Do adolescents want more autonomy? Testing gender differences in autonomy across STEM.

INTRODUCTION: A growing body of research has identified gender disparities in STEM education, but data are limited from studies directly comparing autonomy given to autonomy wanted by adolescents, as experienced in classrooms by gender and across course subjects. METHODS: With a sample of US adolescents (n = 540), aged 11-19 and 55% female, we assessed students' perceived levels of autonomy given, and levels of autonomy wanted, by adapting an autonomy assessment specific to course subjects of math, science, and English. We then employed contrast models testing gender differences of autonomy levels across course subjects of math, science, and English, and controlled for age. RESULTS: Overall, all adolescents reported getting less autonomy than they want. Within gender, girls reported wanting the most autonomy from science. Between genders, girls reported wanting more autonomy from both math and science, compared to boys. In contrast, girls reported getting more autonomy in English, compared to boys. While we found no developmental differences for reported levels of autonomy given, we did find developmental differences with levels of autonomy wanted, showing significant variability of adolescents wanting more autonomy with age. CONCLUSIONS: Our results suggest a general desire for more autonomy across adolescence, with a desire for more autonomy in STEM more common amongst girls. If adolescents' perceived levels of autonomy vary across STEM and by gender, these effects may extend more broadly to their pursuits of STEM careers. Students' beliefs of autonomy and self-concept shape their career interests and academic engagement, a trajectory that warrants concern and further investigation.

Maternal Sensitivity Predicts Fewer Sleep Problems at Early Adolescence for Toddlers with Negative Emotionality: A Case of Differential Susceptibility.

Theory underscores the importance of parenting in sleep development, but few studies have examined whether links vary by temperament. To address this gap, we tested whether potential links between early maternal sensitivity and early adolescent sleep problems varied by child negative emotionality and delay of gratification. Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 820), we found that high maternal sensitivity predicted fewer bedtime problems and longer sleep duration at 6th grade for toddlers with high negative emotionality, whereas low maternal sensitivity predicted the reverse. No differences were observed for low negative emotionality. Moreover, delay of gratification predicted fewer bedtime problems at 6th grade, but did not moderate associations between maternal sensitivity, negative emotionality, and sleep. Findings demonstrate that high, but not low, negative emotionality renders toddlers differentially susceptible and receptive to maternal sensitivity in relation to sleep.

Testing Reciprocal Links Between Trouble Getting to Sleep and Internalizing Behavior Problems, and Bedtime Resistance and Externalizing Behavior Problems in Toddlers.

Sleep problems are associated with problematic adjustment in toddlers, but less is known regarding the direction of association between specific sleep problems and adjustment. To address this gap, we used data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1001) to examine reciprocal associations between sleep problems and behavior problems from 24- to 36-months. Results from cross-lagged path models suggested specificity of associations between type of sleep problem and behavior problem. Specifically, there were reciprocal associations between trouble getting to sleep and internalizing problems, and unidirectional links between externalizing problems and bedtime resistance from 24- to 36-months. Internalizing and externalizing problems at 24 months, however, predicted increases in bedtime resistance from 24- to 36-months for boys, but not girls. Findings highlight specific relations between sleep problems and internalizing and externalizing problems during toddlerhood, and the importance of examining sex differences.

Latino suicidal adolescent psychosocial service utilization: The role of mood fluctuations and inattention.

BACKGROUND: Little is known about the specific factors related to whether or not Latino adolescents with suicide ideation (SI) will seek services. Utilizing Andersen's Behavior Model of Health Services Use (2008) the goal of this study is to identify the factors related to utilization of mental health services by Latino adolescents with SI to inform and improve suicide prevention efforts. METHOD: Data from Wave 1 of the National Longitudinal Study of Adolescent Health was examined. Predispositional (gender, age), enabling/disabling (income, lack of insurance, difficulty obtaining medical care), and need (depressed mood, suicide attempt, perceived health, impulsivity, mood fluctuations, difficulties with attention, etc.) variables were examined via logistic regression as potential correlates of mental health service utilization. RESULTS: Twenty-eight percent of the Latino adolescents with suicidal ideation (SI) in our sample received mental health services. Need factors such as daily mood fluctuations within the past 12 months (OR=4.78) and frequent difficulty focusing attention within the past week (OR=4.96), but not impulsivity, were associated with an increased likelihood of receiving mental health services. No additional associations were observed. LIMITATIONS: The current study is based on cross-sectional data. Therefore, statements about causality cannot be made. CONCLUSIONS: These findings suggest that emotion regulation (e.g., daily mood fluctuations) and neurocognitive factors (e.g., difficulty with focusing attention) may be important factors to consider in the clinical assessment of Latino adolescents with SI.