Cross‐Lagged Panel Design

University of Connecticut, Storrs, CT, USA
DOI: 10.1002/0470013192.bsa156 In book: Encyclopedia of Statistics in Behavioral Science
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    ABSTRACT: The goal of this longitudinal study was to examine observed paternal and maternal control (psychological control and autonomy granting) and support (rejection and emotional warmth) as mediators of the relation between children's negative emotionality at 3.5 years of age and depression and anxiety problems at 4.5 years. For 35 children, 60-min unstructured parent–child interactions were rated at 4.5 years. Results indicated that maternal rejection mediated the relation between children's negative emotionality and their later anxiety/depression. Higher levels of child negative emotionality predicted more psychological control in mothers, but did not predict any parenting behaviours in fathers. Higher levels of paternal autonomy granting were associated with more child anxiety/depression. Unexpectedly, however, more maternal emotional warmth was related to higher levels of child anxiety/depression. The findings offer new insights to guide future research on the (mediating) role of parenting behaviours in the relation between children's negative emotionality and their internalizing problems. Copyright © 2010 John Wiley & Sons, Ltd.
    Infant and Child Development 07/2010; 19(4):354 - 365. DOI:10.1002/icd.665 · 1.20 Impact Factor
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    ABSTRACT: The capacity for teacher expectation effects to interact and compound across a child's schooling offers a largely untested mechanism for magnifying or minimizing effects. This study examined four types of long-term teacher expectation effects: within-year effects of single teachers, cross-year effects of single teachers, mediated effects of single and multiple teachers, and compounded effects of multiple teachers. Participants were 110 students tracked from preschool through Grade 4 on measures of achievement and teacher expectations. Evidence was found for within-year but not direct cross-year effects. However, path models demonstrated enduring indirect effects of teacher expectations on cross-year achievement. Multiple years of teacher expectation effects were additive in predicting student achievement at fourth grade, with similar effects for teachers' over- and underestimates of student ability. The study extends understanding of longer-term teacher expectation effects.
    Journal of Applied Developmental Psychology 05/2014; 35(3):181–191. DOI:10.1016/j.appdev.2014.03.006 · 1.85 Impact Factor
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    ABSTRACT: Objective : Substance use and delinquency among adolescents has been shown to be positively associated; however, the temporal relationship is not well understood. Examining the association between delinquency and substance use is especially relevant among adolescents with a first-time substance use related offense as they are at-risk for future problems. Method : Data from 193 adolescents at time of diversion program entry and six months later was examined using cross-lagged path analysis to determine whether substance use and related consequences were associated with other types of delinquency across time. Results : Results demonstrated that delinquency at program entry was related to subsequent reports of heavy drinking and alcohol consequences, but not marijuana use or its consequences. In contrast, alcohol and marijuana use at program entry was not related to future reports of delinquency. Conclusions : Findings emphasize the need to build in comprehensive assessments and interventions for youth with a first time offense in order to prevent further escalation of substance use and criminal behaviors.
    Addictive behaviors 06/2014; 39(6). DOI:10.1016/j.addbeh.2014.03.002 · 2.76 Impact Factor
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