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Young Children's Responses (young + children_response)

Distribution by Scientific Domains
Psychology100%

Selected Abstracts

Longitudinal Study of Young Children's Responses to Challenging Achievement Situations

CHILD DEVELOPMENT, Issue 2 2001
Dannah I. Ziegert
Three studies were conducted to replicate and extend Dweck's findings regarding young children's responses to challenging achievement situations. Dweck's dichotomous helplessness classification system (i.e., task choice, task choice reason) was replicated with kindergartners, n= 235 (50% male), and first graders, n=70 (46% male). To test whether individual differences in young children's responses to challenging situations are stable over time, 1- and 5-year follow-ups of the kindergartners were conducted. On the basis of children's responses on age-appropriate behavioral tasks, a composite of cognitive, behavioral, and affective helplessness indices predicted helplessness at 1 and 5 years later, n= 114 (50% male), above and beyond kindergarten task ability and gender, p < .05. Kindergarten helplessness predicted teacher ratings of children's helplessness 5 years later as well, p < .05. The implications of these findings for early intervention are discussed. [source]

Family context and young children's responses to earthquake

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 9 2007
Laura J. Proctor
Background:, Family context can affect children's vulnerability to various stresses, but little is known regarding the role of family variables on children's reactions to natural disaster. This prospective study examined the influence of predisaster observed parenting behaviors and postdisaster parental stress on young children's distress following an earthquake. Methods:, Participants were 117 two-parent families with a child age 4,5 at the initial assessment. The families experienced different degrees of impact from the earthquake. Pre-earthquake family context comprised observations of parents' positive and negative behaviors during a parent,child play task. Eight months after the earthquake, mothers reported symptoms of parental stress and children's distress. Results:, Earthquake impact and children's distress symptoms were moderately correlated (r = .44), but certain pre-earthquake parental behaviors moderated the relationship. The dose,response association between earthquake impact and children's symptoms did not hold for families in which fathers showed high levels of negative behaviors with daughters, or mothers showed low levels of positive behaviors with sons. In addition, results consistent with full mediation for boys (and partial mediation for girls) indicated that 86% of the total effect of earthquake impact on boys' distress (and 29% on girls' distress) occurred through the mediator of reported parental stress. Conclusions:, These findings demonstrate that young children's responses to an abrupt, negative environmental event, such as an earthquake, are influenced in part by the nature of the parent,child relationship prior to the event as well as by the responses parents exhibit following the event. [source]

The role of psychosocial factors in young children's responses to cross-examination style questioning

APPLIED COGNITIVE PSYCHOLOGY, Issue 7 2009
Rachel Zajac
The goal of the present study was to ascertain whether individual differences in self-esteem, self-confidence, assertiveness and number of siblings could predict young children's responses to cross-examination style questioning. Five- and 6-year-old children (N,=,137) participated in a unique staged event and were then interviewed with analogues of direct and cross-examination. Despite highly accurate direct examination reports, children made a large number of changes to these reports during cross-examination, resulting in a significant decrease in accuracy. Poor cross-examination performance was associated with low levels of teacher-rated self-confidence, self-esteem and assertiveness, raising concern that the children who are likely to fare poorly during cross-examination may be the very children who are most likely to appear as witnesses in the courtroom. Furthermore, number of siblings was inversely related to cross-examination performance. Further research is required to pinpoint the specific mechanism(s) behind this finding. Copyright © 2008 John Wiley & Sons, Ltd. [source]

Longitudinal Study of Young Children's Responses to Challenging Achievement Situations

CHILD DEVELOPMENT, Issue 2 2001
Dannah I. Ziegert
Three studies were conducted to replicate and extend Dweck's findings regarding young children's responses to challenging achievement situations. Dweck's dichotomous helplessness classification system (i.e., task choice, task choice reason) was replicated with kindergartners, n= 235 (50% male), and first graders, n=70 (46% male). To test whether individual differences in young children's responses to challenging situations are stable over time, 1- and 5-year follow-ups of the kindergartners were conducted. On the basis of children's responses on age-appropriate behavioral tasks, a composite of cognitive, behavioral, and affective helplessness indices predicted helplessness at 1 and 5 years later, n= 114 (50% male), above and beyond kindergarten task ability and gender, p < .05. Kindergarten helplessness predicted teacher ratings of children's helplessness 5 years later as well, p < .05. The implications of these findings for early intervention are discussed. [source]