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Children's executive function (EF) and behavioral regulation skills are robust predictors of academic success. The current study examines differential associations between measures of EF, classroom behavioral regulation, and academic achievement by children's family income in a sample of 100 prekindergarten children. In correlational analyses, EF and classroom behavioral regulation were more strongly associated for children not in low-income families, although only one comparison between correlations reached statistical significance. In regression models controlling for age, gender, and maternal education, EF and classroom behavioral regulation were generally similarly related to achievement regardless of family income. However, inhibitory control was significantly less associated with mathematics and vocabulary for children in low-income families than for children not. These findings suggest similarities in associations between EF, behavioral regulation, and academic achievement regardless of family income, with evidence of only a few exceptions. Potential implications for early childhood interventions in low-income populations are considered.

Sexual assault is a major public health issue. Bystander engagement programs are becoming widely used to combat sexual assault on college campuses. The purpose of this study was to examine students’ intervention norms, intentions, opportunities, and behaviors as bystanders to sexual assault. Undergraduate students ( N = 779) completed the Sexual Assault Bystander Behavior Questionnaire in the fall of 2014. The t tests revealed differences in students’ intervention norms, intentions, opportunities, and missed opportunities based on sex, race/ethnicity, athletic participation, and fraternity/sorority membership. The findings support the use of additional measures to assess bystander behavior and to identify student subpopulations that may benefit from programs aimed at increasing prosocial intervention.

Behavioral trajectories during middle childhood are predictive of consequential outcomes later in life (e.g., substance abuse, violence). Social and emotional learning (SEL) programs are designed to promote trajectories that reflect both growth in positive behaviors and inhibited development of negative behaviors. The current study used growth mixture models to examine effects of the Positive Action program (PA) on behavioral trajectories of social-emotional and character development (SECD) and misconduct using data from a cluster-randomized trial that involved 14 schools and a sample of predominately low-income, urban youth followed from 3rd through 8th grade. For SECD, findings indicated that PA was similarly effective at improving trajectories within latent classes characterized as “High/declining” and “Low/stable”. Favorable program effects were likewise evident to a comparable degree for misconduct across observed latent classes that reflected “Low/rising” and “High/rising” trajectories. These findings suggest that PA and perhaps other school-based universal SEL programs have the potential to yield comparable benefits across subgroups of youth with differing trajectories of positive and negative behaviors, making them promising strategies for achieving the intended goal of school-wide improvements in student outcomes.

Despite the increased interest among community development practitioners and the public in indicators of concepts like community vitality, resilience, or wellbeing, little research has been done to identify indicators that truly measure those concepts. In addition, there has been increased use of indices to describe social and economic conditions. This article uses a case to illuminate the methodological challenges of developing an index of community vitality and presents a possible practice solution. Factor analysis was piloted as a method that could be used to determine if a suite of 29 variables covering community capacity, social, economic, and environmental outcomes could be used as indicators of an underlying latent construct of community vitality. Use of this method in the case of Oregon counties and Siskiyou County, California, suggested that the variables capture a variety of community outcome dimensions, but do not correspond to a unitary concept of community vitality.

Sexual assault is a major concern on the U.S. college campus. Engaging students as pro-social bystanders has become more common as a potentially effective mechanism for reducing the incidence of sexual assault and mitigating the harm of assaults that have already occurred. Understanding the influences of pro-social bystander behavior is imperative to developing effective programs, and the use of an evidence-based theoretical framework can help identify the differences between students who intervene and those who do not when presented with the opportunity. A sample of 815 undergraduate university students completed the Sexual Assault Bystander Behavior Questionnaire, a survey based on the theory of planned behavior (TPB) that investigates students’ perceived behavioral control to intervene, subjective norms that support intervening, attitudes toward intervening, and intent to intervene in the future. Two-tailed t tests revealed interveners reported significantly greater perceived behavioral control than non-interveners for eight of the 12 intervention behaviors, more supportive subjective norms than non-interveners for seven of the 12 intervention behaviors, more positive attitudes than non-interveners for only one of the 12 intervention behaviors, and greater intent to intervene in the future for six of the 12 intervention behaviors. Differences in the four TPB variables were not consistent for the 12 intervention behaviors. The use of a theoretical framework found to be effective in explaining—and changing—other health-related behaviors, and the inquiry into students’ opportunities to intervene to compare against their reported intervention behaviors, is new to this body of literature and contributes to the understanding of the influences of pro-social bystander behavior.

Objective: To examine factors of the youth physical activity promotion (YPAP) model that are associated with Chinese international students' meeting PA recommendations (MPAR). Methods: A total of 649 (females = 320, males = 329) Chinese international college students participated in the study. This study was conducted in the United States (US.) between June and August in 2011. Participants completed an online survey regarding their demographic, PA, predisposing, enabling, and reinforcing factors. Results: Logistic nested-regression analysis suggested that being male, having a higher body mass index, perceived competence, self-efficacy, attitude, and enjoyment all increased (p

This study evaluated effects of Positive Action, a school-based social-emotional and character development (SECD) intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school level. A multiple-measure self-report protocol assessed four key strengths and resources for PYD: self-concept, peer affiliations, ethics, and social skills. Students (n=1170) were assessed from grades 3 to 8, the duration of the intervention, with drop-outs and late entrants included in analyses. Growth curve analyses revealed evidence of favorable program effects on each of the four types of resources. The study contributes to PYD research by providing evidence for school-based interventions in low-income, urban contexts for ethnic minority youth.

The present study examined the efficacy of a self-regulation intervention for children experiencing demographic risk. Utilizing a randomized controlled design, analyses examined if children (N = 276 children in 14 Head Start classrooms; M age = 51.69, SD = 6.55) who participated in an 8-week self-regulation intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored and differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated stronger levels of self-regulation compared to the control group in the spring of the preschool year. Group comparisons also revealed that the intervention was related to significantly higher math skills for children who were English language learners. In other words, English language learners who participated in the intervention demonstrated stronger levels of math in the spring of preschool in comparison to children in the control group and relative to English speakers who also participated in the intervention. The present study provides support for the efficacy of a school readiness intervention in promoting self-regulation and achievement in young children, especially English language learners.

This study evaluated effects of Positive Action (PA), a school-based social-emotional and character development program, on self-esteem levels and processes among minority, low-income, urban youth. A matched-pair, cluster-randomized controlled trial was conducted in 14 Chicago Public Schools with outcomes assessed longitudinally for a cohort of youth followed from Grades 3 to 8. A total of 1,170 students participated in the study (53% female, 48% African American, and 27% Hispanic). Students in PA schools had more favorable change and endpoint scores on indices of self-esteem in the domains of peer and school and use of both adaptive and (to a lesser extent) maladaptive processes for developing and maintaining self-esteem. These results align with areas of emphasis within the PA program and illustrate how important areas of impact on self-esteem-related outcomes may be overlooked without differentiated assessments of both self-esteem levels and processes.

The current study examines the effects of prekindergarten quality and quantity on externalizing behavior problems for children living in non-parental care, compared to other children from socioeconomically at-risk backgrounds. Data were obtained from the Head Start Impact Study. Non-parental care was defined as a primary caregiver other than a biological, adoptive, or step-parent. The sample included 3029 children who attended center-based prekindergarten. Teacher–child conflict and more hours of prekindergarten predicted increased externalizing behavior problems for the full sample. Teacher–child closeness and overall process quality were only associated with externalizing behavior for children in non-parental care. Findings are discussed within a goodness-of-fit perspective in which the vulnerabilities of children in non-parental care explain how they respond to their prekindergarten experiences.

Purpose. Examine the effects of a comprehensive, school-wide social-emotional and character development program using a positive youth development perspective. Specifically, we examined a mediation mechanism whereby positive academic-related behaviors mediated the intervention effects on substance use, violence, and sexual activity. Design. Matched-pair, cluster-randomized, controlled design. Setting. Twenty (10 intervention and 10 control) racially/ethnically diverse schools in Hawaii. Subjects. Elementary-aged students (N= 1784) from grade 5. Intervention. The Positive Action program. Measures. Students self-reported their academic behaviors, together with their substance use, violence, and voluntary sexual activity; teachers rated students' academic behaviors, substance use, and violence. Analysis. Structural equation modeling. Results. Students attending intervention schools reported significantly better academic behavior (B = .273, SE = .039, p < .001) and significantly less substance use (B = –.970, SE = .292, p < .01, incidence-rate ratio [IRR] = .379), violence (B = −1.410, SE = .296, p < .001, IRR = .244), and sexual activity (B = −2.415, SE = .608, p < .001, odds ratio = .089); boys reported more negative behaviors than girls. Intervention effects on student-reported substance use, violence, and sexual activity were mediated by positive academic behavior. Teacher reports corroborated these results, with rated academic behavior partially mediating the effects of the intervention on rated negative behaviors. Conclusion. This study (1) provides evidence that adds insight into one mechanism through which a social-emotional and character development program affects negative outcomes and (2) supports social-emotional and character development and positive youth development perspectives that posit that focusing on youths' assets may reduce negative behaviors.

Background Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. Purpose To evaluate the effects of a school-based social–emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. Design A matched-pair, cluster RCT. Setting/participants Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. Intervention The Positive Action program includes a scoped and sequenced K–12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Main outcome measures Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive, and violent behaviors; parents rated youths' bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Results Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only) and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from −0.26 to −0.68. Conclusions These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings, and to middle school–aged youth. Trial registration This study is registered at ClinicalTrials.gov NCT01025674.

This study examined to what extent gender, occupation and family situations influenced the occurrence and frequency of overnight work-related travel that US employees experienced. Unlike previous work, the data analysis allowed for differentiation of the factors associated with being in jobs with any overnight travel demand and the factors related to how frequently respondents travelled. This study particularly tested the hypotheses of occupational segregation and family demands, separately by gender. Consistent with the occupational segregation hypothesis, the occurrence and frequency of work travel varied across the types of occupation and men had a higher chance both to be in jobs with travel overnight demands and to travel more often than women did. The family demands hypothesis was supported by the findings that living with a spouse or partner and taking responsibility for a family member in need of extensive care were associated with the prevalence of work travel.

This study investigated religiousness and couple well-being as mediated by relational virtue and equality. Relational spiritual framework theory posits that religiousness is associated with couple well-being through relational virtues (e.g., forgiveness, commitment, and sacrifice). Theories of relational inequality postulate that religion decreases couple well-being and indirectly lessens couple well-being. Data from a 3-year longitudinal community sample of 354 married couples were used. The authors found that religiousness 's relationship to couple wellbeing was fully mediated by relational virtue but was not connected to relational inequality. They also found that relational inequality was associated with women's conflict, men's conflict, and marital instability. They did not find that higher religiousness benefits marital outcomes directly. Although these findings do not support the idea that religious activities are directly associated with stronger relationships, the data did show that religiousness can contribute to expressed relational virtue, and relational virtue in turn is associated with marital well-being.Key Words: marital equality, marital well-being, relational virtue, religion.Several researchers (Bartkowski, 2001; Edgell, 2005; Mahoney, 2010; Thornton, 1985; Wilcox & Wolfinger, 2008) have found a positive but modest connection between couple well-being and religiousness. In the United States, both religious affiliation and religiousness continue to be reported by a majority of the population (Pew Research Center, 2012). Less is known, however, about how religiousness may strengthen or dampen couple relational well-being. The overall goal of this research was to explore how religiousness is associated both directly and indirectly with marital quality, marital stability, and relational aggression as part of a meditational process model.Mahoney (2010) hypothesized that religiousness promotes forgiveness, commitment, and sacrifice, and the implementation of those types of relational virtues in turn increases marital well-being independent of other benefits, such as social connection. Conversely, other researchers (e.g., Dobash & Dobash, 1 983) have posited that religiousness has historically promoted patriarchal inequality. Their claim is that, historically, religious organizations have indirectly harmed marital relationships by promoting practices that encourage or reinforce male dominance.In the current study, we sought to confirm the already-established finding that religiousness has a positive association with marital wellbeing. Second, we explored the more specific hypothesis that the process through which religiousness is associated with marital well-being is through the promotion of relational virtues (forgiveness, commitment, and sacrifice), which is connected to better marital quality. Third, we explored whether greater religiousness is associated with increased martial inequality and whether inequality, in turn, is related to reports of decreased marital well-being. To that end, we investigated whether the positive association between religiousness and marital well-being is neutralized or even reversed when religiousness is also associated with higher levels of relational inequality.THEORETICAL ORIENTATIONMahoney (2010) proposed the relational spiritual framework and hypothesized that religious activity can be a source of strength as family members build a relationship with the ' 'divine." She suggested that affiliation is less important than individual spiritual transformation but can be a principal element when considering the connections between spirituality and relationship well-being. In addition, this framework suggests that religiousness indirectly benefits couple well-being as mediated by relational virtues. In like manner, Wilcox (2004) anticipated the development of Mahoney' s relational spiritual framework, noting thatreligion . . . may be associated with other cultural and social factors that foster marital emotional work on the part of men [Religious activity] promotes a familistic approach to marriage that valorizes norms like commitment and sacrifice, (p. …

Objectives. This study examined spousal concordance of physical activity trajectories among middle-aged and older married couples and the influences of recent diseases and functional difficulties on individuals’ trajectories and those of their spouses’. Method. Participants included 5,074 married couples aged 50 or older in the Health and Retirement Study in 2004– 2010. Participants were categorized into 4 physical activity trajectories (i.e., stable active, adopters, relapsers, and stable sedentary) using confirmatory latent class growth analysis. Individuals’ trajectory memberships were predicted by their spouses’ memberships, together with recent diseases and functional difficulties of both couple members. Results. In the main, corresponding husbands’ trajectories predicted wives’ trajectories and vice versa. More functional difficulties predicted higher likelihoods of unfavorable trajectories among individuals but not of their spouses’. Among wives, more recent diseases predicted slightly more physical activity in subsequent data waves but not trajectory memberships. Discussion. Results supported spousal concordance in physical activity trajectories. The negative impact of functional difficulties was considerably contained within individuals. Increases in physical activity after acquiring diseases among wives were small and short lived. More research is needed to understand the underlying processes, which can be used to improve the design of future physical activity interventions directed toward women, men, and couples.

We describe challenges in the 6-year longitudinal cluster randomized controlled trial (CRCT) of Positive Action (PA), a social–emotional and character development (SECD) program, conducted in 14 low-income, urban Chicago Public Schools. Challenges pertained to logistics of study planning (school recruitment, retention of schools during the trial, consent rates, assessment of student outcomes, and confidentiality), study design (randomization of a small number of schools), fidelity (implementation of PA and control condition activities), and evaluation (restricted range of outcomes, measurement invariance, statistical power, student mobility, and moderators of program effects). Strategies used to address the challenges within each of these areas are discussed. Incorporation of lessons learned from this study may help to improve future evaluations of longitudinal CRCTs, especially those that involve evaluation of school-based interventions for minority populations and urban areas.

Objective Family-centered care (FCC), including shared decision making (SDM), has become increasingly emphasized in pediatric health care delivery. Past studies using national surveys have used different FCC measurement approaches without determining their validity. We, therefore, sought to develop an FCC measurement model with Medical Expenditure Panel Survey (MEPS) items previously used to assess FCC or SDM; and to determine temporal associations of FCC with unmet health care need. Methods Four longitudinal MEPS data files (2007–2011) were combined. The study sample included 15,764 US children aged 0 to 17 years. Eight items assessed FCC, and 5 items assessed unmet health care need. We performed exploratory factor analyses to develop an FCC measurement model and fit a cross-lagged structural equation model to determine temporal associations between FCC and unmet health care need. Results Results supported a 2-factor FCC model including family–provider communication and SDM. The family–provider communication factor was indicated by items reflecting general communication between the child's doctor and family. The SDM factor was indicated by items reflecting decision-making about the child's health care. Adjusted cross-lagged structural equation model results showed family–provider communication and SDM were associated with a reduced likelihood of unmet health care need the following year. Unmet health care need was not significantly associated with family–provider communication or SDM the subsequent year. Conclusions Study results support differentiating between family–provider communication and SDM as interrelated aspects of FCC in future pediatric health care quality measurement and improvement. Family–provider communication and SDM may reduce the likelihood of unmet health care need the following year among US children.

There is considerable research that suggests that school-based social-emotional programs can foster improved mental health and reduce problem behaviors for participating youth; in contrast, much less is known about the impact of these programs on physical health, even though some of these programs also include at least limited direct attention to promoting physical health behaviors. We examined the effects of one such program, Positive Action (PA), on physical health behaviors and body mass index (BMI), and tested for mediation of program effects through a measure of social-emotional and character development (SECD). Participating schools in the matched-pair, cluster-randomized trial were 14 low-performing K-8 Chicago Public Schools. We followed a cohort of students in each school from grades 3 to 8 (eight waves of data collection; 1,170 total students). Student self-reports of health behaviors served as the basis for measures of healthy eating and exercise, unhealthy eating, personal hygiene, consistent bedtime, and SECD. We collected height and weight measurements at endpoint to calculate age- and gender-adjusted BMI z-scores. Longitudinal multilevel modeling analyses revealed evidence of favorable program effects on personal hygiene (effect size [ES] = 0.48), healthy eating and exercise (ES = 0.21), and unhealthy eating (ES = −0.19); in addition, BMI z-scores were lower among students in PA schools at endpoint (ES = −0.21). Program effects were not moderated by either gender or student mobility. Longitudinal structural equation modeling demonstrated mediation through SECD for healthy eating and exercise, unhealthy eating, and personal hygiene. Findings suggest that a social-emotional and character development program without a primary focus on health behavior promotion can have a modest impact on outcomes in this domain during the childhood to adolescence transition.

Use of structural equation modeling (SEM) methodology to study interactive relationships among latent variables began with the work of Kenny and Judd (1984) who developed a method of testing interactions involving continuous latent variables by forming products of multiple indicator variables. Until recently, there has been considerable difficulty implementing the method in SEM programs. This article reviews a single indicator approach (Joreskog & Yang, 1996) and multiple indicator approaches (Jaccard & Wan, 1995; Ping, 1996) that simplify Kenny and Judd's method. An illustrative application using an empirical example examining the interactive effect of perceptions of competence and perceptions of autonomy on exercise intrinsic motivation is presented. Practical issues surrounding the use of these different approaches are discussed.

The effects of a school-based social-emotional and character development program, Positive Action, on the developmental trajectory of social-emotional and character-related behaviors was evaluated using data from three school-based randomized trials in elementary schools. Results come from 1) 4 years of data from students in 20 Hawai'i schools, 2) 3 years of data from students in 14 schools in Chicago and 3) 3 years of data from students in 8 schools in a southeastern state. Random intercept, multilevel, growth-curve analyses showed that students in both control and Positive Action schools exhibited a general decline in the number of positive behaviors associated with social-emotional and character development that were endorsed. However, the Positive Action intervention significantly reduced these declines in all three trials. Taken together, these analyses 1) give insight into the normative trajectory of behaviors associated with social-emotional and character development and 2) provide evidence for the effectiveness of Positive Action in helping children maintain a relatively beneficial developmental trajectory.

Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study examined the validity of a direct measure of behavioral regulation, the Head-to-Toes Task (HTT), in Taiwanese 3.5- to 4.5-year-olds. The goals were to (a) investigate the nature and variability of HTT scores and (b) explore relations between HTT scores and early math and vocabulary skills and teacher-rated classroom behavioral regulation in the spring of the preschool year. Results indicated that the HTT captured substantial variability and was significantly related to early math and vocabulary skills after controlling for age, mother's education level, and teacher-rated classroom behavioral regulation but was not significantly related to teacher ratings of clas...

This study examined the effects of the Positive Action (PA) programme in Chicago Public Schools on problem behaviours among a cohort of elementary school students from grade three through grade five. Using a matched-pair, randomised control design with 14 elementary schools, approximately 510 fifth-graders self-reported lifetime substance use, serious violence-related behaviour, and current bullying and disruptive behaviours. Three-level (i.e. students nested within schools within school pairs) overdispersed Poisson models were used to examine programme effects on the number of items endorsed for each of the four outcomes. Findings indicated that students in the intervention endorsed 31% fewer substance use behaviours (incidence rate ratio [IRR] = 0.69), 37% fewer violence-related behaviours (IRR = 0.63) and 41% fewer bullying behaviours (IRR = 0.59), respectively, compared to students in the control schools. Reduction in reported disruptive behaviours was of a similar magnitude (27%, IRR = 0.73), but was not statistically significant. These results replicate findings of an earlier randomised trial of the PA programme and extend evidence of its effectiveness to youth attending large urban school systems.

We investigated early adolescents' perceptions of parenting styles in mother–father–adolescent triads along with child self-reported problem behaviors (substance abuse and delinquency). We also examined the various combinations of mothers' and fathers' parenting styles by child gender in relation to problem behavior. Participants included 3,353 children (aged 12 to 14) from the National Longitudinal Survey of Youth—97. Results from our structural equation model indicated that mothers and fathers may use different parenting strategies and that permissive parenting may not be as detrimental as previously assumed. In addition, youth perceptions of each parent were equally important in explaining problem behavior among both daughters and sons, but the perception of an authoritarian mother showed stronger adverse effects on sons, even after controlling for poverty and peer influence.

This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 to 54 months, and high maternal depressive symptoms from 1 to 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk.

Objectives. We assessed the effectiveness of a 5-year trial of a comprehensive school-based program designed to prevent substance use, violent behaviors, and sexual activity among elementary-school students. Methods. We used a matched-pair, cluster-randomized, controlled design, with 10 intervention schools and 10 control schools. Fifth-graders (N = 1714) self-reported on lifetime substance use, violence, and voluntary sexual activity. Teachers of participant students reported on student (N = 1225) substance use and violence. Results. Two-level random-effects count models (with students nested within schools) indicated that student-reported substance use (rate ratio [RR] = 0.41; 90% confidence interval [CI] = 0.25, 0.66) and violence (RR = 0.42; 90% CI = 0.24, 0.73) were significantly lower for students attending intervention schools. A 2-level random-effects binary model indicated that sexual activity was lower (odds ratio = 0.24; 90% CI = 0.08, 0.66) for intervention students. Teacher reports substantiated the effects seen for student-reported data. Dose-response analyses indicated that students exposed to the program for at least 3 years had significantly lower rates of all negative behaviors. Conclusions. Risk-related behaviors were substantially reduced for students who participated in the program, providing evidence that a comprehensive school-based program can have a strong beneficial effect on student behavior.

Background Underage heavy episodic drinking is a major contributor to alcohol-related morbidity/mortality. Reports indicate underage binge drinking among college students is widespread and has remained stable over the past decade. This study describes individual characteristics and calendar-specific events associated with binge drinking episodes over the course of freshman college academic year (2002–2003). Methods Students ( N = 827, age 18 years), with a prior history of tobacco use, attending a large Midwest university completed weekly web-based surveys on the number of drinks consumed for each of the past 7 days over the duration of 35 consecutive weeks (avg. number of weeks reported 16.0 ± 10.5). Results Average prevalence of binge episodes across the academic year was 17.2 ± 14.4%, 23.6 ± 8.3%, and 66.3 ± 11.2% for weekdays, Thursdays, and weekend days, respectively. Two-level random effects logit survival models for repeated events indicated the prevalence of weekday and Thursday binge drinking was associated with specific university/community events (Local festival odds ratio [OR] 6.03, 95% confidence interval [CI] 4.34–8.36), holidays (New Year's Eve OR 18.48, CI 12.83–26.63), and academic breaks (Spring Break OR 6.45, CI 4.57–9.08). Expected associations of younger age of first heavy drinking, past 12-month drinking, and experiencing negative consequences from heavy drinking were observed. Conclusions Although individual characteristics were related to engaging in a binge episode, binge episodes were strongly associated with time-specific calendar events. Effective interventions to prevent immediate and long-term health consequences associated with binge drinking should consider environmental and institutional policy-level controls to reduce high levels of binge drinking on college campuses connected with holidays and university/community events.

In an attempt to minimize the adverse effects of television violence, the authors implemented a classroom-based intervention with 496 children in 32 classrooms (grades 1 to 4). The intervention consisted of 28 brief lessons conducted by university staff over the course of 7 months. Participants were individually interviewed prior to the intervention and on three other occasions, including 8 months after concluding the intervention. When compared to 242 participants in 17 control classrooms, the intervention children reported watching less violent TV and identifying less with TV's violent superheroes. They also expressed more critical attitudes concerning television violence. These results were achieved for both girls and boys across the 4 grade levels and were still evident 8 months after concluding the intervention.

This study examined neighborhood built environment characteristics (fast-food restaurant density, walkability) and individual eating-out and physical activity behaviors in relation to 1-year change in body weight among adults 50–75 years of age at baseline. The authors surveyed 1,145 residents recruited from 120 neighborhoods in Portland, Oregon. During the 1-year follow-up (2006–2007 to 2007–2008), mean weight increased by 1.72 kg (standard deviation, 4.3) and mean waist circumference increased by 1.76 cm (standard deviation, 5.6). Multilevel analyses revealed that neighborhoods with a high density of fast-food outlets were associated with increases of 1.40 kg in weight (P < 0.05) and 2.04 cm in waist circumference (P < 0.05) among residents who visited fast-food restaurants frequently. In contrast, high-walkability neighborhoods were associated with decreases of 1.2 kg in weight (P < 0.05) and 1.57 cm in waist circumference (P < 0.05) among residents who increased their levels of vigorous physical activity during the 1-year assessment period. Findings point to the negative influences of the availability of neighborhood fast-food outlets and individual unhealthy eating behaviors that jointly affect weight gain; however, better neighborhood walkability and increased levels of physical activity are likely to be associated with maintaining a healthy weight over time.

Teacher- and school-level factors influence the fidelity of implementation of school-based prevention and social character and development (SACD) programs. Using a diffusion of innovations framework, the relationships among teacher beliefs and attitudes towards a prevention/SACD program and the influence of a school's administrative support and perceptions of school connectedness, characteristics of a school's climate, were specified in two cross-sectional mediation models of program implementation. Implementation was defined as the amount of the programs' curriculum delivered (e.g., lessons taught), and use of program-specific materials in the classroom (e.g., ICU boxes and notes) and in relation to school-wide activities (e.g., participation in assemblies). Teachers from 10 elementary schools completed year-end process evaluation reports for year 2 (N = 171) and 3 (N = 191) of a multi-year trial. Classroom and school-wide material usage were each favorably associated with the amount of the curriculum delivered, which were associated with teachers' attitudes toward the program which, in turn, were related to teachers' beliefs about SACD. These, in turn, were associated with teachers' perceptions of school climate. Perceptions of school climate were indirectly related to classroom material usage and both indirectly and directly related to the use of school-wide activities. Program developers need to consider the importance of a supportive environment on program implementation and attempt to incorporate models of successful school leadership and collaboration among teachers that foster a climate promoting cohesiveness, shared visions, and support.

Background Few studies have investigated the built environment and its association with health—especially excess adiposity—and physical activity in the immediate pre-Baby Boom/early-Baby Boom generations, soon to be the dominant demographic in the U.S. The purpose of this study was to examine this relationship. Methods This study used a cross-sectional, multilevel design with neighborhoods as the primary sampling unit (PSU). Residents (N=1221; aged 50–75) were recruited from 120 neighborhoods in Portland OR. The independent variables at the PSU level involved GIS-derived measures of land-use mix, distribution of fast-food outlets, street connectivity, access to public transportation, and green and open spaces. Dependent variables included resident-level measures of excess adiposity (BMI ≥25), three walking activities, and physical activity. Data were collected in 2006–2007 and analyzed in 2007. Results Each unit (i.e., 10%) increase in land-use mix was associated with a 25% reduction in the prevalence of overweight/obesity. However, a 1-SD increase in the density of fast-food outlets was associated with a 7% increase in overweight/obesity. Higher mixed-use land was positively associated with all three types of walking activities and the meeting of physical activity recommendations. Neighborhoods with high street connectivity, high density of public transit stations, and green and open spaces were related in varying degrees to walking and the meeting of physical activity recommendations. The analyses adjusted for neighborhood- and resident-level sociodemographic characteristics. Conclusions Findings suggest the need for public health and city planning officials to address modifiable neighborhood-level, built-environment characteristics to create more livable residential communities aimed at both addressing factors that may influence unhealthy eating and promoting active, healthy lifestyles in this rapidly growing population.

Recent research indicates that children's learning-related skills (including self-regulation and social competence) contribute to early school success. The present study investigated the relation of kindergarten learning-related skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children with poor learning-related skills fared throughout elementary school on reading and math. Latent growth curves indicated that learning-related skills had a unique effect on children's reading and math scores between kindergarten and sixth grade and predicted growth in reading and math between kindergarten and second grade. In addition, children with poor learning-related skills performed lower than their higher-rated peers on measures of reading and mathematics between kindergarten and sixth grade, with the gap widening between kindergarten and second grade. Between third and sixth grade, this gap persisted but did not widen. Discussion focuses on the importance of early learning-related skills as a component in children's academic trajectories throughout elementary school and the need for early intervention focusing on children's self-regulation and social competence.

Organizational climate has been proposed as a factor that might influence a school's readiness to successfully implement school-wide prevention programs. The aim of this study was to evaluate the influence of teachers' perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action, a social-emotional and character development (SECD) program. The dimensions measured were teachers' perceptions of (a) the school's openness to innovation, (b) the extent to which schools utilize participatory decision-making practices, and (c) the existence of supportive relationships among teachers (teacher-teacher affiliation). Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal, cluster-randomized, controlled trial were analyzed. Teacher perceptions of a school's tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery, and teacher-teacher affiliation was associated with a higher use of supplementary activities. The findings suggest that perceptions of a school's organizational climate impact teachers' implementation of SECD programs and have implications for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools.

Less than optimum strategies for missing values can produce biased estimates, distorted statistical power, and invalid conclusions. After reviewing traditional approaches (listwise, pairwise, and mean substitution), selected alternatives are covered including single imputation, multiple imputation, and full information maximum likelihood estimation. The effects of missing values are illustrated for a linear model, and a series of recommendations is provided. When missing values cannot be avoided, multiple imputation and full information methods offer substantial improvements over traditional approaches. Selected results using SPSS, NORM, Stata (mvis/micombine), and Mplus are included as is a table of available software and an appendix with examples of programs for Stata and Mplus.

Men are returning to family life following prison experience in record numbers. The accelerated rates of incarceration in the U.S. are contributing to strained federal and state budgets and disrupted family life in communities across the nation. It has been proposed that successful reentry into family life may positively influence rearrest rates. However, there is only sparse research about the familial aspects of the prison, reentry, and rearrest cycle. This study is a report of a pilot study that examines a methodological attempt to obtain data from men in prison about to be released and their partners. The results show that collecting data from the men was much easier than from their partners/spouses. Additionally, it was found that men's ideas about their relationships with their spouses and children may be unrealistic, ambiguous, and unclear. Suggestions are made about future research and research methods with this unique group. Language: en

Using data from the National Survey of Families and Households, we assessed change in the relation between gender ideology and investment in routine chores across the retirement transition. Retirement may change the relation between ideology and household labor because the direct influence of time pressures is minimized. Specifically, men who have egalitarian attitudes before retirement may act in accordance with these views when they are retired. Surprisingly, results showed that women with an egalitarian ideology increased their investment in routine tasks when retired. Egalitarian men, however, did not invest more in routine tasks postretirement. The retirement transition does not appear to be an event of sufficient significance to change the negligible relation between egalitarian gender ideology and the division of household tasks.

In an effort to minimize the harmful effects of violent TV, a yearlong intervention was undertaken with children in Grades 1 through 3 (N = 177). The classroom-based intervention consisted of 31 brief lessons that emphasized the many ways in which television distorts violence. As hypothesized, the intervention resulted in a reduction in children's viewing of violent TV as well as in less identification with violent TV characters. While the intervention was more successful with girls, boys receiving the intervention were judged by their classmates to have reduced their behavioral aggression following the intervention. The importance of this research project is that it provides encouraging evidence that TV literacy programs can reduce some harmful effects of violent TV on young viewers.

Contemporary research on fathering emphasizes the significance of a quality father-child relationship in a child’s development and well-being. Scholars have suggested that connecting with and communicating with children are critical to a healthy relationship. This study explores the influence of communication and connection on father-child relationships through a structural equation model using the LISREL program. Data were taken from the National Survey of Families and Households (NSFH), and a sample of 362 father-adolescent dyads was studied. Results provide support for the importance of connection in father-child relationships and suggest relationship quality affects adolescent child well-being for both father-son and father-daughter dyads.

In this article, I review Interpreting and Visualizing Regression Models Using Stata, by Michael Mitchell (2012a [Stata Press]).

Perceptions of control after a cancer diagnosis may have psychological and physical health significance. The control constructs are critical components of the theory of cognitive adaptation. The Cancer Locus of Control scale reflected these theoretical components and was administered to 543 women with a history of breast cancer. Confirmatory factor analysis was conducted to assess the measurement factor structure of the Cancer Locus of Control. The results supported a three-factor model of the Cancer Locus of Control scale. Mean scores of beliefs in all three dimensions indicated generally high confidence in cancer control. It was concluded that use of this Cancer Locus of Control scale can provide adequate assessment of the three distinct control dimensions.

Children’s behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.

Recent developments in finite mixture modeling allow for the identification of different developmental processes in distinct but unobserved subgroups within a population. The new approach, described within the general growth mixture modeling framework (Muthen, 2001, in press), extends conventional random coefficient growth models to incorporate a categorical latent trajectory variable representing latent classes or mixtures (i.e., the subgroups in the population whose membership must be inferred from the data). This article provides a didactic example of this new methodology with adolescent alcohol use data, which is shown to consist of a mixture of distinct subgroups, defined by unique growth trajectories and differing predictors and sequelae. The method is discussed as a useful tool for mapping hypotheses of development onto appropriate statistical models.

This article presents an extension of Joreskog and Yang's (1996) method of estimating interaction effects among latent variables to latent growth curve models. Models involving a product of 2 latent factors of either static or dynamic variables (parental monitoring and rule-setting) predicting an outcome growth variable (adolescents' initial status and rate of change in antisocial behavior) are used as substantive illustrations. The results are discussed in terms of practical and statistical problems associated with interaction analyses in latent curve models, and in structural equation models with latent variables in general.

This article reviews The Workflow of Data Analysis Using Stata, by J. Scott Long.

Using the first (1987-1988) and second (1992-1994) waves of the National Survey of Families and Households, this study examines the concurrent and longitudinal influences of interparental conflict and parent-child conflict on child and adolescent adjustment. Analyses focus on 542 intact families, each with a randomly selected focal child aged 5 to 11 at time 1 and aged 10 to 17 at time 2, Results indicate that both parent-child and parent-adolescent conflict are critical predictors of children's and adolescents' socioemotional adjustment. Interparental conflict, by contrast, is less important for adjustment in middle and late childhood as well as in adolescence. The findings extend previous research by suggesting that the salience and threat of interparental conflict subside as children make the transition into adolescence.