Search results for "longitudinal"
showing 10 items of 1501 documents
European integration and the administrative state. A longitudinal study on self-reinforcing administrative bias
2018
The study demonstrates how the EU contributes to a self-reinforcing administrative bias due to domestic-level organizational factors. Strong European integration without membership reinforces a politico-administrative gap and this gap expands over time. The paper applies an extreme case of high integration without formal EU membership represented by Norway. The findings suggest that the EU contributes to reinforce the administrative state through strong unintended assimilation effects. Thefindings are probed by a novel and comprehensive longitudinal data-set consisting of a large-N single case (N= 3562) questionnaire study among government officials at three points in the Norwegian central …
Transdiagnostic neurocognitive deficits in patients with type 2 diabetes mellitus, major depressive disorder, bipolar disorder, and schizophrenia: A …
2021
AbstractBackgroundImpairments in neurocognition are critical factors in patients with major depressive disorder (MDD), bipolar disorder (BD), and schizophrenia (SZ), and also in those with somatic diseases such as type 2 diabetes mellitus (T2DM). Intriguingly, these severe mental illnesses are associated with an increased co-occurrence of diabetes (direct comorbidity). This study sought to investigate the neurocognition and social functioning across T2DM, MDD, BD, and SZ using a transdiagnostic and longitudinal approach.MethodsA total of 165 subjects, including 30 with SZ, 42 with BD, 35 with MDD, 30 with T2DM, and 28 healthy controls (HC), were assessed twice at a 1-year interval using a c…
Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years …
2015
This seven-year longitudinal study examined how children’s spontaneous focusing on numerosity (SFON), subitizing based enumeration, and counting skills assessed at five or six years predict their school mathematics achievement at 12 years. The participants were 36 Finnish children without diagnosed neurological disorders. The results, based on partial least squares modeling, demonstrate that SFON and verbal counting skills before school age predict mathematical performance on a standardized test for typical school mathematics in Grade 5. After controlling for nonverbal IQ, only SFON predict school mathematics. Subitizing-based enumeration skills have an indirect effect via number sequence s…
Early identification of dyslexia and the use of computer game-based practice to support reading acquisition
2007
The validity of early predictive measures of delayed reading acquisition is summarized on the basis of the Jyvaskyla Longitudinal study of Dyslexia (JLD). These results show that children in need of support can be identified years before school age. After a brief review of the literature on computer-based interventions, pilot data is reported on the effects of our computer game ‘Literate’ that has been specially developed for preventive training with children who are at risk of failing to acquire reading skill at a normal rate.
Children's school performance and their parents' causal attributions to ability and effort: A longitudinal study
2009
Abstract The present study investigated the cross-lagged associations between parents' attributions of ability and effort concerning their children's success and failure, and children's academic performance in kindergarten and primary school. Two hundred seven children and their parents were followed over three years. The parents completed a questionnaire concerning their causal attributions for their children's performance three times. Children's performance in mathematics and reading was tested twice a year. The results showed that children's high academic performance predicted parents' attributions of their children's success to ability, whereas low performance predicted parental attribu…
Positive Teacher Affect and Maternal Support Facilitate Adjustment After the Transition to First Grade
2016
This longitudinal study, conducted among a sample of Finnish primary-school children, examined the proposition that a single high-quality relationship (either with a teacher or a parent) can buffer against adjustment problems. Teachers rated the externalizing problems and prosocial behaviors of 378 children in Grade 1 and again in Grade 2. Relationship measures gathered in Grade 1 included teacher reports of positive affect for the child and mother reports of support for the child. The results supported our proposition by showing that for child adjustment after the transition to primary school it was critical to have at least one high-quality relationship either with a teacher or a parent. …
Education-related goal appraisals and self-esteem during the transition to secondary education: A longitudinal study
2010
This study investigated whether adolescents’ appraisals of their education-related goals change during the transition from comprehensive school to postcomprehensive secondary education (academic vs. vocational track) and how such appraisals contribute to their self-esteem. Six hundred and seven 16-year-old adolescents were surveyed three times: (1) at the beginning, (2) at the end of the final spring term of comprehensive school, and (3) one year after the transition to postcomprehensive secondary education. They were asked to appraise their education-related goal in terms of intrinsic and extrinsic reasons for goal striving, goal progress, effort, and stress. The results showed that, when …
Personality Trait Changes Among Young Finns: The Role of Life Events and Transitions
2014
Recent research has shown that personality traits continue to develop throughout the life span, but most profound changes are typically found during young adulthood. Increasing evidence suggests that life events play a significant role in many of these changes. The present longitudinal study examined the role of work, education, social, and health-related life events in the development of the Big Five traits among young Finns. Participants were originally recruited in 2004 through elementary schools in a middle-sized Finnish city. Participants' Big Five traits and life events were measured via self-reports at ages 20 and 23 (Ns = 597 and 588, respectively). Entering work life, beginning a r…
Selection into long-term unemployment and its psychological consequences
2000
The factors which predict a person’s long-term unemployment were studied within the framework of an emotional and behavioural regulation model consisting of two orthogonal dimensions: behavioural inhibition versus expression, and low versus high self-control of emotions (Pulkkinen, 1995, 1996). The participants were drawn from the ongoing Jyväskylä Longitudinal Study of Personality and Social Development, in which the same individuals have been followed up from age 8 ( n = 369) to 36 ( n = 311). In the present study, data collected at ages 8, 14, 27, and 36 were used. The findings showed that low self-control of emotions, especially aggression, at age 8 directly predicted long-term unemplo…
Predicting children's mathematical performance in grade one by early numeracy
2010
Abstract This longitudinal study examined how children's early numeracy assessed in kindergarten predicts their mathematical performance in the first grade, after controlling for the effects of age, gender, and parents' education. The participants were 212 Finnish children (107 girls and 105 boys). At the time of the first assessment (kindergarten), the mean age was six years, and the second assessment was conducted one year later. The results demonstrate that the acquisition of counting and relational skills before formal schooling are predictive of the acquisition of basic arithmetical skills and overall mathematical performance in grade one, above and beyond the effects of demographic fa…