Sentences with phrase «lower scores on»

We found that lower scores on Self - Directedness and higher scores on Harm Avoidance and Self - Transcendence were associated with greater maternal reports of their children's problem behaviors.

For example, higher self - esteem was negatively associated with stress in the Lutenbacher (2000) study (r = −.48, p = <.001) and higher scores on parenting satisfaction and self - efficacy were associated with lower scores on parenting stress in Pazdera et al. (2013) and Schuetze and Eiden (2005)(associations ranged between −.41 to −.68, p = <.01).

Likewise, we verified the existence of significant differences in the educational practices of parents, the adequate profile is characterized by greater use of parenting dimensions considered to be positive, and at the same time, lower scores on dimensions considered to be negative.

The second profile is associated with lower scores on dimensions considered positive: inductive discipline, affect, and autonomy support from father and mother, and revelation on the father's part.

Caregivers of excluded dyads had lower scores on the PSI and BSI.

Finally, the third profile or cluster, corresponding to an adequate combination of emotional skills, is associated with higher scores on dimensions considered positive: inductive discipline, affect, and autonomy support from father and mother, and at the same time, lower scores on the dimensions considered to be negative, namely, father's strict discipline and psychological control.

As hypothesized, men offered more positive marital assessments than women, yielding higher scores on positive items and lower scores on negative items.

The second dysfunctional profile is associated with higher scores on the dimensions considered to be negative and lower scores on positive dimensions.

Lower scores on the neighborhood risk index represented less disadvantaged neighborhoods; conversely, higher scores on this index represented neighborhoods with a greater proportion of economically disadvantaged families.

As shown in Table 2, the first profile was Unlimited Access to Snacks (n = 51), characterized by lower scores on all limit - setting practices, relative to the remaining profiles (P < 0.05, effect size d = 1.20 — 1.70), as reported by mothers on the RAQ.

This profile also had lower scores on the maternal CFQ restriction subscale, and girls within this profile reported having greater access to the 7 snack foods (during the interview), relative to the remaining profiles (P < 0.05, d = 0.57 — 0.95), which suggested that on average this group had very low control (Table 3).

The researchers found that when kids had three or more adverse experiences, they also had smaller brain volumes that, in turn, were associated with lower scores on a scale that measures how well a child expresses emotions.

In addition, mid-level scores on the middle subscale indicate lower scores on either of the extreme ends of the scale.

Higher scores on the high - low subscale indicate higher reflective functioning, whereas lower scores on the low - high subscale indicate lower reflective functioning.

Intervention mothers had lower scores on both harsh / negative parenting and ineffective parenting and higher scores on supportive parenting.

Results indicate lower scores on parent knowledge, attitude toward parenting, and parenting behaviors were noted for lower - income families.

Six hundred and forty - five (25.69 %) students reported grandparenting experience and they reported lower scores on self - esteem and social support than the students raised only by their parents.

Intervention group pairs had higher scores in empathic responsiveness and goal - corrected partnership and lower scores on angry behavior by the child than anxious control pairs.

This distribution generally falls in line with the expectation that lower scores on the two insecure scales will be accompanied by higher scores on secure attachment.

The allelic variant, RS3 334, is associated in men, but not women, with a lower bonding quality with the partner (characterized by lower scores on the partner bonding scale and a greater likelihood of reporting martial problems)(Walum et al., 2008).

With respect to personality dimensions, on average, children produced higher scores on Extraversion, Conscientiousness, Agreeableness and Openness / Intellect scales (reflecting a tendency to avoid endorsement of the «Not True» response), and lower scores on Neuroticism, relative to the scale range of each construct.

Children living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achievement.

Indeed, a German study involving a small sample of grandparents found that individuals with an avoidant attachment had lower scores on both social integration and physical health than secure individuals (Wensauer and Grossmann 1995).

Parenting sense of competence was slightly lower among intervention recipients (β level, − 0.92 [95 % CI, − 1.40 to − 0.44]-RRB-, an effect driven by lower scores on the satisfaction subscale rather than by differences in self - efficacy (Table 4).

History of neglect significantly predicted lower scores on Extracurricular Activity, Academic Achievement and Overall Competence.

Neglect did not lower the scores on Social Relations.

Higher classmate social support was associated with lower scores on all adjustment measures.

Results indicated that ABC participants had significantly lower scores on total child abuse potential, parenting stress, and child internalizing and externalizing behavior than control subjects.

As kids, being wrong meant lower scores on tests — which meant no college, which meant no job, which meant...

As kids, being wrong meant lower scores on tests — which meant no college, which meant...

This result is consistent with the findings of Harvey et al. (26), who found that the guide dogs predicted to be successful had lower scores on a fear / anxiety PC at 5 mo of age.

Recent research in Maryland, Illinois, and at the National Center for Education Statistics, has shown that standardized tests create a significant technology gap for students in high - poverty schools — students receive lower scores on computer - based tests than they would using pencil and paper.

According to a report on LSP conducted by the Brookings Institution last May, students who relocated to private schools via the vouchers recorded lower scores on standardized math and reading assessments: After one year in private school, a child who scored in the 50th percentile for math in his public school declined to the 34th percentile.

The result is lower scores on content exams, simply because students could not comprehend what was being asked.

Overall, evaluation results were mixed; CSP classrooms increased teacher qualifications compared to non-CSP classrooms, which saw a reduction in teacher qualifications over the same period.43 CSP classrooms reported higher ratings across some measures of child development, but lower scores on environment rating than non-CSP classrooms.

Overall, as a group, teachers received lower scores on the Attention to Individual or Subgroups of Learners rubric than on the Focus and Quality of Evidence rubric, possibly indicating that attending to individual students» thinking and understanding is a skill that needs time to develop and is not prevalent in novice teachers.

Within those successes, there were some surprises such as a school that did better than expected or another that had strong academic scores but lower scores on other metrics.

It also showed that students who are chronically absent in the second and third grades record lower scores on standardized tests.

As a side note, the Post reported this afternoon that of the 3,371 high school graduates from the City's 31 Renewal high schools, 242 earned diplomas through a new «appeals process [approved by the Board of Regents] that allows for lower scores on exams or other side - door routes... This led to a tripling of the number of students graduating using the appeals process in 2016 over 2015, city data show.»

In other words, Lincoln students had lower scores on the state test, but appeared to show some of the most improvement over the school year.

Burke blames the national trend of lower scores on «increasing federal intervention over the past half - century... the resulting burden of complying with federal programs, rules, and regulations, have created a parasitic relationship with federal education programs and states, and is straining the time and resources of local schools.

The other study (Perkes 1967) produced mixed results: students whose teachers took more subject - matter coursework reported higher scores on an achievement test, but lower scores on the STEP, a test of higher - order thinking.

Students with lower scores on the test last year were more likely to opt out of taking the test this year than students with higher scores.

In a small new study of retired NFL players, researchers found that overweight players had less blood flow to key areas of the brain and lower scores on mental - function tests than former players of normal weight.

Both are further prone to school problems leading to special placement in LD, BD, or MR classes, and lower scores on intelligence tests.

People with the inflammation markers and brain shrinkage also had lower scores on average on a memory test.

Marijuana abusers showed lower scores on positive emotionality and higher scores on negative emotionality than controls, consistent, on the one hand, with lower reward sensitivity and motivation and, on the other hand, with increased stress reactivity and irritability.

Among veterans with predicted exposure to the Khamisiyah plume, smaller hippocampus volume was correlated with lower scores on a test of verbal learning and memory.

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

The more concussions players suffered, the lower their scores on three of the 16 tests.