Follow-up analyses examined gender invariance, measurement and age effects, and putative common causes. Key model comparisons indicated robust negative paths from social competence to internalizing problems from childhood to adolescence and from emerging adulthood to young adulthood. Social competence and externalizing problems showed strong initial associations in childhood but no longitudinal cross-domain paths. Using a developmental psychopathology framework, results are discussed in relation to cascade and transactional effects and the interplay between competence and symptoms over time. 相似文献
17.
Jennifer M. Bowes Linda Harrison Judy Ungerer Tracey Simpson Sarah Wise Ann Sanson Johanna Watson 《The Australian Educational Researcher》2004,31(3):69-86
Child Care Choices is an example of new early childhood research based on a relationship between policy makers and researchers.
It is also an example of large-scale longitudinal team-based research into early childhood in Australia. The ongoing study
addresses the professional problem for practitioners and policy makers of the increasing use of multiple care settings and
changes to care arrangements in the early years and their possible impacts on child development. The project will follow an
initial sample of 693 families with a child aged from birth to three years over a three-year period. An ecological framework
is used to include the influences on child development of characteristics of the children and their families, their city or
country location, as well as their childcare history and current care arrangements. Development is measured in terms of children’s
health, motor development, social and emotional development, language and communication as well as emerging literacy and numeracy.
The article discusses the unique features of the project in Australian early childhood research, its history, preliminary
findings, and the potential of this kind of large-scale, longitudinal team-based research conducted in partnership with policy
makers to contribute to policy as well as to theoretical debate. 相似文献
18.
Research Findings: The present longitudinal study investigated whether a range of social–emotional difficulties in early childhood predict the development of depressive symptoms in middle childhood. Participants were 56 children and their teachers. Teachers' reports of internalizing and externalizing behaviors were obtained during preschool, and children's displays of negative affect were observed through classroom videotapes in preschool. Children's self-reports of depressive symptoms were collected approximately three and a half years later. Teachers' ratings of social problems and atypical behaviors were positively associated with later depressive symptoms. Teachers' ratings of rule breaking and observed negative affect in preschool were stronger predictors of later depressive symptoms in girls than in boys. Findings point to social non-conformity as an important feature in the developmental course of depressive symptoms. Results lend support to a developmental psychopathology framework, showing change over time across types of social–emotional difficulties in gender-specific directions. Practice or Policy: Findings underscore the role that preschool teachers and classroom observation could play in identifying early risk for depressive symptoms. Results suggest the possible utility of early screening programs for at-risk preschool-aged children. Moreover, results could inform school-based intervention or prevention programs targeting internalizing symptoms, an under-recognized area of children's mental health. 相似文献
19.
This meta-analysis summarizes 113 research reports worldwide (121 cross-sectional and 7 longitudinal studies) on age differences in ethnic, racial, or national prejudice among children and adolescents. Overall, results indicated a peak in prejudice in middle childhood (5-7 years) followed by a slight decrease until late childhood (8-10 years). In addition to differences for the various operationalizations of prejudice, detailed findings revealed different age-related changes in prejudice toward higher versus lower status out-groups and positive effects of contact opportunities with the out-group on prejudice development. Results confirm that prejudice changes systematically with age during childhood but that no developmental trend is found in adolescence, indicating the stronger influence of the social context on prejudice with increasing age. 相似文献
20.
一个人的音乐智能发展时期是幼儿期。从幼儿阶段开始,幼儿便对音乐产生了浓厚的学习兴趣。而且在幼儿时期,组织开展各种各样的音乐活动,还可以促进幼儿身体、情感、个性等方面的发展。在信息时代下,将信息技术应用到幼儿园音乐活动中,具有十分重要的意义。基于此,本文重点针对信息技术与幼儿园音乐活动的有效融合进行了详细分析,以供参考。 相似文献