Multiple-group Path Analysis Research Articles

Academic Achievement and Engagement During the Transition to Middle Childhood: Comparisons by Learning Disability Status

Engagement and academic achievement are generally correlated among elementary school students without learning disabilities (LDs). However, it is unclear if this pattern holds for students with LDs, who have lower achievement and engagement than their peers. This study examined whether links between achievement and student-reported behavioral engagement operate differentially for students with and without LDs in a nationally representative U.S. sample ( N ≈ 15,660). Multiple group path analyses demonstrated that associations between third- and fourth-grade achievement were stronger for students with LDs, compared with students without LDs. For children without LDs, engagement mediated all pathways from third-grade to fourth-grade achievement. For students with LDs, engagement only mediated the pathway from third-grade math to fourth-grade reading. Overall, our study emphasizes the crucial role of early achievement for later school success, particularly for students with LDs. We discuss the importance of early intervention to support LD students’ academic achievement and engagement.

Pathways between childhood mistreatment/victimization, posttraumatic stress, and lifetime substance use disorders among Latinx nationwide.

Childhood mistreatment (CM)/victimization, posttraumatic stress disorder (PTSD), and lifetime substance-use disorders (LT-SUD) are major behavioral health concerns. Their associations were established in mainstream populations but remain under-investigated in Latinx Americans. This study aimed to model the mediating effect of PTSD in the link between CM and LT-SUD among Latinx Americans. Using a nationally representative sample (N = 2,554) from the National Latinx and Asian American Study, three path models were performed for the whole-group, U.S.-born, and foreign-born Latinx (aged 18 or over), controlling for known predictors for Latinx' mental health. Latinx reported high rates of childhood physical (32%) and sexual (11.8%) abuse. Latinx subgroups significantly varied in educational attainment, LT-SUD, income, English proficiency, and self-reported discrimination. A fully constrained multiple group path analysis demonstrated direct effects of childhood physical mistreatment (CPM) and childhood sexual mistreatment to lifetime PTSD; PTSD significantly mediated the relationship between CPM with LT-SUD. No significant differences in path coefficients were observed among the Mexican, Cuban, and Puerto Rican subgroups. Findings suggest that CPM may contribute to using substance to avoid physical and emotional pain, which lends support for the self-medication hypothesis. Latinx who were traumatized by both physical and sexual abuse are more likely to use substances as a negative coping strategy. The study underscores the need for assessing the role of substance use as a coping mechanism for Latinx individuals who have experienced childhood traumatic victimization. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Young Adult Career Outcomes for Adolescents With ADHD, High Ability, or Twice-Exceptionality

The purpose of this study was to explore career outcomes in young adulthood among adolescents with ADHD and/or high abilities. The sample included respondents who had the ability and ADHD measures from Waves 1 (1995), 3 (2002), and 4 (2009) of the National Longitudinal Study of Adolescent and Adult Health in-home questionnaire. Using multiple group path analysis, we examined the pathways for three groups of individuals (i.e., ADHD, high ability, and both/twice-exceptional). We discovered financial and educational family background predicted occupational status and career goal attainment, as well as supports and barriers among various family and adolescent predictors (e.g., school attachment, educational aspiration, depressive symptoms). Knowledge about these trajectories will help professionals design tailored career and educational services for adolescents with high ability, ADHD, and both.

The Interplay between Binge Watching and Suicide Risk: Daytime Sleepiness and Maladaptive Daydreaming as Mediators

Binge watching, which entails consecutively viewing numerous episodes of a TV series or a selection of movies over an extended timeframe, often without pause, is notably widespread among young adults skilled in digital media usage. Nevertheless, this escalating habit can lead to problematic and addictive behavior, with potential associations including disruptions in sleep patterns, dreaming, and an elevated risk of suicide. The primary objective of this research was to assess whether daytime sleepiness and maladaptive daydreaming may impact the connection between binge watching and suicide risk and whether the hypothesized model is gender invariant. Self-report questionnaires were administered to a sample of 1012 emerging adults (50% girls) aged 18–25 (M = 21.73, SD = 2.28). Multivariate analysis of covariance (MANCOVA), structural equation modeling (SEM) with latent variables, and multiple-group path analysis (MGPA) were conducted. All direct and indirect paths were found to be statistically significant, and gender was found to be invariant. Specifically, the findings highlighted that higher binge watching, coupled with daytime sleepiness and maladaptive daydreaming, heightened suicide risk in both genders. Binge watching and sleep and dream issues are important factors to consider in the assessment of suicide risk, particularly among emerging adults who are already at a higher risk. It is thus important to prioritize the promotion of healthy media habits.

Household chaos and child problem behaviors: A cross-cultural examination of the mediating and moderating role of mindful parenting.

Household chaos has been shown to adversely associate with children's behavioral adjustment. However, the mechanism underlying the relationship between household chaos and children's behaviors is not yet fully understood. The current study proposes mindful parenting as an important mediating and moderating factor in the relationship between household chaos and child problem behaviors. This study also examines cultural influences in this process, comparing the UK and Türkiye, considering both mothers' and children's perspectives on mindful parenting. Cross-sectional questionnaires were administered to mothers and their children aged 11-16 years in the UK (n = 90; 53.3% girl) and Türkiye (n = 154; 54.5% girl) in 2021. Mother reports of the Confusion, Hubbub, and Order Scale and the Strengths and Difficulties Questionnaire, as well as mother and child reports of Mindful Parenting Inventories for Parents (MPIP) and Children (MPIC), were used to assess household chaos, child problem behaviors, and mindful parenting, respectively. Multiple-group path analysis revealed that household chaos was a significant indirect predictor of child problem behaviors via mindful parenting in both countries. Furthermore, simple slopes analysis showed that mindful parenting moderated the link between household chaos and child problem behaviors in the UK. Overall, our study sheds light on the importance of micro- and macro-environmental factors and their interactions in children's adjustment.

Interpersonal stress generation among young adolescents: vulnerable and resilient interpersonal behaviors and the generation of negative and positive interpersonal events.

Theoretical and empirical studies on stress generation suggest four event generation processes: (1) vulnerability factors predict more negative interpersonal events; (2) vulnerability factors predict fewer positive interpersonal events; (3) resiliency factors predict fewer negative interpersonal events; and (4) resiliency factors predict more positive interpersonal events. However, few studies have examined these four processes simultaneously within a single analytic model. Therefore, it is unclear whether vulnerability and resiliency factors make unique and differential contributions to the occurrences of negative and positive interpersonal events. This study aimed to fill this important gap by examining whether social withdrawal and excessive reassurance-seeking (vulnerable interpersonal behaviors) and prosocial behaviors (a resilient interpersonal behavior) uniquely and differentially predict the occurrences of negative and positive peer events among young adolescents. This study also examined the sex differences in these relationships. One hundred and ninety-eight students (109 girls) were recruited from a public middle school in Japan. A multiple-group path analysis was conducted to examine possible sex differences. Social withdrawal uniquely predicted more negative peer events for boys and fewer positive peer events for boys and girls. Excessive reassurance-seeking uniquely predicted both more negative peer events and more positive peer events for boys and girls. Prosocial behavior uniquely predicted more positive peer events for boys and girls. This study underscores the unique and differential roles of vulnerable and resilient interpersonal behaviors in predicting negative and positive peer events among young adolescents. These findings not only advance our understanding of stress generation processes but also have broader implications for adolescent development and well-being.

Association of hearing impairment with social participation restriction and depression: comparison between midlife and older adults

Objectives This study examined the association between hearing impairment and depression, focusing on the role of restricted social engagement as a mediator and whether the mediating relationship differed between midlife individuals (45–64) and older adults (65+). Methods Individuals aged 45 and older from the cross-sectional National Health and Nutrition Examination Survey 2017–2018 were analyzed (N = 3,020). A multiple-group path analysis was conducted to compare midlife individuals (n = 1,774) and older adults (n = 1,246). Results The results indicated that among U.S. adults aged 45 or older, 12.3% reported having serious difficulty hearing (21.2% among older adults vs. 7.4% among midlife adults). In both age groups, significant direct relationship between hearing impairment and depression, as well as indirect relationship via social participation restriction, were found. However, a significant difference was found in the relationship between restricted social participation and depression by age group (i.e. moderated mediation): The coefficient was greater among midlife adults than among older adults (Δbmidlife-older=1.109–0.383 = 0.726, p<.001). Conclusion These findings highlight that adverse psychosocial effects of hearing impairment are also an important concern for midlife adults. As the importance of social engagement was greater among midlife adults with hearing impairment, age-specific interventions should be adopted to reduce depression associated with hearing impairment.

Problematic Substance Use among Sexual Minority and Heterosexual Young Adults during COVID-19.

Sexual minority young adults (SMYAs), compared to heterosexual young adults (HYAs), are a uniquely high-risk population for problematic substance use, a disparity perhaps exacerbated by the COVID-19 pandemic. This study tested whether SMYAs had more problematic substance use than HYAs during the pandemic due to isolation and loneliness as well as lower family closeness. Participants (N = 141) aged 23-29 completed self-report surveys in 2014-2015 as college students and in the summer of 2021 as young adults (59% White, 26% Black/African American, 9% Asian/Middle Eastern, 6% Hispanic/Latino, and <1% American Indian/Alaska Native). Results of multivariate regression and multiple group path analyses did not support hypothesized effects-SMYAs did not have greater increases in problematic substance use compared to HYAs, isolation and loneliness were not significant mediators, and family closeness was not a significant moderator. However, SMYAs experienced a lack of social safety-increased loneliness and decreased family closeness-compared to HYAs. Further research is needed to investigate both the impact and underlying processes of this decreased social safety on SMYA well-being beyond the pandemic to better inform tailored supports and interventions.

The Relationship Between Stigma and Social Support to Quality of Life in Indonesia and the Philippines During the COVID-19 Pandemic

Abstract: The importance of quality of life (QoL) was magnified as countries faced the COVID-19 pandemic. This study aimed to determine the relationship between COVID-19-related stigma and preferred social support to QoL in two Southeast Asian countries. This paper examined (1) the differences in the physical and psychological dimensions of QoL (QoL-PSY, QoL-PHL), COVID-19 perceived stigma (PcS) and public stigma (PS), and preferred social support (PSS) between Indonesia (IDN) and the Philippines (PHP); (2) the associations between PS and PcS with QoL; (3) the associations between PSS and QoL; and (4) the role of the country as a moderator between the relationship of PcS and PSS to QoL. Data were collected from 992 participants (PHP = 564; IDN = 428) through an online survey (April–June 2022) and analyzed through multivariate analysis of covariance (MANCOVA), hierarchical multiple regression, and multiple-group path analysis. After controlling for potential covariates, we found significant country differences in QOL and PSS, where Indonesia's estimated means for these two measures were significantly higher than the Philippines. Both domains of PSS had significant positive associations with both QOL domains in the merged sample; similarly, PcS had significant negative associations with both domains of QOL. Path analysis also showed similar significant predictors (PSS and PcS) associated with QoL for both countries with minor coefficient variations, except PS and PSS-ST. The findings show a similar relationship pattern between perceived stigma and social support (strong ties) to the QoL in Indonesia and the Philippines. Cultural interventions to mitigate perceived stigma were suggested in healthcare settings.

Parental Happiness Socialization and Youth Adjustment in Italy and Azerbaijan in the COVID-19 Pandemic Era.

This study aims to cross-culturally identify the parental socialization strategies in response to a child's happiness and their associations with youth academic and socio-emotional adjustment, controlling for the impact of the COVID-19 pandemic. Participants were a convenient sample of Italian (N = 606, 81.9% mothers) and Azerbaijanis (N = 227, 61.4% mothers) parents of youths (Mage = 12.89, SD = 4.06; 51% girls). Parents filled out an online survey to assess their socialization strategies in response to their children's happiness, their children's negative emotion regulation and dysregulation, academic performance, and prosocial behavior. Exploratory factorial analysis showed the presence of two factors that enclosed supportive and unsupportive parental socialization strategies. A multiple-group path analysis model showed that similarly across countries, supportive parental strategies were positively related to youths' prosocial behavior and that unsupportive parental strategies were positively related to youths' negative emotion dysregulation, and negatively related to youths' academic performance and negative emotion regulation. Those results emerged controlling for parents' and adolescents' gender and age, parents' educational level, social desirability, and Covid-related problems. This study advances cross-cultural knowledge about the impact of the strategies that parents use to socialize their children's happiness in the unique context of the COVID-19 pandemic.

Determinants of mindful parenting: a cross-cultural examination of parent and child reports

Based on Belsky’s process of parenting model and its recent update, the present study aims to explore multiple determinants of mindful parenting (i.e., parents’ psychological distress, child negative emotionality, and parental social support) across the UK and Türkiye using a multi-informant approach and multiple-group path analysis. We considered both parents’ and children’s perceptions of mindful parenting to obtain a complete picture of the mindful parenting process within families. Parents and their children aged 11–16 years were recruited in the UK (N = 101, Mchild age = 13.06 years, SDchild age = 1.64 years) and Türkiye (N = 162, Mchild age = 13.28 years, SDchild age = 1.65 years). Multiple-group path analysis revealed that both parent and child perspectives of mindful parenting are multiply determined. Parental psychological distress mediated the associations of child negative emotionality and social support with mindful parenting in both cultures. However, child negative emotionality was a direct determinant of mindful parenting in the UK only. Overall, our study shed light on both individual and cultural differences in the mindful parenting process. Limitations of the current research and recommendations and implications for future mindful parenting research and practices were discussed.

What Matters for Boys Does Not Necessarily Matter for Girls: Gender-Specific Relations between Perceived Self-Determination, Engagement, and Performance in School Mathematics

While math performance does not seem to differ systematically between males and females, it is one of the subjects that is consistently perceived as “male” with girls regularly reporting lower levels of motivation and less positive attitudes than boys. This study aimed to uncover gender-specific relations between perceived self-determination, engagement, and performance in school mathematics that might help to better understand this discrepancy. In an online study, we hence assessed perceived competence and autonomy support, social relatedness, cognitive and behavioral engagement, math performance as well as sustained attention as a basic cognitive prerequisite in a sample of N = 221 Seventh-Grade students from southern Germany (Mage = 12.84 years, SDage = 0.55, Nfemales = 115). As expected, we found no gender differences in math performance. In multiple group path analyses, perceived autonomy support was the most consistent predictor of cognitive and behavioral engagement for both girls and boys. While it did not affect math performance directly, we found significant indirect effects via cognitive engagement for girls, and via behavioral engagement for boys, whereas competence support in the math classroom, which female students perceived as significantly lower than male students, negatively predicted only girls’ performance, sustained attention explained a considerable part of boys’ math performance. Girls seem to experience competence support less often than boys, and if they do, we assume it to be in response to low performance rather than to encourage high competence and nurture talent. Our results suggest promising avenues for future research and implications for math classrooms.

Associations between physical activity, affect regulation difficulties, and mental health among Canadian adolescents at two different points of the COVID-19 pandemic

Objective. Although physical activity declined with social distancing measures and stay-at-home orders during the COVID-19 pandemic, youth who engaged in more physical activity experienced fewer mental health problems. If and how physical activity maintained its protective role throughout the ongoing pandemic remains unclear. This study models associations between three types of physical activity (indoor, outdoor, with parents), affect regulation, and anxious and depressive symptoms in two independent adolescent samples (T1: Summer 2020; T2: Winter 2020/21). Methods and Measures. Six hundred sixty-two Canadian adolescents (T1: M age = 15.69, SD = 1.36; 52% girls; 5% trans+) and 675 Canadian adolescents (T2: M age = 15.80, SD = 1.46; 50% girls; 6% trans+) participated in an online survey. Data included frequency of physical activity indoors, outdoors, and with parents, affect regulation difficulties, and measures of anxious and depressive symptoms. Results. Multiple-group path analysis showed indoor physical activity had an indirect effect on anxiety and depressive symptoms through affect dysregulation, but only at T1. Physical activity with parents was protective for adolescent anxiety and depressive symptoms at both T1 and T2 and had an indirect effect through affect dysregulation and suppression. Conclusion. Findings contribute to our understanding of how physical activity protects adolescent mental health, and point to strengthening family supports and recreation opportunities.

Moderated Role of Social Support in the Relationship between Job Strain, Burnout, and Organizational Commitment among Operating Room Nurses: A Cross-Sectional Study.

Unique environment, coupled with overload, low job control, and high risk might put operating room (OR) nurses in a state of high job strain, which might have negative influences on burnout and organizational commitment. Based on the Job Demand-Control-Support model and previous studies, we hypothesized that the relationship between job strain (determined by job demand and control) and organizational commitment could be mediated by burnout (emotional exhaustion and depersonalization), the effect of job strain on burnout and organizational commitment could be moderated by social support. To verify the hypothesis, a quantitative cross-sectional survey was conducted, 509 OR nurses from 30 tertiary hospitals in Beijing were recruited. Multiple-group path analysis was used to test the moderated role of social support. Propensity score matching was applied to match job strain in different groups. Our research found that in the low social support group, job strain was not related to organizational commitment, while in the high social support group, depersonalization was not related to organizational commitment. Furthermore, nurses in the low social support group were more likely to have depersonalization under job strain compared to the high social support group. Social support should be provided to alleviate the negative impact of job strain.

Sustainable Employability of Teaching Staff Members? A Multiple-Group Path Analysis of the Role of Age, Self-directed Learning Orientation and Job Characteristics for Employability

Sustainable Employability of Teaching Staff Members? A Multiple-Group Path Analysis of the Role of Age, Self-directed Learning Orientation and Job Characteristics for Employability

STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents.

While many sociocultural, contextual, biological, behavioral, and psychological variables may contribute to the widespread under-representation of girls and women in the science, technology, engineering, and mathematics (STEM) field, this study focused on STEM-gender stereotypes, school experiences, and adolescence as critical factors in driving students' interest and motivation in STEM. Based on this, the study (a) investigated differences by gender and national context (Italy vs. Nigeria) in adolescents' STEM-gender stereotypes, school empowerment, and school engagement in a preliminary step, and (b) simultaneously examined how adolescents' STEM-gender stereotypes were related to school empowerment and school engagement as well as to socioeconomic status (SES). These latter relations were considered within the context of the potential moderating role of gender and national context. Participants included 213 Italian adolescents (Mage = 13.91; 52.1% girls) and 214 Nigerian adolescents (Mage = 13.92; 60.3% girls), who completed measures of school empowerment and engagement, STEM-gender stereotypes, and SES. A multivariate analysis of covariance showed that Nigerian girls and boys reported significantly higher levels of school empowerment, school engagement, and STEM-gender stereotypes than their Italian peers. Moreover, regardless of the national context, boys scored significantly higher on school empowerment and STEM-gender stereotypes than girls. Furthermore, a multiple-group path analysis revealed how higher school empowerment was related to lower STEM-gender stereotypes in both Italian and Nigerian girls' groups, while higher school engagement was associated with lower STEM-gender stereotypes only in the Nigerian groups. Regardless of gender and nationality, higher SES was linked to lower STEM-gender stereotypes. These findings particularly suggest that school empowerment and school engagement can be relevant dimensions to be studied and to develop strategies to counteract STEM-gender stereotypes in adolescence. Nonetheless, gender and national context are key factors to be considered. Limitations, strengths, future research, and educational implications are discussed.

The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students

Although an increasing body of reading research explores motivation among students from underrepresented racially minoritized groups in academic settings, the research tends to either lump students into an “underrepresented racial minority” (URM) or an “Other” category or focus on students from specific racial backgrounds (e.g., White, Asian, or Black students). This approach results in students too few in number being overlooked (e.g., American Indian students). However, these students represent an important part of the U.S. culture and school population. The scarce research available focuses on achievement gaps, rather than studying factors such as reading motivation and reading self-concept, which have been suggested to contribute to reading success among American Indian students. Therefore, this study explored self-determined reading motivation, reading self-concept, home reading environment, and student reading behaviors in the prediction of reading achievement among American Indian students representing 19 American Indian Tribes (in comparison to Hispanic students) from one Southwestern State and explored the interrelations between these variables. In a sample of 343 grade 5–8 students (n = 219, 63.8%, American Indian students; n = 124, 36.2% Hispanic students) multiple-group path analyses in Mplus revealed differential relations among the variables: Whereas reading self-concept was the strongest predictor of reading achievement for both groups of students, intrinsic motivation was negatively related to reading achievement for American Indian students. Potential explanations of the observed interrelations are discussed.

Care-giving burden and life satisfaction among family care-givers of disabled older adults in China: the moderator role of care-giver wisdom

AbstractCare-giving to older adults with disabilities could lead to relatively high levels of care-giving burden and low levels of life satisfaction among their family care-givers. However, there is a lack of research examining the role of care-giver wisdom in the above stress process model. This study examined the moderator role of wisdom in the relationship between care-giver burden and life satisfaction among family care-givers of disabled older adults in urban China. A multi-stage quota sampling method was used to recruit 789 disabled older adult–family care-giver dyads in Shanghai in 2013. The average age of older adults and their family care-givers was 84 and 63 years old, respectively. Multiple-group path analysis was conducted to examine the proposed hypotheses. The results showed that care-giver wisdom played a moderator role in the association between care-giver burden and life satisfaction. Care-giver burden was found to only negatively affect life satisfaction among care-givers with relatively low wisdom levels. The findings highlight the influences of care-giver wisdom on the relationship between burden and life satisfaction in Chinese contexts. The concept of wisdom should be used in needs assessment among family care-givers of older adults with disabilities. Future social interventions should focus on promoting care-givers' capacities of reflective thinking, their understandings of reality and their feelings of compassion.

The Influence of Students’ Self-Determination and Personal Achievement Goals in Learning and Engagement: A Mediation Model for Traditional and Nontraditional Students

Self-determination theory (SDT) and achievement goal theory (AGT) assume that students’ level of self-determination and the goals they pursue in class are important factors in engagement and learning. The aims of this study were to: (1) investigate the links between the students’ types of motivation and personal achievement goals; (2) explore how these two sets of variables relate to learning, engagement, and exploring mediation effects; and (3) understand the specificities of nontraditional students vs. traditional students, regarding the way these variables relate to each other. The study used a sample of 361 Portuguese adult students, 138 traditional (younger than 25 years old), and 223 nontraditional (active adults returning to education, 25 or older). The instruments used were: Self-regulation Questionnaire—Learning, Personal Achievement Goal Orientations Scale, Adult Learning Strategies Evaluation Scale and Behavioral Engagement Questionnaire. Path analysis for the total sample revealed that mastery goals mediated the relationship between autonomous motivation and all educational outcomes, and performance-avoidance goals mediated the relationship between introjected regulation, external regulation, and behavioral and emotional engagement. Multiple-group path analysis revealed a much stronger pattern of relationships for nontraditional students, especially between the SDT and AGT variables. The theoretical and practical implications of the study are discussed.

The role of personal and perceived peer norms in bullying and sexual harassment perpetration.

Bullying, cyberbullying, and sexual harassment can be impacted by both personal attitudes and perceived social norms, although few empirical studies on this topic have been conducted with high school students. In this cross-sectional study, 233 high school students completed measures about personal normative attitudes, perceptions of peer norms, and perpetration of bullying, cyberbullying, and sexual harassment. Consistent with social norms theory, students perceived themselves to hold more prosocial (i.e., antibullying/antisexual harassment) personal normative attitudes than they perceived the typical student in their school to hold (i.e., peer norms). Path analyses revealed that students' personal normative attitudes (e.g., antibullying/antiharassment) were negatively related to their bullying, cyberbullying, and sexual harassment perpetration, although perceived peer norms were negatively related to sexual harassment perpetration only. Multiple-group path analysis revealed significant gender differences. Personal normative attitudes related to females' behavior for all forms of perpetration and only sexual harassment and cyberbullying for males (with more antibullying/antiharassment attitudes relating to less perpetration), although associations for males were stronger. Perceived peer norms related to bullying perpetration for males only. Results are discussed with regard to social-cognitive and peer contextual factors and implications for social norms interventions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).