Infant Temperament Profiles,Cultural Orientation,and Toddler Behavioral and Physiological Regulation in Mexican-American Families

This study sought to (a) replicate infant temperament profiles from predominantly White samples in a sample of low-income, predominantly first-generation Mexican-American families, (b) investigate associations between infant temperament profiles and toddler behavioral and physiological regulation, and (c) explore whether mothers’ cultural orientation would moderate those associations. Mothers and infants (n = 322; 46% male) were assessed during pregnancy and at infant ages 9, 12, and 24 months. Latent profile analysis yielded three temperament profiles that were consistent with those from extant research. Compared to the high positive affect, well-regulated profile, the negative reactive, low regulated profile was associated with poorer behavioral and parasympathetic (i.e., respiratory sinus arrhythmia) regulation, but associations depended on mothers’ Mexican and Anglo cultural orientation.     

Effective schools,school segregation,and the link with school achievement

This study examines whether 3 teacher-rated aspects of school effectiveness differ across school segregation profiles in Stockholm, and to what extent these indicators are associated with the academic achievement of 9th-grade students. Analyses were based on 2 cross-sectional data collections performed in 2014 and 2016, respectively (147 school units), one among teachers (n = 2,024) and the other among 9th-grade students (n = 9,151). Multilevel analysis was applied, estimating 2-level random intercept linear regression models. Results show that teachers’ ratings of school leadership, teacher cooperation, and school ethos, as well as student-reported marks differ across school segregation profiles. Findings further reveal significant associations between these school effectiveness indicators and student performance, even when taking student family background and the school’s student body composition into consideration. In part, these associations are also identified within segregation profiles. Moreover, results show that school ethos acts as a mediator between school segregation profile and student achievement.     

One-sided and mutually aggressive couples: Differences in attachment,conflict prevalence,and coping

This study investigated concurrent links between adolescent romantic couples’ reports of aggression (relational and physical) and relationship functioning (e.g., attachment security, conflict prevalence, coping strategies, jealousy, and affiliative and romantic relationship quality) using a pattern-oriented approach. The sample included 194 romantic partner dyads (Mage = 16.99 years for females and Mage = 18.41 years for males). A hierarchical cluster analysis identified five distinct subgroups of dyads based on male and female reports of relational and physical aggression, ranging from nonaggressive couples (42%), to those characterized by aggressive females (18%), aggressive males (14%), physically aggressive females (20%), and mutually aggressive females and males (6%). Clusters in which one partner was perceived as either relationally or physically aggressive were characterized by higher rates of conflict, less adaptive coping, and more jealousy (particularly in males). The mutually aggressive couples showed the least adaptive relationship functioning, with high rates of conflict, a deficit in reflection and emotion regulation in conflict situations, and a lack of affiliative relationship qualities. The discussion focuses on the formative character of aggression in these early romantic relations, the aggravating impact of mutual aggression on relationship functioning, and the gender-specific functions of aggression in relationships characterized by unilateral aggression.     

Elementary school students' motivational profiles across Finnish language,mathematics and science: Longitudinal trajectories,gender differences and STEM aspirations

The present study employed a person-oriented approach to (1) identify elementary school students’ self-concept and intrinsic value profiles across the subjects Finnish language, mathematics and science and to examine (2) the stability and change of these motivational profiles from 2nd to 3rd grade, (3) gender differences in profile membership as well as (4) the relation to students’ STEM (Science, Technology, Engineering and Mathematics) occupational aspirations. Based on data from 383 Finnish students (56.7% girls) three profiles were identified: High motivation across all three subjects, low motivation across all subjects, and a math-motivated profile with low motivation in the other two subjects. Latent transition analyses revealed moderate stability, particularly in the high motivation profile. Girls were less likely to be and to remain in the math-motivated profile, but they were more likely than boys to remain in the high motivation profile. The math-motivated profile transition pattern was associated with students’ STEM occupational aspirations.     

Dynamic Transition Patterns in Acculturation Among Hispanic Adolescents

Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, M_age (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed.     

Parental Cultural Socialization of Mexican‐American Adolescents’ Family Obligation Values and Behaviors

The current study examined how parents’ cultural socialization efforts contribute to adolescents’ family obligation values and behaviors and how these processes may depend upon the relational climate at home. Utilizing survey and daily diary methodologies, 428 Mexican‐American adolescents (50% males; M_age = 15 years) and their parents (83% mothers; M_age = 42 years) participated in the study. Adolescents reported on their family obligation values and engagement in family assistance tasks across 14 days. Parents reported on their cultural socialization practices. Results indicated that parental cultural socialization was associated with adolescents’ family obligation values and behaviors when parent–child relationships were low in conflict and high in support. Findings suggest that the transmission of cultural values and practices is best facilitated through positive parent–child relationships.     

Latent profiles of children's shyness: Behavioral,affective, and physiological components

Shyness can manifest on behavioral, affective, and physiological levels, but little is known about how these components cluster. We coded behavioral expressions of avoidance/inhibition, collected self-reported nervousness, and measured cardiac vagal withdrawal in 152 children (M_age = 7.82 years, 73 girls, 82% White) to a speech task in 2018–2021. A latent profile analysis using these behavioral, affective, and physiological indicators revealed four profiles: average reactive (43%), lower affective reactive (20%), higher affective reactive (26%), and consistently higher reactive (11%). Membership in the higher reactive profile predicted higher parent-reported temperamental shyness across 2 years. Findings provide empirical support for the long-theorized idea that shyness might exist as an emotional state but also represents a distinct temperamental quality for some children.     

Relationships de Confianza and the organisation of collective social action

This article examines the social and cultural organisation of learning and community change in a largely new immigrant and under-resourced neighbourhood in the US Situating our investigation within a local social movement for food justice, we use an ethnographic lens to study how learning is made to become consequential across relationships between people, across activities, and contexts. Our four-year ethnographic study highlights how community health workers (promotoras) build relationships de confianza as a tool that mediated new forms of action in the focal neighbourhood. We demonstrate how relationships de confianza have laid a foundation to (a) mediate social networks to organise for change and (b) promote solidarity through the response to urgent needs, creating a more holistic model of community health and sustainability. Drawing attention to relational resources foregrounds social actors and their ingenuity, promoting equity-oriented scale-making.     

Same mindset,different goals and motivational frameworks: Profiles of mindset-based meaning systems

Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14–16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. The results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.     

Preschooler Sleep Patterns Related to Cognitive and Adaptive Functioning

Research Findings: Preschoolers’ sleep patterns were examined related to cognitive and adaptive functioning. The sample consisted of 874 typically developing preschool children with a mean age of 40.01 months. Parent/caregiver reports of children's sleep pattern factors, Stanford-Binet 5 intelligence scale scores, and Behavior Assessment System for Children, Second Edition, adaptive behavior composite scores were examined. The results provided evidence of the interaction among preschoolers’ sleep factors, cognitive variations across performance areas, and adaptive functioning. Practice or Policy: Sleep needs vary according to the child, and maintaining optimal sleep habits will help preschool performance and skills acquisition. Practical implications for prevention, early intervention, education, and policy are discussed.     

How are upper secondary school students’ expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison

Expectancy-value theory (Eccles, 2009) posits that students’ relative expectancies and values across domains inform their academic choices. Students should therefore be more likely to choose a STEM major if they have higher expectancies and values in STEM domains compared with other domains. Accordingly, this study aimed to explore how upper secondary school students’ profiles in expectancy-value beliefs in math and English are related to concurrent achievement and university major choice. Data on expectancies and values in math and English were collected from 2153 German students in their last school year, along with their concurrent math and English achievement and their university major 2 years later. Latent profile analyses revealed four distinct expectancy-value profiles characterized as Low Math/High English, Moderate Math/Moderate English, High Math/Low English, and High Math/High English. Students’ gender, socioeconomic status, and type of school were meaningfully associated with profile membership. For instance, female students were overrepresented in the Low Math/High English profile compared with other profiles. Students in the four profiles also differed in their math and English achievement. These differences were mostly in line with students’ expectancies and values in the respective domain, but some differences suggested that intraindividual cross-domain comparison processes were also at play. Finally, profile membership predicted students’ choice of a STEM major over and above demographic characteristics and achievement. Students in the High Math/Low English profile were most likely to choose a STEM major. These findings support the importance of considering intraindividual comparisons of expectancies and values for students’ achievement-related behavior and choices.     

Adaptive and maladaptive work-related motivation among teachers: A person-centered examination and links with well-being

The primary aim of this study was to identify profiles of motivation among teachers. Using latent profile analysis among n = 519 Australian teachers, we considered multidimensional motivation by examining adaptive (self-efficacy, valuing, mastery orientation) and maladaptive motivation (anxiety, uncertain control, performance avoidance). Results revealed five distinct profiles of teachers' motivation. The study's secondary aim involved determining how the profiles are associated with well-being outcomes (work enjoyment, workplace buoyancy, work disengagement) and teachers' personal and job characteristics. Results revealed significant differences across the profiles. Together, the findings underscore the importance of attending to teachers' motivation in both research and practice.     

Generalizability of achievement goal profiles across five cultural groups: More similarities than differences

Previous results have shown possible cultural differences in students’ achievement goals endorsement and in their relations with various predictors and outcomes. In this person-centered study, we sought to identify achievement goal profiles and to assess the extent to which these configurations and their associations with predictors and outcomes generalize across cultures. We used a new statistical approach to assess latent profile similarities across adolescents from five cultural backgrounds (N = 2643, including Non-Indigenous Australians, Indigenous Australians, Indigenous American, Middle Easterners, and Asians). Our results supported the cross-cultural generalizability of the profiles, their predictors, and their outcomes. Five similar profiles were identified in each cultural group, but their relative frequency differed across cultures. The results revealed advantages of exploring multidimensional goal profiles.     

Women,leadership, and power revisiting the Wicked Witch of the West

By examining the cultural images present in the popular musical Wicked, cultural norms and biases toward women in leadership and women’s leadership practices are explored. The discussion rests on conceptions of male and female leadership ‘styles’, how power is obtained and utilised within organisational settings and how resistance and reproduction play key roles in how women as leaders are accepted.     

Causal Attribution Profiles as a Function of Reading Skills,Hyperactivity, and Inattention

ABSTRACT

The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement.     

Do defence styles and approaches to learning ‘fit together’ in students’ profiles? Differences between years of study

Abstract

The study aims at investigating students’ learning/defence profiles. It also explores students’ profiles during different years of study. Participants comprised of 425 undergraduates. They completed the ‘Approaches to Study and Skills Inventory’ and the ‘Defense Style Questionnaire’. The students’ academic achievement was measured through grade point average. Cluster analysis revealed three profiles: ‘restricted maturity and dissonant-unorganized’ students, ‘defensive and reproduction oriented’ students, and ‘mature and learning advanced’ students. The profiles correspond to adaptive and maladaptive learning patterns. The study also revealed few (a) differences across the years of study (on strategic approach) and (b) interactions between the three clusters and the years of study (on mature defence style and GPA). The findings are discussed in relation to recent literature. Limitations and future research suggestions are presented.     

Student–teacher closeness and conflict in students with and without special educational needs

Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.     

Profiles of Parenting for Low-Income Families and Links to Children’s Preschool Outcomes

Parenting is a multidimensional construct that includes practices, attitudes, and emotional capacity. The aims of the study were to examine variation within parenting through a person-centered approach and the extent to which child and family characteristics were associated with profiles of parenting as well as the link between parenting profiles and children’s preacademic skills, language, and behavior outcomes in preschool. This study used data from low-income, ethnically diverse, preschool-aged children (n = 740) and their parents (n = 713) who were participants in a network of high-quality early care and education programs across the United States. Latent profile analyses uncovered four parenting profiles: (1) low enrichment, conflict-oriented, and distressed parent; (2) average enrichment, conflict-oriented, and distressed parent; (3) low to average enrichment, emotionally close, and low distressed parent; and (4) high enrichment, emotionally close, and low distressed parent. Child (age, minority status) and parent (family structure, home language, maternal age, level of education, school/training status, and depressive symptomatology) characteristics were predictive of being in a particular parenting group. Further, parenting profiles were predictive of children’s preschool outcomes. Implications for intervention and programming are discussed.     

Basic Skills,Early Problematic Behaviour and Social Maladjustment

The focus of this study is on the role of basic skills (defined as the summed results of national achievement test scores in Swedish and mathematics) in boys’ social developmental process. With reference to a holistic model for individual functioning and development, the aim of the investigation was obtained by studying the relationships between basic skilb and early problematic behaviour at the age of 10, on the one hand, and later social maladjustment, manifest in the presence in official registers for alcohol problems, crime and psychiatric disorders, on the other. Based on data concerning basic skills and six teacher‐rated behaviours (aggressive behaviour, motor restlessness, shyness, disharmony, concentration difficulties, and overambi‐tion), boys with similar profiles across the seven factors were grouped together using cluster analysis. Six clusters were deemed an optimal solution. Register data for alcohol problems, crime and psychiatric diagnoses were available with no attrition. For each of the clusters, the percentage of boys who appeared in any of the records was reported. The results strongly corroborate holistic assumptions that low levels of basic skills at an early age per se is not a precursor of later maladjustment. Even when occurring in conjunction with shyness, the results did not point to an increased risk of negative social development. It is only when low basic skill levels form clusters along with other problematic behaviours that the risk increases. This, is most obvious when low basic skills is present in profiles which are also characterised by aggressiveness, motor restlessness, disharmony and concentration difficulties. Among the boys belonging to the most ‘problematic cluster’ at age 10, no less than 90% were found in at least one of the civic records through young adulthood.     

Achievement goal orientations and academic well-being across the transition to upper secondary education

The aim of this study was to examine students' (N = 579) achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice). By means of latent profile analysis, four groups of students with distinct motivational profiles were identified: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Motivational profiles were relatively stable across the transition; half of the students displayed identical profiles over time and most of the changes in the group memberships were directed towards neighboring groups. Regarding group differences, indifferent and avoidance-oriented students showed less adaptive patterns of motivation and academic well-being than did mastery- and success-oriented students. Both mastery- and success-oriented students were highly engaged in studying and found their schoolwork meaningful, although success-oriented students' stronger concerns with performance seemed to make them more vulnerable to school burnout.