Age differences in adults' control beliefs related to life goals and concerns.

Control beliefs play an important role in how people direct their own development during their life span. However, research into age differences in control beliefs has produced inconsistent results. In this study, 381 Ss (aged 19–71 yrs) completed a questionnaire in which they were asked to write down their goals and concerns. They were then asked to rate each on a 4-point bipolar rating scale measuring internality–externality. The results showed that Ss' control beliefs became more external with age. However, part of the increase in externality was found to be caused by increasing interest in domains that are generally considered uncontrollable. Ss' beliefs about health-, self-, offspring-, and property-related goals became more external with age, unlike goals concerning future education, occupation, family, and travel. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study.

The aim of the study was to examine whether children's achievement strategies would prospectively predict their improvement in reading and mathematical skills during the 1st school year, or whether it is rather the skills that predict the change in their achievement strategies. One hundred five 6- to 7-year-old children were investigated 3 times during the 1st school year. Each time, their reading and mathematical skills were tested, and their task-avoidant versus task-focused behaviors were rated by their classroom teacher. In addition, their overall cognitive competence was measured before entry into school. The maladaptive strategies children deployed in the classroom and their reading skills formed a cumulative developmental cycle. On the one hand, task-avoidant behaviors decreased subsequent improvement in reading skills, and on the other hand, a low level of reading skills increased subsequent task-avoidant behaviors. Although a low level of mathematical skills increased subsequent task avoidance, the mathematical skills were not influenced by it. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of Individual Differences in Reading: Results From Longitudinal Studies in English and Finnish.

The authors examined individual differences in reading development in English and Finnish. English-speaking Canadian children were assessed once per year in Grades 1-5, and Finnish children were assessed twice per year in Grades 1-2. Results from latent growth curve and simplex analyses showed that initial status was generally negatively associated with subsequent growth and that, although stable, individual differences were more likely to significantly decrease than to increase across the measurement points. Growth mixture models identified multiple groups of children whose reading development followed distinct patterns. The results indicate that it is possible for educational systems to significantly reduce individual differences in basic reading skills during early reading development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal Affection Moderates the Impact of Psychological Control on a Child's Mathematical Performance.

This study investigated the extent to which mothers' psychological control predicts their children's mathematical performance during the children's transition from preschool to primary school over and above the impact of maternal affection and behavioral control. Also investigated was the extent to which maternal affection and behavioral control moderate the impact of mothers' psychological control. Children 5-6 years old at baseline (N=196) were followed up 6 times to measure their performance in mathematics over a 3-year period from preschool to 2nd grade. Mothers were asked to fill in a questionnaire measuring their parenting styles once every year over the 3-year period. A high level of psychological control exercised by mothers predicted their children's slow progress in mathematics. However, this impact was particularly evident among those children whose mothers reported a high level of affection. No evidence was found that children's mathematical performance had any effect on their mothers' parenting styles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental Dynamics of Math Performance From Preschool to Grade 2.

This study investigated the developmental dynamics of mathematical performance during children's transition from preschool to Grade 2 and the cognitive antecedents of this development. 194 Finnish children were examined 6 times according to their math performance, twice during each year across a 3-year period. Cognitive antecedents, that is, counting ability, visual attention, metacognitive knowledge, and listening comprehension, were tested at the first measurement point. The results indicated that math performance showed high stability and increasing variance over time. Moreover, the growth of math competence was faster among those who entered preschool with an already high level of mathematical skills. The initial level of math performance, as well as its growth, was best predicted by counting ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal reconstruction and depressive symptoms during the transition to motherhood: Evidence from two cross-lagged longitudinal studies.

Two cross-lagged longitudinal studies were carried out to investigate the extent to which the adjustment of personal goals to match the particular stage-specific demands of the transition to motherhood has consequences for women's depressive symptoms. In Study 1, 348 women filled out a revised version of Little's (1983) Personal Project Analysis and a revised version of Beck's Depression Inventory (A. T. Beck, C. H. Ward, M. Mendelsohn, L. Mock, & J. Erlaugh, 1961) 4 times: during early pregnancy, 1 month before childbirth, 3 months after childbirth, and 2 years after childbirth. In Study 2, 140 women who reported high levels of fear of childbirth filled out identical measures during early pregnancy, 1 month before childbirth, and 3 months after childbirth. The results showed that an increase in family-related goals during pregnancy and after the birth of the child predicted a decline in women's depressive symptoms. By contrast, an increase in self-focused goals predicted an increase in women's depressive symptoms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Women's and men's personal goals during the transition to parenthood.

To investigate how women's and men's personal goals change during the transition to parenthood, the authors studied 348 women (152 primiparous and 196 multiparous) and 277 of their partners at 3 times: early in pregnancy, 1 month before the birth, and 3 months afterward. At each measurement, participants completed the Personal Project Analysis questionnaire (B. R. Little, 1983). The results showed that during pregnancy women became more interested in goals related to childbirth, the child's health, and motherhood and less interested in achievement-related goals. After the birth women were more interested in family and health-related issues. These changes were more substantial among the primiparous than among the multiparous mothers. Although the men's personal goals changed during the transition to parenthood, these changes were less substantial than those found among the women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)