Self-concept, motivation, and competence among preschoolers from maltreating and comparison families☆
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2020, Children and Youth Services ReviewCitation Excerpt :Over time, students with adversity may continue to struggle with academic tasks such as reading (e.g., Stone, 2007), leading to automaticity in their negative appraisals. In support of this, Vondra, Barnett, and Cicchetti (1990) found that maltreated children displayed a lower preference for challenge, persistence, difficulty, and accuracy, than their non-maltreated peers on a block tower building task as well as a missing object recall task. Thus, as students with experiences of adversity negatively appraise learning tasks, they may be less likely to engage in academic metacognition (a problem-focused strategy, part of the growth/mastery pathway) and more likely to engage in maladaptive metacognition (an emotion-focused strategy, part of the well-being pathway), resulting in poor academic outcomes.
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2018, Child Abuse and NeglectCitation Excerpt :Left unaddressed, these early developmental deficits can exacerbate the risks of early-life maltreatment by impeding their chances of later academic success (Crozier & Barth, 2005; Fantuzzo & Perriman, 2007; Scherr, 2007; Slade & Wissow, 2007). Not only do early exposure and related trauma put children in the CWS at risk for developmental deficits (Culp et al., 1991; Pears & Fisher, 2005; Vondra, Barnett, & Cicchetti, 1990), but there are several factors that tend to co-occur with CWS involvement that amplify this risk. Most notably, a substantial percentage of children in the CWS come from poor families (Ringeisen, Casanueva, Smith, & Dolan, 2011) and live in socio-economically distressed neighborhoods (Coulton, Crampton, Irwin, Spilsbury, & Korbin, 2007).
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2016, Children and Youth Services ReviewCitation Excerpt :However these protective features may be weakened or lost altogether if youth experience school enrollment problems and educational instability as a result of being in foster care (Pecora, 2012). Studies have consistently demonstrated a gap in school achievement between youth in foster care and other students (Vondra, Barnett, & Cicchetti, 1990; Courtney et al., 2007; Pecora, Kessler, et al., 2006). When compared with the general population, children and youth in foster care are less likely than youth in the general population to graduate from high school (Courtney & Dworsky, 2006) and significantly less likely to attend college (Pecora et al., 2005).
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Work on this paper and the research described herein were supported by grants from the Monroe County Department of Social Services, the Smith-Richardso