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5. Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention

Author

Tsujimoto, Kimberley C., Boada, Richard, Gottwald, Stephanie, Hill, Dina, Jacobson, Lisa A., Lovett, Maureen, Mahone, E. Mark, Willcutt, Erik, Wolf, Maryanne, Bosson-Heenan, Joan, Gruen, Jeffrey R., and Frijters, Jan C.

Abstract

The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8-15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement.

Published
2019
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6. Reading-Related Causal Attributions for Success and Failure: Dynamic Links with Reading Skill

Author

Frijters, Jan C., Tsujimoto, Kimberley C., Boada, Richard, Gottwald, Stephanie, Hill, Dina, Jacobson, Lisa A., Lovett, Maureen W., Mahone, E. Mark, Willcutt, Erik G., Wolf, Maryanne, Bosson-Heenan, Joan, and Gruen, Jeffrey R.

Abstract

The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success.

Published
2018
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9. School and learning contexts during the COVID-19 pandemic: Implications for child and youth mental health

Author

Tsujimoto, Kimberley C., primary, Cost, Katherine Tombeau, additional, LaForge-MacKenzie, Kaitlyn, additional, Anagnostou, Evdokia, additional, Birken, Catherine S., additional, Charach, Alice, additional, Monga, Suneeta, additional, Kelly, Elizabeth, additional, Nicolson, Rob, additional, Georgiadis, Stelios, additional, Lee, Nicole, additional, Osokin, Konstantin, additional, Arnold, Paul, additional, Schachar, Russell, additional, Burton, Christie, additional, Crosbie, Jennifer, additional, and Korczak, Daphne J., additional

Published
2022
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10. The Effect of Screen Time and Positive School Factors in the Pathway to Child and Youth Mental Health Outcomes

Author

Tsujimoto, Kimberley C., Anagnostou, Evdokia, Birken, Catherine S., Charach, Alice, Cost, Katherine Tombeau, Kelley, Elizabeth, Monga, Suneeta, Nicolson, Rob, Georgiades, Stelios, Lee, Nicole, Osokin, Konstantin, Burton, Christie L., Crosbie, Jennifer, and Korczak, Daphne J.

Abstract

Beyond achievement, educational settings offer informal supports that may be critical for child and youth mental health. However, children’s educational environments have experienced significant disruption with the coronavirus pandemic. School settings offer unique opportunities to support children’s mental health, but research must identify powerful points of intervention. This study examined school factors (aspirations, perceived competence, sense of belonging, and emotional engagement) as predictors of children’s mental health, and the potential consequences of increasing screen time in and outside of school. Participants (N= 707) were parents and their children (6–18 years) from community and clinical settings who completed prospective surveys about children’s school experiences and mental health symptoms (November 2020-May 2022). Standardized measures of depression, anxiety, irritability, inattention, and hyperactivity were collected. Structural equation modelling tested longitudinal associations between screen time, school factors, and mental health outcomes. Positive associations between each of the school factors (B =0.14 [SE = 0.04] to B= 0.43 [SE = 0.04]) suggested they may reinforce one another. Longitudinally, sense of belonging and emotional engagement at school predicted lower severity for symptoms of depression, anxiety, irritability, and inattention (B=-0.14 [SE = 0.07] to B =-0.33 [SE = 0.10]). Greater screen time was associated with lower aspirations and perceived competence (B = −0.08 [SE = 0.04] to B = −0.13 [SE = 0.06]). Results suggest that school factors beyond achievement may be key correlates of child and youth mental health. While curriculum expectations emphasize academic achievement, an investment in supporting positive attitudes and aspirations at school is also warranted.

Published
2024
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12. 1.30 The Distinction Between Social Connectedness and Support When Examining Depression Among Children and Youth During the COVID-19 Pandemic

Author

Park, Caroline, primary, Tsujimoto, Kimberley C., additional, Cost, Katherine T., additional, Anagnostou, Evdokia, additional, Birken, Catherine S., additional, Charach, Alice, additional, Monga, Suneeta, additional, Kelley, Elizabeth, additional, Nicolson, Rob, additional, Georgiadis, Stelios, additional, Burton, Christie L., additional, Crosbie, Jennifer, additional, and Korczak, Daphne J., additional

Published
2022
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13. 2.80 The Role of Participating in Extracurricular Activities and School Sports on Child and Youth Mental Health During the COVID-19 Pandemic

Author

LaForge-MacKenzie, Kaitlyn, primary, Cost, Katherine T., additional, Tsujimoto, Kimberley C., additional, Crosbie, Jennifer, additional, Charach, Alice, additional, Anagnostou, Evdokia, additional, Birken, Catherine S., additional, Monga, Suneeta, additional, Kelley, Elizabeth, additional, and Korczak, Daphne J., additional

Published
2022
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14. Participating in extracurricular activities and school sports during the COVID-19 pandemic: Associations with child and youth mental health

Author

LaForge-MacKenzie, Kaitlyn, primary, Tombeau Cost, Katherine, additional, Tsujimoto, Kimberley C., additional, Crosbie, Jennifer, additional, Charach, Alice, additional, Anagnostou, Evdokia, additional, Birken, Catherine S., additional, Monga, Suneeta, additional, Kelley, Elizabeth, additional, Burton, Christie L., additional, Nicolson, Robert, additional, Georgiades, Stelios, additional, and Korczak, Daphne J., additional

Published
2022
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16. Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention

Author

Tsujimoto, Kimberley C., primary, Boada, Richard, additional, Gottwald, Stephanie, additional, Hill, Dina, additional, Jacobson, Lisa A., additional, Lovett, Maureen, additional, Mahone, E. Mark, additional, Willcutt, Erik, additional, Wolf, Maryanne, additional, Bosson-Heenan, Joan, additional, Gruen, Jeffrey R., additional, and Frijters, Jan C., additional

Published
2018
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18. Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill

Author

Frijters, Jan C., primary, Tsujimoto, Kimberley C., additional, Boada, Richard, additional, Gottwald, Stephanie, additional, Hill, Dina, additional, Jacobson, Lisa A., additional, Lovett, Maureen W., additional, Mahone, E. Mark, additional, Willcutt, Erik G., additional, Wolf, Maryanne, additional, Bosson-Heenan, Joan, additional, and Gruen, Jeffrey R., additional

Published
2017
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