Elizabeth Votruba-Drzal

Parent Involvement and Children’s Academic and Social Development in Elementary School

Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (N = 1,364) were used to investigate childrens trajectories of academic and social development across 1st, 3rd, and 5th grades. Hierarchical linear modeling was used to examine within- and between-child associations among maternal and teacher reports of parent involvement and childrens standardized achievement scores, social skills, and problem behaviors. Findings suggest that within-child improvements in parent involvement predict declines in problem behaviors and improvements in social skills but do not predict changes in achievement. Between-child analyses demonstrated that children with highly involved parents had enhanced social functioning and fewer behavior problems. Similar patterns of findings emerged for teacher and parent reports of parent involvement. Implications for policy and practice are discussed.

Children's early approaches to learning and academic trajectories through fifth grade.

Childrens early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether childrens early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), the present investigation examined the association between ATL at kindergarten entry and trajectories of reading and math achievement across 6 waves of data from kindergarten, 1st, 3rd, and 5th grade (n = 10,666). The current study found a positive link between early ATL and individual trajectories of reading and math performance. Overall, childrens early ATL was equally beneficial for children regardless of their race/ethnicity and dimensions of their socioeconomic background. However, links between early ATL and academic trajectories differed by their gender and initial levels of math and reading achievement.

Economic disparities in middle childhood development: Does income matter?

A large literature has documented the influence of family economic resources on child development, yet incomes effects in middle childhood have been understudied. Using data from the National Longitudinal Survey of Youth (N = 3,551), the author examined the influence of family income in early and middle childhood on academic skills and behavior problems during middle childhood. Early childhood income had enduring effects on childrens behavior problems and academic skills in middle childhood. Middle childhood income did not influence academic skills but did affect the development of behavior problems during middle childhood. Children from low-income households were particularly sensitive to the effects of family income. The quality of home environment during early and middle childhood explained a portion of the effects of income on academic skills and behavior problems.

Teacher-Child Relationships and the Development of Academic and Behavioral Skills during Elementary School: A within- and between-Child Analysis.

Despite recent growth in research highlighting the potential of teacher-child relationships to promote childrens development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher-child relationship quality and childrens academic achievement and behavior problems from kindergarten (ages 4-6 years) through 5th grade (ages 9-11 years). Results suggest that increases in teacher-child relationship quality are associated with improvements in teacher-reported academic skills and reductions in behavior problems consistently throughout elementary school. As children progressed from kindergarten through fifth grade, the importance of teacher-child relationship quality is unchanging.

Community socioeconomic status is associated with circulating interleukin-6 and C-reactive protein.

Objective: To examine the association of both individual and community socioeconomic status (SES) with inflammatory mediators relevant to cardiovascular pathophysiology, i.e., interleukin (IL)-6 and C-reactive protein (CRP), in a midlife community sample. Growing evidence suggests that socioeconomic attributes of both individuals and communities confer risk for cardiovascular morbidity and mortality. Methods: Subjects were 851 men and women, 30 to 54 years of age (Caucasian = 77%, African-American = 23%). Individual SES was indexed by a composite of educational attainment and family income, and community SES was indexed by corresponding indicators derived from US Census data for participants’ census tracts of residence. Plasma concentrations of IL-6 and CRP were determined from blood samples. Results: Regression analyses adjusting for age, sex, and race showed individual SES to be associated inversely with IL-6 (B = −0.126, p < .01), and community SES to be associated inversely with both IL-6 and CRP (B = −0.144, p < .01, B = −0.097, p < .01, respectively). The relationship of community SES with IL-6, but not CRP, persisted on multivariable adjustment for both lifestyle risk factors (smoking, alcohol consumption, sleep, exercise, body mass index) and individual SES (IL-6: B = −0.084, p < .05; CRP: B = −0.047, p > .10). After adjustment for lifestyle factors, however, individual SES was no longer associated with IL-6. Conclusions: Independent of personal income or educational attainment, midlife adults living in less advantaged neighborhoods exhibit higher levels of circulating proinflammatory markers than residents of more affluent areas. This association may help explain the increased risk of atherosclerotic cardiovascular morbidity and mortality conferred by low community-level SES. SES = socioeconomic status; CRP = C-reactive protein; IL-6 = interleukin-6; BMI = body mass index; ICC = intraclass correlation coefficient.

Child Care and the Development of Behavior Problems Among Economically Disadvantaged Children in Middle Childhood

Research examining the longer term influences of child care on childrens development has expanded in recent years, but few studies have considered low-income childrens experiences in community care arrangements. Using data from the Three-City Study (N=349), the present investigation examines the influences of child care quality, extent and type on low-income childrens development of behavior problems during middle childhood (7-11 years old). Higher levels of child care quality were linked to moderate reductions in externalizing behavior problems. High-quality child care was especially protective against the development of behavior problems for boys and African American children. Child care type and the extent of care that children experienced were generally unrelated to behavior problems in middle childhood.

Trajectories of Parenting Processes and Adolescent Substance Use: Reciprocal Effects

Drawing on transactional theories of child development, we assessed bidirectional links between trajectories of adolescent substance use and parenting processes from early through mid adolescence. Hierarchical generalized models estimated trajectories for 3,317 adolescents from the National Longitudinal Survey of Youth 1997, exploring both between- and within-individual effects. Between individuals, adolescents reporting more regular family activities and greater father and mother knowledge of friends and teachers experienced lower levels of substance use through mid adolescence. Similarly, adolescents with more frequent substance use reported lower family activities, father knowledge, and mother knowledge, though these differences dissipated over time. More conservative within-individual differences indicated a prospective protective effect of family activities, with increases in adolescent participation in family activities predicting later declines in substance use. Results support the central importance of engagement in regular family activities, and suggest the need for further exploration of transactional processes between parents and children in the development of risk behaviors.

A Developmental Perspective on Full- Versus Part-Day Kindergarten and Children’s Academic Trajectories Through Fifth Grade

Childrens kindergarten experiences are increasingly taking place in full- versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Studys Kindergarten Cohort (N= 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4-6 years) through 5th grade (ages 9-12 years). Full-day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade-out of the full-day advantage is in part explained by differences in the children who attend part- and full-day kindergarten as well as school characteristics.

Boosting Family Income to Promote Child Development.

Families who live in poverty face disadvantages that can hinder their children’s development in many ways, write Greg Duncan, Katherine Magnuson, and Elizabeth Votruba-Drzal. As they struggle to get by economically, and as they cope with substandard housing, unsafe neighborhoods, and inadequate schools, poor families experience more stress in their daily lives than more affluent families do, with a host of psychological and developmental consequences. Poor families also lack the resources to invest in things like high-quality child care and enriched learning experiences that give more affluent children a leg up. Often, poor parents also lack the time that wealthier parents have to invest in their children, because poor parents are more likely to be raising children alone or to work nonstandard hours and have inflexible work schedules. Can increasing poor parents’ incomes, independent of any other sort of assistance, help their children succeed in school and in life? The theoretical case is strong, and Duncan, Magnuson, and Votruba-Drzal find solid evidence that the answer is yes—children from poor families that see a boost in income do better in school and complete more years of schooling, for example. But if boosting poor parents’ incomes can help their children, a crucial question remains: Does it matter when in a child’s life the additional income appears? Developmental neurobiology strongly suggests that increased income should have the greatest effect during children’s early years, when their brains and other systems are developing rapidly, though we need more evidence to prove this conclusively. The authors offer examples of how policy makers could incorporate the findings they present to create more effective programs for families living in poverty. And they conclude with a warning: if a boost in income can help poor children, then a drop in income—for example, through cuts to social safety net programs like food stamps—can surely harm them.

Amygdala Reactivity and Negative Emotionality: Divergent Correlates of Antisocial Personality and Psychopathy Traits in a Community Sample

Previous studies have emphasized that antisocial personality disorder (APD) and psychopathy overlap highly but differ critically in several features, notably negative emotionality (NEM) and possibly amygdala reactivity to social signals of threat and distress. Here we examined whether dimensions of psychopathy and APD correlate differentially with NEM and amygdala reactivity to emotional faces. Testing these relationships among healthy individuals, dimensions of psychopathy and APD were generated by the profile matching technique of Lynam and Widiger (2001), using facet scales of the NEO Personality Inventory-Revised, and amygdala reactivity was measured using a well-established emotional faces task, in a community sample of 103 men and women. Higher psychopathy scores were associated with lower NEM and lower amygdala reactivity, whereas higher APD scores were related to greater NEM and greater amygdala reactivity, but only after overlapping variance in APD and psychopathy was adjusted for in the statistical model. Amygdala reactivity did not mediate the relationship of APD and psychopathy scores to NEM. Supplemental analyses also compared other measures of factors within psychopathy in predicting NEM and amygdala reactivity and found that Factor 2 psychopathy was positively related to NEM and amygdala reactivity across measures of psychopathy. The overall findings replicate seminal observations on NEM in psychopathy by Hicks and Patrick (2006) and extend this work to neuroimaging in a normative population. They also suggest that one critical way in which APD and psychopathy dimensions may differ in their etiology is through their opposing levels of NEM and amygdala reactivity to threat.