Wanda Newell - Academia.edu (original) (raw)

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Kelly Bost

University of Illinois at Urbana-Champaign

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Papers by Wanda Newell

Child Development, 2009

The generality of a multilevel factorial model of social competence (SC) for preschool children w... more The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5-group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first-order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within-sample levels but not for age within sample. In 2 groups, teachers' ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers' ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.

Child Care Quarterly, 2001

This article examines what low-income mothers report as important in selecting child care. Reason... more This article examines what low-income mothers report as important in selecting child care. Reasons for choosing child care were measured using open-ended questions and a checklist in a sample of 1,001 mothers receiving child care subsidies. Structural characteristics of care, child safety, and caregiver characteristics were found to be the most frequently cited reasons for the selection of a child

Developmental Psychology, 2000

Relations between friendship (operationalized as reciprocated or nonreciprocated socioraetric cho... more Relations between friendship (operationalized as reciprocated or nonreciprocated socioraetric choices) and social competence were studied for children (mostly African American) attending Head Start. Initial analyses showed that children with reciprocated friends had higher social competence scores than children without reciprocated friends. Correlations suggested that the number of reciprocated friendships was associated with the social competence indicators studied here. Beyond the cost of having no reciprocated friends, having nonreciprocated friendships was not a liability. Cross-time analyses suggested differing patterns of relations for boys and girls. Having versus BOt having a reciprocated friend was unstable across time, because there was a trend toward participating in reciprocated friendships from 3 to 4 years of age (most older children had at least 1 reciprocated friend). For girls there was a positive relation between the number of reciprocated friendships at Time 1 and at Time 2. No benefit (in terms of social competence) was found for children making the transition from 1 classroom to the next with a friend. Peer groups constitute some of the most salient socialization contexts in which children are involved (e.g.

American Psychologist, 1999

ABSTRACT

Early Childhood Research Quarterly, 1994

Family & Community Health, 1988

Journal of Family Issues, 1990

This study examined the role of social support provided by spouse, friends, and relatives on rela... more This study examined the role of social support provided by spouse, friends, and relatives on relationships between strains and depressive affect among women. Strains from three life domains - financial, marital, and parental - were included. Moderated multiple regression analyses addressed main effect, buffering, and coping hypotheses regarding the role of social support. Results indicated that social support operated differently depending on the source of support and type of strain experienced. Generally, results were consistent with main effect and coping hypotheses. Only support provided by relatives played a significant moderating role in the strain - outcome relationship.

Child Development, 2009

The generality of a multilevel factorial model of social competence (SC) for preschool children w... more The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5-group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first-order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within-sample levels but not for age within sample. In 2 groups, teachers' ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers' ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.

Child Care Quarterly, 2001

This article examines what low-income mothers report as important in selecting child care. Reason... more This article examines what low-income mothers report as important in selecting child care. Reasons for choosing child care were measured using open-ended questions and a checklist in a sample of 1,001 mothers receiving child care subsidies. Structural characteristics of care, child safety, and caregiver characteristics were found to be the most frequently cited reasons for the selection of a child

Developmental Psychology, 2000

Relations between friendship (operationalized as reciprocated or nonreciprocated socioraetric cho... more Relations between friendship (operationalized as reciprocated or nonreciprocated socioraetric choices) and social competence were studied for children (mostly African American) attending Head Start. Initial analyses showed that children with reciprocated friends had higher social competence scores than children without reciprocated friends. Correlations suggested that the number of reciprocated friendships was associated with the social competence indicators studied here. Beyond the cost of having no reciprocated friends, having nonreciprocated friendships was not a liability. Cross-time analyses suggested differing patterns of relations for boys and girls. Having versus BOt having a reciprocated friend was unstable across time, because there was a trend toward participating in reciprocated friendships from 3 to 4 years of age (most older children had at least 1 reciprocated friend). For girls there was a positive relation between the number of reciprocated friendships at Time 1 and at Time 2. No benefit (in terms of social competence) was found for children making the transition from 1 classroom to the next with a friend. Peer groups constitute some of the most salient socialization contexts in which children are involved (e.g.

American Psychologist, 1999

ABSTRACT

Early Childhood Research Quarterly, 1994

Family & Community Health, 1988

Journal of Family Issues, 1990

This study examined the role of social support provided by spouse, friends, and relatives on rela... more This study examined the role of social support provided by spouse, friends, and relatives on relationships between strains and depressive affect among women. Strains from three life domains - financial, marital, and parental - were included. Moderated multiple regression analyses addressed main effect, buffering, and coping hypotheses regarding the role of social support. Results indicated that social support operated differently depending on the source of support and type of strain experienced. Generally, results were consistent with main effect and coping hypotheses. Only support provided by relatives played a significant moderating role in the strain - outcome relationship.

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