Keyword search (3,619 papers available)


Introduction to the special section: studying intergenerational continuity and the transfer of risk.

Author(s): Serbin LA, Stack DM

Dev Psychol. 1998 Nov;34(6):1159-61 Authors: Serbin LA, Stack DM

Article GUID: 9823501
Intergenerational transfer of psychosocial risk in women with childhood histories of aggression, withdrawal, or aggression and withdrawal.

Author(s): Serbin LA, Cooperman JM, Peters PL, Lehoux PM, Stack DM, Schwartzman AE

Dev Psychol. 1998 Nov;34(6):1246-62 Authors: Serbin LA, Cooperman JM, Peters PL, Lehoux PM, Stack DM, Schwartzman AE

Article GUID: 9823509
Functions of maternal touch and infants' affect during face-to-face interactions: new directions for the still-face.

Author(s): Jean AD, Stack DM

Infant Behav Dev. 2009 Jan;32(1):123-8 Authors: Jean AD, Stack DM

Article GUID: 19004501
A longitudinal investigation of maternal touching across the first 6 months of life: age and context effects.

Author(s): Jean AD, Stack DM, Fogel A

Infant Behav Dev. 2009 Jun;32(3):344-9 Authors: Jean AD, Stack DM, Fogel A

Article GUID: 19477019
Infant touch with gaze and affective behaviors during mother-infant still-face interactions: Co-occurrence and functions of touch.

Author(s): Moszkowski RJ, Stack DM, Chiarella SS

Infant Behav Dev. 2009 Dec;32(4):392-403 Authors: Moszkowski RJ, Stack DM, Chiarella SS

Article GUID: 19647323
Predicting adult physical health outcomes from childhood aggression, social withdrawal and likeability: a 30-year prospective, longitudinal study.

Author(s): Temcheff CE, Serbin LA, Martin-Storey A, Stack DM, Ledingham J, Schwartzman AE

Int J Behav Med. 2011 Mar;18(1):5-12 Authors: Temcheff CE, Serbin LA, Martin-Storey A, Stack DM, Ledingham J, Schwartzman AE

Article GUID: 20383621
The quality of the mother-child relationship in high-risk dyads: application of the Emotional Availability Scales in an intergenerational, longitudinal study.

Author(s): Stack DM, Serbin LA, Girouard N, Enns LN, Bentley VM, Ledingham JE, Schwartzman AE

Dev Psychopathol. 2012 Feb;24(1):93-105 Authors: Stack DM, Serbin LA, Girouard N, Enns LN, Bentley VM, Ledingham JE, Schwartzman AE

Article GUID: 22292996
Academic success across the transition from primary to secondary schooling among lower-income adolescents: understanding the effects of family resources and gender.

Author(s): Serbin LA, Stack DM, Kingdon D

J Youth Adolesc. 2013 Sep;42(9):1331-47 Authors: Serbin LA, Stack DM, Kingdon D

Article GUID: 23904002
Title:Academic success across the transition from primary to secondary schooling among lower-income adolescents: understanding the effects of family resources and gender.
Authors:Serbin LA,  Stack DM,  Kingdon D
Link:https://www.ncbi.nlm.nih.gov/pubmed/23904002?dopt=Abstract
Category:J Youth Adolesc
PMID:23904002
Dept Affiliation: CRDH
1 Department of Psychology, Centre for Research in Human Development, Concordia University, 7141 Sherbrooke Street West PY-170, Montreal, QC, H4B 1R6, Canada. Lisa.Serbin@Concordia.CA

Description:

Academic success across the transition from primary to secondary schooling among lower-income adolescents: understanding the effects of family resources and gender.

J Youth Adolesc. 2013 Sep;42(9):1331-47

Authors: Serbin LA, Stack DM, Kingdon D

Abstract

Successful academic performance during adolescence is a key predictor of lifetime achievement, including occupational and social success. The present study investigated the important transition from primary to secondary schooling during early adolescence, when academic performance among youth often declines. The goal of the study was to understand how risk factors, specifically lower family resources and male gender, threaten academic success following this "critical transition" in schooling. The study involved a longitudinal examination of the predictors of academic performance in grades 7-8 among 127 (56 % girls) French-speaking Quebec (Canada) adolescents from lower-income backgrounds. As hypothesized based on transition theory, hierarchical regression analyses showed that supportive parenting and specific academic, social and behavioral competencies (including spelling ability, social skills, and lower levels of attention problems) predicted success across this transition among at-risk youth. Multiple-mediation procedures demonstrated that the set of compensatory factors fully mediated the negative impact of lower family resources on academic success in grades 7-8. Unique mediators (social skills, spelling ability, supportive parenting) also were identified. In addition, the "gender gap" in performance across the transition could be attributed statistically to differences between boys and girls in specific competencies observed prior to the transition, as well as differential parenting (i.e., support from mother) towards girls and boys. The present results contribute to our understanding of the processes by which established risk factors, such as low family income and gender impact development and academic performance during early adolescence. These "transitional" processes and subsequent academic performance may have consequences across adolescence and beyond, with an impact on lifetime patterns of achievement and occupational success.

PMID: 23904002 [PubMed - indexed for MEDLINE]