The Relations Between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School
Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual ri...
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| Veröffentlicht in: | Developmental psychology 2004-05, Vol.40 (3), p.367-377 |
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| creator | Ackerman, Brian P Brown, Eleanor D Izard, Carroll E |
| description | Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family adversity. The results showed effects for persistent risk over 2 consecutive intervals for several factors, but only for recent intervals (3rd and 5th grades), and the factors differed for externalizing behavior, internalizing behavior, and academic competence. The 3rd interval of risk added little to the outcomes, and most factors did not show persistence effects. The results highlight the need for caution in expecting and interpreting effects for persistent adversity. |
| doi_str_mv | 10.1037/0012-1649.40.3.367 |
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This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family adversity. The results showed effects for persistent risk over 2 consecutive intervals for several factors, but only for recent intervals (3rd and 5th grades), and the factors differed for externalizing behavior, internalizing behavior, and academic competence. The 3rd interval of risk added little to the outcomes, and most factors did not show persistence effects. The results highlight the need for caution in expecting and interpreting effects for persistent adversity.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/0012-1649.40.3.367</identifier><identifier>PMID: 15122963</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic achievement ; Adversity ; Behavior Problems ; Behavioural problems ; Biological and medical sciences ; Child ; Child Behavior Disorders - epidemiology ; Child clinical studies ; Child development ; Child psychology ; Children ; Classroom Behavior ; Cognition ; Context Effect ; Cross-Sectional Studies ; Developmental psychology ; Disadvantaged Environment ; Disadvantaged Youth ; Economically Disadvantaged ; Educational Status ; Effects ; Elementary School Students ; Elementary schools ; Families ; Family Relations ; Female ; High Risk Students ; Human ; Humans ; Life Change Events ; Long term effects ; Male ; Medical sciences ; Miscellaneous ; Parenting ; Poverty ; Primary schools ; Psychology ; Psychology. 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Psychiatry ; Reproducibility of Results ; Risk ; Risk Assessment ; Risk Factors ; Social Environment ; Socioeconomic Factors ; Student Behavior ; Student behaviour ; Students ; Surveys and Questionnaires ; Time Factors ; USA</subject><ispartof>Developmental psychology, 2004-05, Vol.40 (3), p.367-377</ispartof><rights>2004 American Psychological Association</rights><rights>2004 INIST-CNRS</rights><rights>Copyright American Psychological Association May 2004</rights><rights>2004, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a531t-5ce98a2381e06f9818a1757628088a6218861eb9a766027d93662972020525813</citedby><cites>FETCH-LOGICAL-a531t-5ce98a2381e06f9818a1757628088a6218861eb9a766027d93662972020525813</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902,30976,30977</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ684522$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=15694409$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15122963$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Dannemiller, James L</contributor><creatorcontrib>Ackerman, Brian P</creatorcontrib><creatorcontrib>Brown, Eleanor D</creatorcontrib><creatorcontrib>Izard, Carroll E</creatorcontrib><title>The Relations Between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family adversity. The results showed effects for persistent risk over 2 consecutive intervals for several factors, but only for recent intervals (3rd and 5th grades), and the factors differed for externalizing behavior, internalizing behavior, and academic competence. The 3rd interval of risk added little to the outcomes, and most factors did not show persistence effects. The results highlight the need for caution in expecting and interpreting effects for persistent adversity.</description><subject>Academic achievement</subject><subject>Adversity</subject><subject>Behavior Problems</subject><subject>Behavioural problems</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Behavior Disorders - epidemiology</subject><subject>Child clinical studies</subject><subject>Child development</subject><subject>Child psychology</subject><subject>Children</subject><subject>Classroom Behavior</subject><subject>Cognition</subject><subject>Context Effect</subject><subject>Cross-Sectional Studies</subject><subject>Developmental psychology</subject><subject>Disadvantaged Environment</subject><subject>Disadvantaged Youth</subject><subject>Economically Disadvantaged</subject><subject>Educational Status</subject><subject>Effects</subject><subject>Elementary School Students</subject><subject>Elementary schools</subject><subject>Families</subject><subject>Family Relations</subject><subject>Female</subject><subject>High Risk Students</subject><subject>Human</subject><subject>Humans</subject><subject>Life Change Events</subject><subject>Long term effects</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Miscellaneous</subject><subject>Parenting</subject><subject>Poverty</subject><subject>Primary schools</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Reproducibility of Results</subject><subject>Risk</subject><subject>Risk Assessment</subject><subject>Risk Factors</subject><subject>Social Environment</subject><subject>Socioeconomic Factors</subject><subject>Student Behavior</subject><subject>Student behaviour</subject><subject>Students</subject><subject>Surveys and Questionnaires</subject><subject>Time Factors</subject><subject>USA</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqFktluEzEUhkcIREPhBRBCI8RygSZ4Xy4hCpsqUZVybbmeE8Vl4kltTyBvj0cTlYIQvbLs8_1n-11VjzGaY0TlG4QwabBges7QnM6pkHeqGdZUN4hrfbeaXQNH1YOULsuVUc3vV0eYY0K0oLPKn6-hPoPOZt-HVL-D_AMg1KcQk08ZQq5P-x3EvK9taOtFHzL8zIPt6jOfvk9va9-1EcKrUb22O9_H2od62cGmyG3c11_duu-7h9W9le0SPDqcx9W398vzxcfm5MuHT4u3J43lFOeGO9DKEqowILHSCiuLJZeCKKSUFQQrJTBcaCuFQES2mgpBtCSIIE64wvS4ejnl3cb-aoCUzcYnB11nA_RDMhKrMevtIJdY4NLIrSCVSlFOdAGf_QVe9kMMZVojyuqVQlz-DyKEcUYYG0uSCXKxTynCymyj35RlGozMaL4ZvTWjt4YhQ00xv4ieHjIPFxtof0sObhfgxQGwydluFW1wPt3ghGYMjXM8mTiI3l2Hl5-FYpyQEn49he3Wmm3aOxuzdx0kN8TyEbJpYXezq-f_pv_EfgE4etgw</recordid><startdate>20040501</startdate><enddate>20040501</enddate><creator>Ackerman, Brian P</creator><creator>Brown, Eleanor D</creator><creator>Izard, Carroll E</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7X8</scope></search><sort><creationdate>20040501</creationdate><title>The Relations Between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School</title><author>Ackerman, Brian P ; Brown, Eleanor D ; Izard, Carroll E</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a531t-5ce98a2381e06f9818a1757628088a6218861eb9a766027d93662972020525813</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Academic achievement</topic><topic>Adversity</topic><topic>Behavior Problems</topic><topic>Behavioural problems</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child Behavior Disorders - epidemiology</topic><topic>Child clinical studies</topic><topic>Child development</topic><topic>Child psychology</topic><topic>Children</topic><topic>Classroom Behavior</topic><topic>Cognition</topic><topic>Context Effect</topic><topic>Cross-Sectional Studies</topic><topic>Developmental psychology</topic><topic>Disadvantaged Environment</topic><topic>Disadvantaged Youth</topic><topic>Economically Disadvantaged</topic><topic>Educational Status</topic><topic>Effects</topic><topic>Elementary School Students</topic><topic>Elementary schools</topic><topic>Families</topic><topic>Family Relations</topic><topic>Female</topic><topic>High Risk Students</topic><topic>Human</topic><topic>Humans</topic><topic>Life Change Events</topic><topic>Long term effects</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Miscellaneous</topic><topic>Parenting</topic><topic>Poverty</topic><topic>Primary schools</topic><topic>Psychology</topic><topic>Psychology. 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| subjects | Academic achievement Adversity Behavior Problems Behavioural problems Biological and medical sciences Child Child Behavior Disorders - epidemiology Child clinical studies Child development Child psychology Children Classroom Behavior Cognition Context Effect Cross-Sectional Studies Developmental psychology Disadvantaged Environment Disadvantaged Youth Economically Disadvantaged Educational Status Effects Elementary School Students Elementary schools Families Family Relations Female High Risk Students Human Humans Life Change Events Long term effects Male Medical sciences Miscellaneous Parenting Poverty Primary schools Psychology Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reproducibility of Results Risk Risk Assessment Risk Factors Social Environment Socioeconomic Factors Student Behavior Student behaviour Students Surveys and Questionnaires Time Factors USA |
| title | The Relations Between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School |
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