It can be concluded that overall, for both boys and girls, depressive symptoms
consistently predicted levels of academic and emotional self - efficacy 6 months later.
Not exact matches
It's also because a father's education
level consistently predicts the quality of mother - child interactions, and also because better educated fathers are more likely to earn well.
Higher
levels of child self - regulation
consistently predict more parental warmth14, 15 and less parental control.16 Similarly, parental warmth
predicts better child self - regulation, 17 and more negative parental control
predicts poorer child self - regulation.13
melting and sea
level rise, are
consistently more rapid and more extreme than
predicted by models.
Poor family economy
consistently predicted mental health problems, while parental education
level predicted externalizing disorders stronger than internalizing disorders.
Research
consistently indicates that children with more developed executive function skills prior to kindergarten experience greater school success.6, 7 For academic achievement, these skills may scaffold language and mathematic success.12 In fact, in a low - income sample of children, researchers have found that executive function skills prior to kindergarten
predict growth in both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high
levels of adversity and may be at risk for poorer school performance.
Past research relying on either cross-sectional or main effect models makes the assumption that low
levels of perceived control will uniformly and
consistently predict higher
levels of depressive symptoms without taking into account contextual and environmental factors such as stress (see Alloy et al. 1988).
Low
levels of parental monitoring have
consistently predicted a variety of health risks across child developmental periods, including accidental injuries in young children (Morrongiello, Corbell, McCourt, & Johnston, 2006; Peterson & Brown, 1994) and substance abuse (Chilcoat & Anthony, 1996; Dishion & McMahon, 1998; Li, Stanton, & Feigelman, 2000), delinquency (Griffin, Botvin, Scheier, Diaz, & Miller, 2000; Pettit, Bates, Dodge, & Meece, 1999), risky sexual behavior (French & Dishion, 2003; Rose et al., 2005), and academic failure in older children and adolescents (Rodgers & Rose, 2001).