Factor structure of school readiness skills: conceptual vs. statistical distinctions.

Introduction: School readiness skills are a broad set of abilities that children develop in early childhood that support achievement once they enter formal schooling. Three components of school readiness skills are of focus in the current study: executive function (EF), language/literacy, and mathematics. The current study examines to what extent 13 direct assessments of these skills statistically align with theoretical models for distinct construct- and timepoint-specific latent factors. Methods: The sample included 684 children (52.34% male; 42% Black/African American; Mage = 4.80 years in the fall of prekindergarten) assessed in the fall and spring of the prekindergarten year. Results: Factor analyses revealed the most statistical support for a model with a latent random intercept across timepoints and constructs, along with timepoint-specific latent factors in the fall and spring of prekindergarten (independent of the random intercept). The timepoint-specific latent factors primarily consisted of early literacy and mathematics assessments. Discussion: These findings challenge commonly held practices of creating construct-specific latent factors in early childhood research and, to a lesser extent, timepoint-specific latent factors without consideration of the substantial shared variance across different constructs and timepoints. Implications for the factor structure and developmental theory of school readiness skills are considered, as well as practical considerations for future research.

The Role of Mistrust in Sexual Revictimization: An Analysis of Serial Indirect Effects.

A sample of 819 female college students completed measures of childhood sexual abuse (CSA), adult sexual victimization (ASV), mistrust, trauma-related symptoms, and drinking problems. Using a serial indirect effects model, we hypothesized that CSA would be associated with ASV through the indirect effects of mistrust → trauma-related symptoms → drinking problems. The results indicated that this serial indirect effects model was significant. When the order of the first two indirect effects was reversed, the model was not significant. These results highlight the importance of examining potential factors involved in sexual revictimization in tandem rather than in isolation.

Maternal use of corporal punishment and behavior problems in early childhood: A sibling comparison analysis.

BACKGROUND: Previous research demonstrates that there are environmental and genetic factors associated with the use of corporal punishment (CP) and children's behavior problems. Thus, it is difficult to disentangle whether CP has a causal effect on children's developmental outcomes. OBJECTIVE: This study explored the relationship between maternal use of CP at ages 3-4 years and symptoms of internalizing and externalizing behavior problems between the ages of 6 and 9 years using a sibling comparison design. In doing so, we were able to control for shared environmental factors and partially control for genetic factors that could explain the relationship between CP and behavior problems. METHODS: This study analyzed data from 11,506 children from the United States. We used generalized linear models to assess the relationship between the use of CP and behavior problems among biological siblings raised in the same home. RESULTS: At the population level, CP was significantly associated with the development of internalizing behavior problems (ß = 0.134, SE = 0.03, p < .001). When comparing siblings, this relationship was no longer significant. In contrast, CP was significantly associated with externalizing behavior problems at both the population (ß = 0.233, SE = 0.02, p < .001) and sibling comparison level (ß = 0.107, SE = 0.03, p < .001). CONCLUSION: We did not find evidence to suggest that the association between CP and externalizing behavior problems is due to environmental and genetic factors exclusively. Corroborating previous research, these results suggest that CP may increase the likelihood of externalizing behavior problems.

Executive Function Mediates the Relationship Between Conscious Discipline Fidelity and Kindergarten Readiness.

Conscious Discipline is a classroom management program that targets relationship building and socio-emotional learning to improve students' academic performance, as well as executive function (EF) and social skills. Past studies evaluating the effectiveness of this program, however, are limited and have yielded mixed results. The purpose of this study was to examine the relationship between preschool teachers' Conscious Discipline fidelity and students' kindergarten readiness and social skill development. This study included 873 preschool-aged students from 146 classrooms that used the Conscious Discipline program. We found that Conscious Discipline fidelity was significantly associated with students' EF skill gains, which in turn predicted outcomes on students' overall kindergarten readiness scores as well as their scores on evaluations of their language and literacy, math, social foundations, and physical development specifically. Results suggest that EF skill development mediates the relationship between preschool teachers' Conscious Discipline fidelity and students' kindergarten readiness scores.