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New Directions for Child and Adolescent Development

journal
https://www.readbyqxmd.com/read/30620152/an-introduction-to-the-special-issue-child-and-adolescent-development-in-china
#1
Yangyang Liu
No abstract text is available yet for this article.
January 8, 2019: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30615267/young-chinese-children-s-academic-skill-development-identifying-child-family-and-school-level-factors
#2
REVIEW
Xiao Zhang, Bi Ying Hu, Lixin Ren, Shuting Huo, Meifang Wang
This chapter addresses how child-, family-, and school-level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains...
January 7, 2019: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30615265/emotions-and-parenting-in-learning-among-chinese-children
#3
REVIEW
Ting Wang, Qinmei Xu, Jon-Fan Hu
Learning constitutes a main developmental context for children everywhere. Learning-related emotions can affect cognition, motivation, and achievement and are associated with parenting. Studies on learning-related emotions and how parenting is associated with a child's emotional development in learning have been less conclusive for Chinese children. This article provides an overview of the literature on related emotions as experienced in academic settings in Chinese culture and their relations with parenting...
January 7, 2019: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30615264/parenting-autonomy-in-learning-and-development-during-adolescence-in-china
#4
REVIEW
Nan Li, Sascha Hein
Autonomy (or self-determination) is a crucial construct in understanding adolescents' development and well-being. This paper presents current knowledge about the features of autonomy in learning, parental autonomy support, and psychological control, and their relations with psychological well-being and academic functioning of Chinese adolescents. Cross-sectional and longitudinal evidence supports the generalizability of Self-Determination Theory to Chinese adolescents. Cross-cultural evidence not only highlights similarities regarding the beneficial effects of autonomy in learning and autonomy support, and the detrimental effects of psychological control on well-being, but also demonstrates differences regarding these associations across Western and Chinese cultures...
January 7, 2019: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30615262/addressing-autism-spectrum-disorders-in-china
#5
REVIEW
Bo Wang, Futao Cao, Joyce Tang Boyland
English language readers rarely get glimpses of the state of autism research in China. Given the seriousness of autism, the population of China, and the potential for theoretically interesting cross-cultural insights, we provide a broad survey of research carried out in China on childhood autism. Four themes are considered: etiology, diagnosis, treatment, and education. Autism spectrum disorders (ASD) appears to be a product of epigenetic interactions between genetic and environmental factors; recent Chinese research on etiology reflects this...
January 7, 2019: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30615250/studies-on-left-behind-children-in-china-reviewing-paradigm-shifts
#6
REVIEW
Yan Ge, Li Song, Rockwell F Clancy, Yulin Qin
More than 60 million children have been left behind in rural China by parents going to work in cities. Given the effects of child-parent separation (CPS) on development, this phenomenon has drawn considerable governmental and academic attention in recent years. Outlining developments with reference to relevant studies, this review characterizes the perspectives used to explore and understand this phenomenon in terms of three major paradigms: (1) the diagnostic approach, which takes for granted the assumption that CPS would be the only cause of negative effects observed among left-behind children (LBC), and has focused primarily on measuring psychological and behavioral disorders among these "problematic kids"; (2) the advanced diagnostic approach, which refines the previous approach by incorporating theories and techniques developed outside of China, elaborating on the early approach by bringing into consideration more factors and exploring the interactions between CPS and these factors, particularly social ones; (3) the sociologically oriented approach, which provides the research with a much broader framework in terms of how to orient the phenomenon of LBC, especially the transformation of China's social and economic systems during the last 30 years of urbanization, where the reproduction of labor has been based on a "splitting family structure," such that problems associated with the phenomenon of LBC cannot be solved without systematic social and economic changes...
January 7, 2019: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30614631/a-review-on-the-relationship-between-chinese-adolescents-stress-and-academic-achievement
#7
REVIEW
Lin Ye, Alexandria Posada, Yangyang Liu
The objective of the present study was to review the research on the relationship between Chinese adolescents' stress and their academic achievement in the past 20 years. The reviewed studies revealed a generally negative relationship between Chinese adolescents' academic stress and academic achievement; however, other factors, notably, psychological resilience, belief in the value of education, and severity of academic stress moderated the strength of the relationship. In addition, influences such as interpersonal stress and financial stress, on academic achievement were also observed...
January 7, 2019: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30614607/influence-of-income-disparity-on-child-and-adolescent-education-in-china-a-literature-review
#8
REVIEW
Wangchun Cai, Fuxiang Wu
This paper reviews how income inequality at the micro and regional levels influenced the inequality in educational outcomes for children and adolescents in China over the past decades. First, we find that the economic condition of the family influences children's and adolescents' education through home educational resources and parental involvement. Second, income disparity is significantly correlated with the regional differences in educational outcomes. Finally, the differences in the development of child and adolescent education between different regions are mainly due to the uneven distribution of educational resources, which is closely related to the public education financing system and local economic development...
January 7, 2019: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30614599/child-and-adolescent-development-in-china-not-that-different-from-western-countries-after-all
#9
George K Georgiou
The purpose of this commentary is to discuss the key points addressed in the papers included in the special issue on child and adolescent development in China. The reviews included here suggest that, for the most part, child and adolescent development in China is not significantly different from that reported in Western countries. I further argue that to better understand the role of Chinese culture in academic achievement (this appears to be the major outcome in most studies), we need more cross-cultural studies that contrast the role of multiple factors (e...
January 7, 2019: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30411847/socially-shared-regulation-of-learning-and-quality-of-talk-age-differences-in-collaborative-group-work-in-classroom-contexts
#10
REVIEW
Valeska Grau, Amaya Lorca, Carolina Araya, Sofía Urrutia, Dominga Ríos, Pietro Montagna, Miguel Ibaceta
Collaborative group work has been recognized as a way of fostering the development of metacognition and self-regulation. Moreover, it has been claimed that these regulatory processes have an interpersonal level in which the regulation of the activity is shared with others (Iiskala et al., 2004). There has also been a considerable body of research on talk within small groups in the classroom. This approach has built a considerable amount of research, given the demonstrated effect of certain types of talk on academic learning...
November 9, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30393932/metacognition-self-regulation-and-autonomy-support-in-the-chilean-mathematics-classroom-an-observational-study
#11
REVIEW
David D Preiss, Valeska Grau, David Torres Irribarra, Elisa Calcagni
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self-regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation...
November 4, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30381871/introduction-relationships-between-classroom-dialogue-and-support-for-metacognitive-self-regulatory-development-in-educational-contexts
#12
REVIEW
Valeska Grau, David Whitebread
No abstract text is available yet for this article.
October 31, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30371984/commentary-relationships-between-classroom-dialogue-and-support-for-metacognitive-self-regulatory-development-in-educational-contexts
#13
David Whitebread, Valeska Grau, Matthew P Somerville
As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two quite different cultural contexts) originally supported by a British Academy International Partnership and Mobility grant to the two editors. These articles extend the work originally reported in Whitebread, Mercer, Howe & Tolmie (2013), bringing together a number of research traditions to develop our understanding of the contribution of dialogic processes in primary classrooms to the development of children's self-regulation...
October 29, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30371976/the-role-of-teacher-regulatory-talk-in-students-self-regulation-development-across-cultures
#14
Pablo E Torres, David Whitebread, Ros McLellan
This study is the first to explore the contribution of different types of teacher regulatory talk-directive, guiding, and autonomy supportive talk-in children's development of self-regulation across cultures. Teacher-to-student talk was analyzed under naturalistic conditions in eight Year 4 classrooms, all situated in different primary schools in England (student N = 25) and Chile (N = 24). Self-regulation was studied by observing students' effective metacognitive monitoring (awareness of errors) and effective metacognitive control (effective control of problems) in a series of 11-13 cube assembly tasks...
October 29, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30371974/the-effect-of-peer-group-argumentative-dialogue-on-delayed-gains-in-scientific-content-knowledge
#15
REVIEW
Antonia Larrain, Paulina Freire, Valeska Grau, Patricia López, Ignacia Salvat, Maximiliano Silva, Vicente Gastellu
Experimental evidence has shown the effect of peer-group argumentation on scientific concept development. However, questions regarding how and why it happens remain. The aim of this study is to contribute, with experimental evidence gathered in naturalistic settings (classrooms), to the understanding of the relationship between peer-group argumentation and content knowledge learning, exploring the role that individual argumentative skills play. In total, sixty-one fourth-grade students (aged 9-10 years) participated in the study (thirty-nine female)...
October 29, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/30371966/the-role-of-regulatory-social-and-dialogic-dynamics-on-young-children-s-productive-collaboration-in-group-problem-solving
#16
REVIEW
Deborah Pino-Pasternak, David Whitebread, Dave Neale
This qualitative study explored the interactions of six triads of Year One students in the United Kingdom (n = 18; mean age = 5 years, 7 months; 9 female) investigating interpersonal regulation of learning, social dynamics, and group dialogue, evident in instances of productive collaboration during problem-solving activities. Group activity was captured through video (total footage = 8 hours) and subjected to two sequential phases of qualitative analysis, undertaken by three researchers: (1) comprehensive qualitative descriptions of group activity, and (2) multidimensional analysis of group interaction with a focus on interpersonal regulation of learning, social dynamics, and group dialogue...
October 29, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29978937/integrating-the-neurobiology-of-minority-stress-with-an-intersectionality-framework-for-lgbtq-latinx-populations
#17
REVIEW
Luis A Parra, Paul D Hastings
The comprehensive lived experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals of color remain invisible in neurobiological studies of LGBTQ populations. Models of minority stress posit that LGBTQ and Latinx individuals experience and internalize sexual, ethnic, racial, and gender discrimination, which may adversely impact mental and physical health. However, the current minority stress models predominantly focus on single categorical social identities and do not account for interlocking systems and processes of oppression based on features of sexuality, race, ethnicity, sex, and gender, as explained by an intersectionality framework in feminist theory...
July 6, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29972624/intersectional-ecologies-positioning-intersectionality-in-settings-level-research
#18
REVIEW
Amanda L Roy
Developmental science has recognized the import of ecological theory and research in furthering understanding of development in context. However, despite the fact that ecological and intersectional theory share points of commonality, few researchers to date have attempted to integrate these perspectives. This manuscript addresses this gap and highlights three ways that an intersectional lens can advance settings-level research. With a focus on neighborhoods as settings of development, we (1) describe how intersectionality may manifest itself within neighborhoods, (2) discuss how intersectionality can inform our understanding of how individuals experience neighborhoods, and (3) detail strategies for conceptualizing and measuring intersectionality in neighborhood research...
July 3, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29972621/interrogating-the-intersections-how-intersectional-perspectives-can-inform-developmental-scholarship-on-critical-consciousness
#19
REVIEW
Erin B Godfrey, Esther Burson
Developmental psychologists widely recognize that the social structures and inequities of American society influence youth development. A burgeoning body of research also considers how youth marginalized by society critically evaluate societal inequities and take action to change them (critical consciousness, Freire [Education for critical consciousness (Vol. 1). Bloomsbury Publishing.]), suggesting that marginalized youth who are more critically conscious experience improved mental health and better educational and occupational outcomes and are more engaged in traditional forms of civic behavior...
July 3, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29969194/phenomenology-and-intersectionality-using-pvest-as-a-frame-for-adolescent-identity-formation-amid-intersecting-ecological-systems-of-inequality
#20
REVIEW
Gabriel Velez, Margaret Beale Spencer
Beginning with Erikson, identity formation has often been framed as a salient developmental challenge for adolescents. Recent theoretical advances situate this identity formation as a central life course process involving ecological and social context associated with diverse experiences and characteristics. Some scholars have employed intersectionality as a call to study experiences of individuals who belong to multiple marginalized groups. In this article, we argue that developmental research would be served by a return to Crenshaw's formulation of intersectionality-that is, that marginalization involves systematic inequality and interlocking systems of oppression-as integrated with Spencer's phenomenological variant of ecological systems theory (PVEST)...
July 3, 2018: New Directions for Child and Adolescent Development
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