Student's and Classmates' Prosocial Behavior predict Academic Engagement in Middle School.

Students' academic engagement is greatly informed by a classroom's social climate. However, more research is needed regarding how specific peer behavior, especially prosocial behavior, come to shape academic engagement. The present study investigated whether students' perceptions about their classmates' prosocial behavior were associated with their academic engagement (cognitive, behavioral, affective) across the school year. Indirect effects via increases in students' own prosocial behavior were examined. Participants were 905 middle school students from rural, low-income communities in the Midwestern United States (50% girls, 46% boys; Mage = 12.94 years). Students completed self-report surveys in the fall and spring of the 2022-2023 school year. Results revealed that students' perceptions of their classmates' prosocial behavior were positively associated with students' own prosocial behavior. Students' own prosocial behavior was positively associated with all three dimensions of engagement. The positive indirect effect of classmates' prosocial behavior on engagement through students' own prosocial behavior was significant. The findings highlight the importance of classmates' behavior on individuals' academic engagement and offer insights into classroom-based interventions aimed at improving collective behavior.

The parent/caregiver involvement scale - Short form is a valid measure of parenting quality in high-risk families.

Measures of parenting quality that are valid among high-risk families are needed for research and program evaluation. This study investigates the functioning of the Parent-Caregiver Involvement Scale -Short Form (P/CIS-SF) in a high-risk sample. The P/CIS-SF measures several behaviors pertaining to both "amount" and "quality," as well overall "impressions" of parenting. Participants were 170 six-month-olds and their mothers who were at risk for child abuse, impoverished, single, young, and had multiple children. Mother-infant interaction was videotaped in the home during semi-structured play. These high-risk parents scored in the midrange on most P/CIS-SF items, indicating that mothers engaged with their infants for approximately 50% of the semi-structured play session and the engagement tended to be of moderate quality. There were no floor or ceiling effects with the exception of "teaching behavior" which was rare among these parents. Analysis revealed that while "amount" and "quality" are interrelated, they capture distinct aspects of parenting. Validity of P/CIS-SF scores was indicated by correlation with Ainsworth's sensitivity scale and the Emotional Availability Scales intrusiveness subscale. P/CIS-SF scores also correlated with maternal education, but were independent of maternal risk (i.e., depression, drug use, domestic violence, and child abuse) within this high-risk sample. Implications are that the P/CIS-SF is valid for measuring parenting quality in high-risk families and is able to distinguish between dimensions of parenting, making it useful for targeted interventions.

Measuring engagement in fourth to twelfth grade classrooms: the Classroom Engagement Inventory.

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory and confirmatory factor analyses were conducted on data from 3,481 students from the 4th to 12th grade. The results suggested a 4-factor model of the CEI. Using these results, in Study 2 several items were revised and data were collected 1 year later from 4th to 12th grade students in the same school district as Study 1. Analyses were conducted on data from 3,560 students after data cleaning. A series of potential models was tested. The final results suggest a 5-factor 24-item CEI: (1) Affective Engagement, (2) Behavioral Engagement-Compliance, (3) Behavioral Engagement-Effortful Class Participation, (4) Cognitive Engagement, and (5) Disengagement. Results advance understanding of the construct of classroom engagement. The CEI fills a significant gap in measurement of engagement. The CEI is classroom level, measures multiple dimensions of engagement, uses self-report, is relatively short, and can be readily administered in classrooms from the 4th to 12th grade.

Attachment in substance-exposed toddlers: The role of caregiving and exposure.

Prenatal substance exposure is linked to adverse outcomes in children. Some adverse outcomes may result from insecure attachment and low-quality caregiving rather than from substance exposure. Little is known about the caregiving of polysubstance-using mothers. To address this, low-income mothers (n = 41) with their substance-exposed 12-month-olds were compared with a nonexposed group case-matched for other risk factors. Maternal sensitivity and involvement were analyzed from 2 hr of videotaped interaction. Attachment was assessed using the Attachment Q-Set. Attachment security and quality of caregiving were quite low for both groups, with no significant differences. In addition, regression analyses revealed that quality of caregiving predicted attachment, but amount of alcohol and cocaine exposure did not. These results suggest that among toddlers with social risk, substance exposure may not predict insecure attachment. Previous research linking attachment to exposure may be better explained by low-quality caregiving. Implications are that substance-exposed children, and nonexposed children with comparable social risk, are likely to need intervention to enhance maternal sensitivity and involvement to improve psychiatric outcomes.

Prosocial behaviours of young adolescents: a focus group study.

This study investigated young adolescents' perceptions of their peers' prosocial behaviours. In eight focus groups, 53 11- to 13-year olds described specific prosocial acts of their peers. Results suggest that traditional research has not addressed the diversity of prosocial behaviours that youth enact, nor emphasized behaviours that are salient to young adolescents. Such behaviours included standing up for others, encouraging others, helping others develop skills, including others who are left out, and being humorous. Facilitating emotional regulation of others emerged as an important component of prosocial behaviour. These data can help guide future research on prosocial development to include a broader array of authentic behaviours of young adolescents.