John Geldhof’s research while affiliated with Oregon State University and other places

Objective We aimed to understand how marital quality and gender influence affective responses to daily stressors (i.e., affective reactivity and residue). Background Affective reactions are putative mechanisms through which daily stressors impact long‐term health and well‐being. Understanding which resilience or vulnerability factors (e.g., marital quality, gender) are associated with affective reactions is therefore crucial to promote healthy lives and aging. Method Data came from a subsample of married adults ( N = 1,335) who participated in both the Midlife in the United States (MIDUS) Study and the associated National Study of Daily Experiences (NSDE). Participants rated their levels of strain and support with their partners in the MIDUS survey. As part of the NDSE, participants subsequently reported their affect and experience of daily stressors over 8 consecutive days. Results Partner strain significantly exacerbated associations between previous‐day stressors and negative affect (i.e., affective residue), but not same‐day stressor–affect associations (i.e., affective reactivity). Conclusion Findings from this study highlight the importance of marital quality for shaping daily stress and affective well‐being. Implications Cultivating couple relationship skills—including decreasing partner strain—in adulthood may provide a means to decrease affective reactions to daily stress and promote short‐ and long‐term health and well‐being.

The Positive and Negative Affect Schedule (PANAS; Watson et al., 1988) is widely used in the study of well-being; however, its factor structure continues to be a source of debate (Wedderhoff et al., 2021). The present study examined the factor structure of the PANAS using data from the third wave of the National Study of Daily Experiences (NSDE; N=1176, Mage=62.48, SD=10.20, Range=43-91, %Female=57.38) in which participants indicated how much of the time they felt positive and negative emotions each day for eight days. We conducted two-level confirmatory factor analyses in MPlus informed by the 45-degree rotation hypothesis (Yik et al., 1999) that classifies emotion words by both valence (negative or positive) and activation (high or low). Results revealed that a five-factor structure at both the within and between levels exhibited good fit (χ2(188) = 989.76; p <.001; RMSEA = 0.02; CFI = 0.960; TLI = 0.949). These factors were: high activation negative (upset, angry, frustrated); negative (worthless, sad, hopeless, lonely); high activation positive (enthusiastic, attentive, proud, active, confident); positive (happy, cheerful); and low activation positive (calm, satisfied). Latent correlations indicated factor separation at both the within- and between-person levels (median absolute correlations of.44 and.60, respectively). These results emphasize the importance of considering both valence and activation in the study of daily affective well-being. The authors recommend that researchers using the PANAS consider the implications of valence and activation when examining associations between affect and health-related outcomes.

Midlife is an opportune time during which individuals can establish patterns of behavior (e.g., generativity) and self-regulatory processes (e.g., emotion regulation) that will optimize their psychological wellbeing and aging. We sought to test whether: 1.) generativity is directly associated with better self-acceptance, 2.) the effect of generativity is indirect and mediated by emotion regulation (i.e., cognitive reappraisal), and 3.) age moderates associations among generativity, cognitive reappraisal, and self-acceptance. Using data from the second and third waves of the Midlife in the United States (MIDUS) study (N=935, Mage=54.36, SD=11.05, Range = 34-83, 55.08% Female), results revealed that cognitive reappraisal (β= 0.07, p< .01) and older age (β= 0.06, p= .02) were associated with higher self-acceptance; however, generativity was not, and age did not predict generativity nor cognitive reappraisal. Generativity was associated with more frequent use of cognitive reappraisal (β= 0.16, p< .001), with cognitive reappraisal then significantly mediating the association between generativity and self-acceptance (Natural Indirect Effect= 0.02, SE= .01, p= .02). Age significantly interacted with generativity when predicting self-acceptance (β= 0.39, p= .02), such that the effect of generativity increased with age. These findings are important for reframing midlife as a critical developmental stage during which individuals can engage in behaviors and self-regulatory processes that optimize their self-acceptance throughout the aging process. As age did not moderate most associations, interventions could target generativity to promote effective emotion regulation and cognitive reappraisal to enhance self-acceptance across adulthood and into later life given its positive implications for wellbeing, health, and longevity.

The intergenerational ties that offer support to older adults are likely useful for resilience during the COVID-19 pandemic. We analyzed whether positive and negative intergenerational contact was associated with positive pandemic-related personal change. We utilized data collected from 566 adults aged 50 and older between August 2020 and January 2021 via MTurk and a statewide research registry. Participants reported the quality of their contact with younger adults, and whether they experienced positive changes (i.e. new hobbies, healthier behavior, greater meaning in work) as a result of the pandemic. Higher positive, but not lower negative, non-familial intergenerational contact was associated with a higher number of positive pandemic-related changes (estimate = 0.07, SE = 0.03, p=0.02). The quality of familial intergenerational relationships were not associated with positive pandemic-related changes. Non-familial intergenerational relationships may be especially important for resilience, and should be supported during a time when they may be difficult to maintain.

Intergenerational relationships are a predictor of greater physical, mental, and emotional well-being; they can reduce ageism and facilitate feelings of purpose and meaning, shown to be important for health and mortality. Surprisingly there are no measures of intergenerational contact (IGC) shown to be reliable and valid across age groups. Therefore, we aimed to develop a psychometrically sound survey measure of IGC. We utilized a three-phase development process, which included a Delphi-style expert panel review of items, focus groups, and validation of the survey via Amazon MTurk. The resulting 18-item survey captures details on and comparisons between both familial and non-familial contact and is appropriate for adults of all ages. We conducted confirmatory factor analyses with the 9-item family and 9-item non-family subscales for 380 young and 256 middle-aged adults reporting on contact with older adults, and 348 older adults reporting on contact with younger adults. The family scale had good model fit across all three groups (χ2 (78) = 245.74, p<.0001; RMSEA = 0.08, 90% CI = [0.07, 0.10]; CFI = .94; TLI = .92). After covarying for 2 pairs of items among the middle-age group, the non-family scale had good model fit across all groups (χ2(75) = 217.21, p<.0001; RMSEA = 0.08, 90% CI = [0.07, 0.09]; CFI = .95; TLI = .93), indicating construct equivalence across age groups. The new IGC measure can be used in all adult age groups, making it useful for scientific projects as well as program evaluations. Funded by the RRF Foundation on Aging

BACKGROUND A majority of research findings have focused on recess as instrumental to achieving minutes of physical activity rather than focusing on the psycho-social benefits associated with a high-quality recess environment. The purpose of the current study was to examine the relationship between recess quality and teacher-reported social, emotional, and behavioral outcomes in children. METHODS Data were collected from 26 schools in 4 different regions of the United States. Teachers (N = 113) completed behavioral assessments for randomly selected children in their classrooms (N = 352). Data assessors conducted live observations of recess using the Great Recess Framework—Observational Tool. A series of 2-level regression models were fit in Mplus v. 8.2 to assess how recess quality was associated with indicators of children's social, emotional, and behavioral health. RESULTS Recess quality significantly predicted executive functioning problems (b = −.360, p = .021), resilience (b = .369, p = .016), emotional self-control (b = −.367, p = .016), and a composite of adaptive classroom behaviors (b = .321, p = .030). CONCLUSION Results of the present study demonstrate that recess quality impacts child developmental outcomes. Schools should ensure there is adequate training and resources to facilitate a positive and meaningful recess for students.

Background: To date, there is scant literature that examines the recess context concurrent with, but separate from, levels of physical activity. The primary purpose of the current study was to examine how recess quality impacted physical activity levels, and how this was moderated by gender. A secondary purpose was to examine if differences in children's engagement in activities occurred between recess sessions scored as low- or high- quality. Methods: This was an observational study of children at 13 urban elementary schools in the U.S. Across the 13 schools, data were collected at 55 recess sessions, with 3419 child-level observations (n = 1696 boys; n = 1723 girls). Physical activity data were collected using Fitbit accelerometers, recess quality data were collected using the Great Recess Framework - Observational Tool (GRF-OT), recess engagement data were collected using the Observation of Playground Play (OPP), and basic psychological need satisfaction (BPNS) data were collected using a modified version of the BPNS for recess physical activity survey. Primary analyses were conducted using Hierarchical Linear Modeling (HLM) with children nested within recess sessions. Results: Gender moderated the relationship between adult engagement and moderate-to-vigorous physical activity (MVPA) (b = .012; 95% CI .001, .024), student behavior and MVPA (b = -.014; 95% CI -.021, -.007), and student behaviors and light physical activity (b = .009, 95% CI .003, .015). Both boys and girls engaged in more play during recess sessions scored as high quality on the GRF-OT. Children reported higher levels of basic psychological need satisfaction at recesses sessions scored as high quality on the GRF-OT. Conclusions: Results of the current study showed that the quality of the recess environment, and the interactions of both adults and students in that environment, need to be taken into consideration in future school-based recess studies.

Background: Fetal epigenetic programming plays a critical role in development. DNA methyltransferase 3 alpha (DNMT3A), which is involved in de novo DNA methylation (DNAm), is a prime candidate gene as a mediator between prenatal exposures and birth outcomes. We evaluated the relationships between in utero arsenic (As) exposure, birth outcomes, and DNMT3A DNAm. Methods: In a prospective Bangladeshi birth cohort, cord blood DNAm of three DNMT3A CpGs was measured using bisulfite pyrosequencing. Maternal toenail As concentrations at birth were measured to estimate in utero exposure. Among vaginal births (N = 413), structural equation models (SEMs) were used to evaluate relationships between DNMT3A methylation, log2 (toenail As), birth weight, and gestational age. Results: In an adjusted SEM including birth weight and gestational age, maternal toenail As levels were associated with DNMT3A DNAm (B = 0.40; 95% CI: 0.15, 0.66) and gestational age (B = -0.19 weeks; 95% CI: 0.36, -0.03). DNMT3A DNAm was associated with gestational age (B = -0.10 weeks; 95% CI: 0.16, -0.04) and birth weight (B = -11.0 g; 95% CI: 21.5, 0.4). There was an indirect effect of As on gestational age mediated through DNMT3A DNAm (B = -0.04; 95% CI: 0.08, -0.01), and there were indirect effects of maternal toenail As levels on birth weight through pathways including gestational age (B = -14.4 g; 95% CI: 29.2, -1.9), DNMT3A DNAm and gestational age (B = -3.1 g; 95% CI: 6.6, -0.8), and maternal weight gain and gestational age (B = -5.1 g; 95% CI: 9.6, -1.5). The total effect of a doubling in maternal toenail As concentration is a decrease in gestational age of 2.1 days (95% CI: 0.9, 3.3) and a decrease in birth weight of 29 g (95% CI: 14, 46). Conclusions: DNMT3A plays a critical role in fetal epigenetic programming. In utero arsenic exposure was associated with greater methylation of CpGs in DNMT3A which partially mediated associations between prenatal As exposure and birth outcomes. Additional studies are needed to verify this finding.

Background To date, there is scant literature that examines the recess context concurrent with, but separate from, levels of physical activity. The primary purpose of the current study was to examine how recess quality impacted physical activity levels, and how this was moderated by gender. A secondary purpose was to examine if differences in children’s engagement in activities occurred between recess sessions scored as low- or high- quality. Methods This was an observational study of children at 13 urban elementary schools in the U.S. Across the 13 schools, data were collected at 55 recess sessions, with 3,419 child-level observations ( n= 1,696 boys; n= 1,723 girls). Physical activity data were collected using Fitbit accelerometers, recess quality data were collected using the Great Recess Framework – Observational Tool (GRF-OT), recess engagement data were collected using the Observation of Playground Play (OPP), and basic psychological need satisfaction (BPNS) data were collected using a modified version of the BPNS for recess physical activity survey. Primary analyses were conducted using Hierarchical Linear Modeling (HLM) with children nested within recess sessions. Results Gender moderated the relationship between adult engagement and moderate-to-vigorous physical activity (MVPA) (b= .012; 95% CI .001, .024), student behavior and MVPA (b= -.014; 95% CI -.021, -.007), and student behaviors and light physical activity (b= .009, 95% CI .003, .015). Both boys and girls engaged in more play during recess sessions scored as high quality on the GRF-OT. Children reported higher levels of basic psychological need satisfaction at recesses sessions scored as high quality on the GRF-OT. Conclusions Results of the current study showed that the quality of the recess environment, and the interactions of both adults and students in that environment, need to be taken into consideration in future school-based recess studies.