Keyword search (3,448 papers available)


Gender is Key: Girls' and Boys' Cortisol Differs as a Factor of Socioeconomic Status and Social Experiences During Early Adolescence.

Author(s): Wright L, Bukowski WM

The risks associated with negative peer relationships and low socioeconomic status (SES), and how they impact diurnal cortisol and the cortisol response to negative experiences, have never been studied together in early adolescents; this study aims to fill ...

Article GUID: 33515375
Conflict Resolution and Emotional Expression in Mother-Preadolescent Dyads: Longitudinal Associations with Children's Socioemotional Development.

Author(s): Ferrar SJ; Stack DM; Dickson DJ; Serbin LA;

How youth learn to manage emotions during mother-child conflict influences their socioemotional development. Ninety-four mother-preadolescent (aged 9-13, 57.4% female) dyads were observed during conflict discussions and completed questionnaire measures at o...

Article GUID: 32935251
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
Unpacking the Longitudinal Associations between the Frequency of Substance Use, Substance Use Related Problems, and Academic Achievement among Adolescents.

Author(s): Hu?nh C, Morin AJS, Fallu JS, Maguire-L J, Descheneaux-Buffoni A, Janosz M

J Youth Adolesc. 2019 May 23;: Authors: Huỳnh C, Morin AJS, Fallu JS, Maguire-L J, Descheneaux-Buffoni A, Janosz M

Article GUID: 31124037
Derisive Parenting Fosters Dysregulated Anger in Adolescent Children and Subsequent Difficulties with Peers.

Author(s): Dickson DJ, Laursen B, Valdes O, Stattin H

J Youth Adolesc. 2019 May 24;: Authors: Dickson DJ, Laursen B, Valdes O, Stattin H

Article GUID: 31127441
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]