| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434021 |
| 005 | | 20200226135359 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781088344903 |
| 035 | |
▼a (MiAaPQ)AAI22584580 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 136 |
| 100 | 1 |
▼a Brumley, Lauren Danzi. |
| 245 | 10 |
▼a Childhood Adversity: Measurement and Impacts on Academic Goals and Outcomes. |
| 260 | |
▼a [S.l.]:
▼b University of Pennsylvania.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 139 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-05, Section: B. |
| 500 | |
▼a Advisor: Jaffee, Sara R. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Pennsylvania, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a Exposure to childhood adversity - such as maltreatment, violence, and living in poverty - is related to problems with health and wellbeing across the lifespan. The present research aimed to improve measurement of one form of childhood adversity (maltreatment) and explore the role of adversity in one developmental process (goal setting and appraisals) through which it may impact outcomes. Chapter 1 compared two methods of measuring maltreatment using retrospective self-report items in a nationally representative dataset. Both a cumulative index and a two-factor solution showed evidence of convergent validity, but the latent factors explained more variance in many outcomes even controlling for sociodemographic variables. Chapters 2 and 3 explored the role of adversity in adolescents' goals for their academic futures and its relation to their actual educational outcomes. In the study described in Chapter 2, adolescents generated personal goals and rated each goal on support for and likelihood of achieving it. Controlling for grades, adolescents with more externalizing problems set fewer academic goals, and adolescents with more adverse childhood experiences and social networks characterized by higher levels of social strain appraised their goals as less supported and less achievable. In addition, adolescents' appraisals of their academic goals, but not how many academic goals they set, predicted their grades prospectively. Chapter 3 used a quasi-experimental sibling comparison design to test whether adolescent's appraisals of their likelihood of going to college influence their later educational attainment. Controlling for grades and IQ, adolescents who had more optimistic college appraisals than their sibling also had higher educational attainment |
| 590 | |
▼a School code: 0175. |
| 650 | 4 |
▼a Clinical psychology. |
| 650 | 4 |
▼a Developmental psychology. |
| 690 | |
▼a 0622 |
| 690 | |
▼a 0620 |
| 710 | 20 |
▼a University of Pennsylvania.
▼b Psychology. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-05B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0175 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492863
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |