Poor readers in adulthood: Psychosocial functioning

1996 ◽  
Vol 8 (2) ◽  
pp. 457-476 ◽  
Author(s):  
Barbara Maughan ◽  
Ann Hagell
Keyword(s):  
Transition To Adulthood ◽  
Psychosocial Functioning ◽  
Early Adulthood ◽  
Self Esteem ◽  
Poor Readers ◽  
Group Differences ◽  
Reading Groups ◽  
Adult Functioning ◽  
Childhood Reading

AbstractSamples of poor and normal readers were followed into early adulthood to assess the implications of childhood reading difficulties for the transition to adulthood, and for early adult psychosocial functioning. Some group differences were found in patterns of early adult transitions, and, for women only, on wider measures of early adult functioning. Global self-esteem in adulthood did not differ between the childhood reading groups, and there were few marked variations in vulnerability to later psychiatric disorder. The findings are discussed in regard to differing developmental pathways for problems in adult functioning, ant the possible role of contextual changes in enabling more positive functioning for many childhood poor readers.

scholarly journals Adolescent Religiosity and Psychosocial Functioning: Investigating the Roles of Religious Tradition, National-Ethnic Group, and Gender

2013 ◽  
Vol 2013 ◽  
pp. 1-13 ◽  
Author(s):  
Heidi E. Stolz ◽  
Joseph A. Olsen ◽  
Teri M. Henke ◽  
Brian K. Barber
Keyword(s):  
Antisocial Behavior ◽  
Ethnic Group ◽  
Psychosocial Functioning ◽  
Mixed Model ◽  
Religious Tradition ◽  
Self Esteem ◽  
Protective Role ◽  
And Gender ◽  
The Relationship

This study utilized data from over 9,300 youth from 11 national or within-nation ethnic groups to evaluate the relationship between youth religiosity and youth social outcomes (social initiative, antisocial behavior) and psychological outcomes (self-esteem and depression) considering the roles of religious tradition, national-ethnic group, and gender. We created national-ethnic group by religious tradition (NEG × RT) combinations, partitioned religiosity into between-group and within-group components, and performed a series of mixed model regressions for each outcome. The levels of all four outcomes of interest differed significantly across NEG × RT groups, and these differences were attributable to national-ethnic group rather than religious tradition. Youth reports of antisocial behavior and self-esteem were predicted by between-group religiosity. Additionally, within-group religiosity predicted all four outcomes, indicating that the protective role of religiosity functions in a comparative, or relative, manner with youth who are more religious than others in their group reaping the most benefits.

scholarly journals Economic Insecurity and Separation–individuation in Portuguese Emerging Adults

Young ◽  
2017 ◽  
Vol 26 (4) ◽  
pp. 366-382 ◽  
Author(s):  
Luísa Marinho Saraiva ◽  
Tânia Brandão ◽  
Paula Mena Matos
Keyword(s):  
Emerging Adults ◽  
Transition To Adulthood ◽  
Romantic Relationship ◽  
Self Esteem ◽  
Personal Resources ◽  
Economic Insecurity ◽  
Cultural Backgrounds ◽  
Mediating Role ◽  
Late Modern

Scholars have widely agreed that the transition to adulthood has become destandardized and more extended in time. Although this prolonged transition to adulthood is common in late-modern societies, it is not universal, and the pathways towards adulthood may vary according to contextual factors and personal resources. This study examined the association between perceived economic insecurity and the process of separation–individuation regarding the romantic partner, and explored the mediating role of personal resources (self-esteem, depression). Participants were 387 Portuguese emerging adults (mean age = 22.32 years; SD = 3.47) involved in a romantic relationship, from different economic and cultural backgrounds. Findings revealed that self-esteem and depressive symptoms totally mediated the relationship between economic insecurity and separation–individuation, with higher levels of self-esteem and lower levels of depression being associated with a more successful process of separation–individuation. This study contributes to shed some light on the interaction between developmental processes and social context variables in the transition to adulthood.

Parental and Nonparental Career-Related Support Among Young Adults

2016 ◽  
Vol 45 (2) ◽  
pp. 150-165 ◽  
Author(s):  
Yossi Michaeli ◽  
Daniel J. Dickson ◽  
Shmuel Shulman
Keyword(s):  
Emerging Adults ◽  
Transition To Adulthood ◽  
Parental Support ◽  
Psychosocial Functioning ◽  
Professional Support ◽  
Maternal Support ◽  
Professional Career ◽  
Personal Efficacy ◽  
Shed Light

The present study examined the prevalence and role of career-related support in 100 Israeli emerging adults who were followed from ages 22 to 29. At the age of 29, participants were asked to name any significant persons who had impacted their career history. Both parents and nonfamily other adults were most frequently cited to provide career-related support. While both parents provided both emotional and professional career-related support, other adults tended to provide mainly professional support. Availability of career-related support was associated with greater occupational adequacy and higher psychosocial functioning. Parental career-related support was mainly predicted by parental support 7 years earlier. The likelihood of citing a nonparental career-related supportive relationship was predicted by increased personal efficacy and maternal support 7 years earlier. Findings of this study shed light on the role of parental and nonparental career-related support in navigating successfully the transition to adulthood.

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

Behavioral and emotional differences between children of divorce and children from intact families: Clinical significance and mediating processes *This study is part of a dissertation () supported from the German research community.

2002 ◽  
Vol 61 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Andreas Schick
Keyword(s):  
Self Esteem ◽  
Research Community ◽  
Children Of Divorce ◽  
Group Differences ◽  
Significant Group ◽  
Intact Families ◽  
Divorce Adjustment ◽  
Theoretical Assumptions ◽  
German Research ◽  
Clinically Significant

The following study is based on a sample of 241 9-13-year-old children (66 children from divorced parents, 175 children from non divorced parents). They were examined for differences regarding anxiety, self-esteem, different areas of competence, and degree of behavior problems. With a focus on the children’s experiences, the clinically significant differences were examined. Clinically significant differences, revealing more negative outcomes for the children of divorce, were only found for social anxiety and unstable performance. The frequency of clinical significant differences was independent of the length of time the parents had been separated. The perceived destructiveness of conflict between the parents one of four facets of interparental conflict in this study functioned as a central mediator of the statistically significant group differences. The children’s perception of the father’s social support was a less reliable indicator of variance. Further studies should try to make underlying theoretical assumptions about the effects of divorce more explicit, to distinguish clearly between mediating variables, and to investigate them with respect to specific divorce adjustment indicators.

Social and Temporal Comparisons as Moderators of Psychological Resources Associations With Wellbeing

2016 ◽  
Vol 37 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Hasida Ben-Zur
Keyword(s):  
Life Satisfaction ◽  
Positive Affect ◽  
Subjective Wellbeing ◽  
Social Comparisons ◽  
Self Esteem ◽  
Psychological Resources ◽  
Low Levels ◽  
Age Range ◽  
General Wellbeing

Abstract. The current study investigated the associations of psychological resources, social comparisons, and temporal comparisons with general wellbeing. The sample included 142 community participants (47.9% men; age range 23–83 years), who compared themselves with others, and with their younger selves, on eight dimensions (e.g., physical health, resilience). They also completed questionnaires assessing psychological resources of mastery and self-esteem, and three components of subjective wellbeing: life satisfaction and negative and positive affect. The main results showed that high levels of psychological resources contributed to wellbeing, with self-enhancing social and temporal comparisons moderating the effects of resources on certain wellbeing components. Specifically, under low levels of mastery or self-esteem self-enhancing social or temporal comparisons were related to either higher life satisfaction or positive affect. The results highlight the role of resources and comparisons in promoting people’s wellbeing, and suggest that self-enhancing comparisons function as cognitive coping mechanisms when psychological resources are low.

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