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Ingrid Obsuth Katherine Hennighausen Laura E. Brumariu Karlen Lyons‐Ruth 《Child development》2014,85(1):370-387
Disoriented, punitive, and caregiving/role‐confused attachment behaviors are associated with psychopathology in childhood, but have not been assessed in adolescence. A total of 120 low‐income late adolescents (aged 18–23 years) and parents were assessed in a conflict‐resolution paradigm. Their interactions were coded with the Goal‐Corrected Partnership in Adolescence Coding Scales. Confirmatory factor analysis demonstrated that the three disorganized constructs (punitive, caregiving, and disoriented interaction) were best represented as distinct factors and were separable from a fourth factor for collaboration. The four factors were then assessed in relation to measures of attachment disorganization, partner abuse, and psychopathology. Results indicate that forms of disorganized behavior first described in early childhood can also be reliably assessed in adolescence and are associated with maladaptive outcomes across multiple domains. 相似文献
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Metacognition and Learning - Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These... 相似文献
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Sadia Najmi Jean-Francois Bureau Diyu Chen Karlen Lyons-Ruth 《Child abuse & neglect》2009,33(12):924-932
Objective: The Personal Attitude Scale (PAS; Hooley, 2000) is a method that is under development for identifying individuals high in Expressed Emotion based on personality traits of inflexibility, intolerance, and norm-forming. In the current study, the goal was to measure the association between this maternal attitudinal inflexibility, early hostile or disrupted mother-infant interactions, and hostile-aggressive behavior problems in the child.MethodsIn a prospective longitudinal study of 76 low-income mothers and their infants, it was predicted that maternal PAS scores, assessed at child age 20, would be related to difficulties in early observed mother-infant interaction and to hostile-aggressive behavioral difficulties in the child.ResultsResults indicated that maternal difficulties in interacting with the infant in the laboratory were associated with maternal PAS scores assessed 20 years later. Hostile-aggressive behavior problems in the child at age five were also predictive of PAS scores of mothers. However, contrary to prediction, these behavior problems did not mediate the association between mother-infant interaction difficulties and maternal PAS scores, indicating that the child's hostile-aggressive behavior problems did not produce the link between quality of early interaction and later maternal attitudinal inflexibility.ConclusionsThe current results validate the PAS against observable mother-child interactions and child hostile-aggressive behavior problems and indicate the importance of future work investigating the maternal attitudes that are associated with, and may potentially precede, parent-infant interactive difficulties.Practice implicationsThese findings regarding the inflexible attitudes of mothers whose interactions with their infants are also disrupted have important clinical implications. First, once the stability of the PAS has been established, this measure may offer a valuable screening tool for the prenatal identification of parents at risk for difficult interactions with their children. Second, it suggests routes for more cognitive interventions around helping less flexible parents shift perspectives to better take account of their child's outlooks and needs. 相似文献
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The aim of this study was to investigate the development of metacognitive strategy knowledge (MSK) during schooling at the upper secondary education level and to examine its relation with individual student characteristics. This longitudinal study with two measurement points analyzed a sample of students in grades 10 and 11 from 19 schools preparing students for university in Switzerland. The findings showed no development of MSK within a single year of school. Individual differences appeared in the level and the change of MSK over time. Female students as well as students with higher SES displayed higher MSK than male students and students with lower SES at the first measurement point. Furthermore, SES predicted changes in MSK over time. Between learning motivation and MSK as well as self-efficacy and MSK, high correlations were found at t1. Neither learning motivation nor self-efficacy had an effect on the change of MSK over time. The results show that there is still substantial potential for MSK development at the upper secondary education level. Implications for education and further studies are discussed. 相似文献
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Yves Karlen 《The Journal of educational research》2016,109(3):253-265
Metacognitive strategy knowledge, motivation, and learning strategies play an important role in self-regulated learning (SRL). However, little is known about different profiles of self-regulated learners in schools that prepare students for the university entrance certificate. The aim of this study was to examine intraindividual differences in the patterns of students' SRL. In this 2-wave longitudinal study, 897 students were involved. Latent class analyses revealed four-cluster solutions at the beginning as well as at the end of the school year. Maximal self-regulated learners with the highest levels on all cognitive, metacognitive, and motivational components of SRL reported the highest grades in the academic subject of German (first language) at both measurement points, followed by motivated and strategic learners. Students with a low level on several SRL components reported the lowest grades. Further, the results indicated changes in profiles of SRL over time. 相似文献
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Infants at Social Risk: Maternal Depression and Family Support Services as Mediators of Infant Development and Security of Attachment 总被引：5，自引：1，他引：5
Karlen Lyons-Ruth David B. Connell Henry U. Grunebaum Sheila Botein 《Child development》1990,61(1):85-98
31 infants at high social risk due to the combined effects of poverty, maternal depression, and caretaking inadequacy were assigned to weekly home-visiting services. At 18 months infant age, the home-visited infants were compared with 2 groups of socioeconomically similar unserved infants on measures of infant development, infant attachment, mother-infant interaction, maternal depression, and maternal social contacts. Home-visited infants of depressed mothers outperformed unserved infants of depressed mothers by an average of 10 points on the Bayley Mental Scale and were twice as likely to be classified as securely attached, with unserved high-risk infants showing a high rate of insecure-disorganized attachments. Duration of services was positively correlated with maternal involvement at 12 months. Results of the study point both to the negative developmental consequences associated with severe social risk conditions and to the buffering effects of developmentally oriented home-visiting services for infants at greatest social risk. 相似文献
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This study of 62 lowincome families examined the relation between maternal and infant measures assessed at 18 months infant age and child behavior problems at age 5 as rated by preschool teachers. The infancy assessments included measures of mother-infant interaction, maternal psychosocial problems, infant cognitive development, and infant attachment security, including the disorganized/disoriented classification. The strongest single predictor of deviant levels of hostile behavior toward peers in the classroom was earlier disorganized/disoriented attachment status, with 71% of hostile preschoolers classified as disorganized in their attachment relationships in infancy. Maternal psychosocial problems independently predicted hostile aggressions in preschool and combined additively with infant attachment security in prediction. Results are discussed in relation to the asymmetry of forward and backward prediction that characterized the findings and in relation to the potential significance of disorganized attachment behavior as a precursor to later maladaptation. 相似文献
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