Short-term Longitudinal Study Research Articles

Assessment of ocular surface disease in glaucoma patients with benzalkonium chloride-preserved latanoprost eye drops: a short-term longitudinal study.

To prospectively evaluate the effect of benzalkonium chloride (BAK)-preserved latanoprost on ocular surface damage and identify the associated risk factors among treatment-naive glaucoma patients. The basal Schirmer's test results, corneal Oxford staining score, non-invasive keratograph tear-breakup time, oculus hyperemia index score (objective metrics), and ocular surface disease index (OSDI) questionnaire (subjective metric) were evaluated at baseline, 1month, and 4months after receiving latanoprost eye drops. Associated risk factors were assessed by multivariate linear regression. Seventy-four eyes (44 patients) were enrolled. Basal Schirmer's test tear-flow and Oxford scores gradually deteriorated (β = -0.14, P = 0.001 and β = 0.1, P < 0.001, respectively). The percentage of unstable tear-film (breakup time < 10s) increased significantly at 4months (6.21% vs 9.11%, P = 0.042). Hyperemic scores increased significantly at 1month and normalized at 4months (P = 0.01 and P = 0.16, respectively); total OSDI scores tended to improve (β = -0.76, P = 0.06). Older age was associated with additional corneal Oxford staining (P = 0.005); female sex was associated with increased unstable tear-film scores (P = 0.01). Artificial tear use was associated with a smaller decrease in basal Schirmer's test values (P = 0.01) and a smaller increase in unstable tear-film scores (P = 0.02). Preserved latanoprost eye drops affected ocular surface changes in glaucoma patients through decreased basal tear secretion. Artificial tears represent an early intervention in vulnerable glaucoma patients with reduced tear secretion and impaired tear-film stability.

Longitudinal Associations Between Academic Descriptive and Injunctive Norms and Adolescent Achievement

Previous research has shown that adolescent peer groups play a role in maintaining and exacerbating demographic differences in achievement. However, there is still limited knowledge about the malleable factors that contribute to these achievement disparities. This short-term longitudinal study examined one such malleable factor—namely, perceived norms. Participants were 710 Asian American and Hispanic/Latino students in Grades 9 and 10 followed over 1 year. Normative perceptions and academic engagement were measured with adolescent self-report. Grade-point averages and standardized test scores were obtained from school records. Path analyses showed that injunctive norms (perception of the acceptability of academic effort), but not descriptive norms (perception of peers’ typical academic effort), significantly accounted for racial/ethnic group differences in self-reported engagement and standardized test scores. This study indicates that perceived norms may contribute to racial/ethnic differences in educational outcomes.

Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom

Prior research suggests that positive teacher-child relationships support children's engagement in the classroom and their language skills. This short-term longitudinal study explored whether profiles of preschool children's engagement in the classroom (winter) mediated the association between teacher-child relationships (fall) and children's language skills (spring). The analytic sample included 708 children. Children's engagement was measured using a direct observational measure called the inCLASS. A latent profile analysis revealed six profiles of children's engagement: (1) highly engaged with tasks and peers; (2) engaged; (3) low engagement; (4) mild conflict; (5) high conflict, but positive engagement with teachers; and (6) extreme conflict. Using the low engagement profile as the reference group, mediation analyses revealed 3 indirect effects: (a) close-teacher-child relationship (as reported by teachers using the Student-Teacher Relationship Scale) was positively related to children's growth in expressive vocabulary (EV) skills (Woodcock-Johnson III Picture Vocabulary subscale) by spring through membership in the engaged rather than the low engagement profile; (b) a close relationship with a teacher was negatively related to children's EV skills through membership in the mild conflict profile with teachers and peers, and (c) a conflictual relationship with a teacher was negatively related to children's EV skills through membership in the mild conflict profile. Poor teacher-student relationships can lead children to become unengaged or negatively engaged in the classroom. Improving close teacher-child relationships can support more optimal patterns of engagement in the classroom, with positive implications for their EV development.

The Impact of Adolescents' Attachment to Peers and Parents on Aggressive and Prosocial Behavior: A Short-Term Longitudinal Study.

This short-longitudinal study analyzed the cross-sectional and longitudinal pathways linking adolescent’s quality of attachment to parents and peers and their practice of aggressive and prosocial behavior; it also explored the moderation effect of gender on those pathways. A total of 375 secondary school students (203 girls and 172 boys), aged between 15 and 19 years old, completed the Inventory of Parent and Peer Attachment and the Peer Experience Questionnaire - Revised twice, within a four-month gap. Using a path analyses approach, results showed that aggression and prosocial behavior were the strongest predictors of themselves overtime. Attachment to mother had a cross-sectional effect on aggression and on prosocial behavior via attachment to peers, and attachment to peers predicted prosocial behavior; overall, the higher the quality of attachment, the lowest the practice of aggression and the highest the practice of prosocial behavior. These effects held stable for boys and girls, though gender-based differences were found in mean levels of attachment to peers and social behaviors. Even if other variables may be in place when understanding adolescents’ social behaviors, attachment to mother and peers also seem to play a relevant role in trying to achieve safer and more positive school climates. Suggestions on how to accomplish this are shortly discussed.

What Drives You? Black and Latinx Youth's Critical Consciousness, Motivations, and Academic and Career Activities.

More research is needed that elucidates the mechanisms by which critical consciousness impacts marginalized youth's academic and career development. To address this gap, this short-term longitudinal study (i.e., two waves) examined motivations for post-high school plans (i.e., career/personal motivation; humanitarian motivation; encouragement received from important individuals; pressure from parents/family to succeed) as mediators in the relationship between dimension of critical consciousness and academic and career activities. The sample consisted of low-income, Black and Latinx youth (N = 191; Mage = 16, SD = 0.80; 59% female) living in Chicago. The results from structural equation path models show that youth's beliefs about their ability to engage politically (i.e., sociopolitical efficacy) predict motivations for post-secondary plans (e.g., encouragement; pressure from parents/family), which is subsequently related to engagement in academic and career activities, albeit in different directions. To continue fostering positive youth development, critical consciousness programming will need to integrate how youth understand their role in changing social inequality in relation to their perception of and interactions with parents and mentors.

A Short-term Longitudinal Study on the Structural Relations among Elementary School Teachers’ Stress Mindset, Job Stress, and Turnover Intention

A Short-term Longitudinal Study on the Structural Relations among Elementary School Teachers’ Stress Mindset, Job Stress, and Turnover Intention

Depression anticipates patients at risk of poor exercise stress test performance after percutaneous coronary angioplasty: A short-term longitudinal study

AimsThe exercise stress test is commonly used to assess physical capacity and recovery in coronary artery disease (CAD) patients after percutaneous transluminal coronary angioplasty (PTCA). Despite depressive symptoms have been consistently associated with adverse outcomes in CAD patients, they are rarely considered as risk factors of poor exercise test. The present study investigated the influence of depressive symptoms, along with anxiety, sleep problems and perceived health on exercise test in PTCA patients. MethodsOne hundred and sixty-five patients who underwent PTCA completed the Beck Depression Inventory-II (BDI-II), the Beck Anxiety Inventory, the Sleep Condition Index and the 12-item Short-Form Health Survey and, after 20 days, underwent exercise stress test. ResultsHigher BDI-II scores significantly predicted lower maximal workload measured in metabolic equivalents (METs; β = −0.13; p = .030), shorter total exercise duration (β = −5.23; p = .034) and the inability to reach maximum heart rate during exercise test (OR = 1.07; p = .032), even after controlling for relevant sociodemographic and biomedical risk factors. ConclusionsDepressive symptoms specifically predicted worse exercise stress test performance in patients after PTCA, controlling for common risk factors. Focusing on the assessment of depressive symptoms, in addition to sociodemographic and biomedical risk factors, is essential to anticipate patients at risk of poor physical capacity after PTCA.

Measurement of peer and friend relational and physical victimization among early adolescents

IntroductionPeer victimization has been widely examined among children and adolescents; however, the majority of studies in the area of research have been conducted in Western cultures. The goal of the present study was to evaluate the utility of measures that assess different forms of victimization (physical and relational victimization; a two-factor model) against a global form of victimization (combined victimization; a one-factor model) in the peer groups and friendships among Japanese adolescents. It was hypothesized that peer and friend relational victimization would be conceptually distinct from peer and friend physical victimization in Japan. MethodsThe participants were fourth and fifth graders (n = 222, 50% females, age 9–11) and their classroom teachers in Japanese elementary schools. The data were drawn from a short-term longitudinal study. ResultsResults showed, as hypothesized, that peer and friend relational victimization was conceptually and empirically different from peer and friend physical victimization. ConclusionsThese findings suggest that children and teachers view peer and friend relational victimization and peer and friend physical victimization differently. Examining forms of victimization separately is promising for future peer relations research in Japan.

Styles of Everyday Savoring Differentially Predict Well-being in Adolescents Over One Month

Although considerable attention has been devoted to the topic of savoring positive experiences in adulthood (e.g., Bryant and Veroff in Savoring: A new model of positive experience, Lawrence Erlbaum Associates, Inc., Mahwah, 2007. https://doi.org/10.1080/17439760701794434 ), research on adolescent savoring is lacking. To address this gap in the literature, we conducted a short-term longitudinal study to investigate: (1) the structure of adolescents’ everyday ways of savoring and (2) the associations of these different styles of savoring with well-being. A sample of 265 adolescents (59% girls) aged 13–15 years from four schools in New Zealand completed self-report measures two times separated by one month. Exploratory and confirmatory factor analyses revealed that these young people employed four ways of savoring: (1) self-focus; (2) dampening, (3) cognitive amplifying, and (4) expressive sharing. These four savoring styles differentially predicted well-being indices over 1 month: self-focus positively predicted eudaimonia, happiness, and life satisfaction, and expressive sharing positively predicted eudaimonia. We conclude that adolescent savoring is more varied and dynamic than previously observed.

중학생의 또래 괴롭힘 경험이 자기 개념과 사회적 관계에 미치는 영향: 단기종단연구

본 연구에서는 중학생의 또래 괴롭힘 경험(가해 경험, 피해 경험)이 자기 개념(자기지각, 자아존중감)과 사회적 관계(대인관계 능력, 사회적 웰빙)에 미치는 영향을 살펴보았다. 중학생 1,151명을 대상으로 6개월 단위로 총 3차례 설문조사를 실시하였으며, 잠재성장모형을 사용하여 분석하였다. 본 연구의 결과는 첫째, 1, 2, 3차 시기의 가해 경험은 해당 시기의 자기지각, 대인관계 능력과 사회적 웰빙에 유의한 부적 영향을 미쳤다. 둘째, 1차 시기의 가해 경험이 2차 시기의 자기지각, 대인관계 능력, 사회적 웰빙에 유의한 부적 영향을 미쳤다. 셋째, 1, 2, 3차 시기의 피해 경험은 해당 시기의 자기지각, 대인관계 능력, 사회적 웰빙에 유의한 부적 영향을 미쳤다. 넷째, 1, 2차 시기의 피해 경험은 2, 3차 시기의 자기지각에 유의한 부적 영향을 미쳤고, 1차 시기의 피해 경험은 2, 3차 시기의 대인관계 능력과 사회적 웰빙에 유의한 부적 영향을 미쳤다. 이러한 결과를 통해 가해 경험보다 피해 경험이 자기지각과 사회적 관계에 미치는 영향이 더 크고 지속적이며, 학년 초의 또래 괴롭힘 경험은 지속적으로 자기 개념과 사회적 관계의 변화에 부정적 영향을 미침을 알 수 있었다.

Parental Support, Health, and Cyberbullying among Adolescents with Intellectual and Developmental Disabilities

Some studies reveal that adolescents with intellectual disabilities and developmental disabilities are more likely to be victims of both face-to-face bullying and cyberbullying. Research also suggests that these adolescents are likely to witness bullying victimization. More research is needed to better understand the negative outcomes associated with their experiences. The purpose of this short-term longitudinal study was to investigate the buffering effect of parental social support on the associations of cyberbullying victimization and bystanding to subjective health complaints, suicidal ideation, and non-suicidal self-harm. Participants were 121 adolescents (63% male; M age = 14.10 years) with intellectual disabilities and developmental disorders who completed questionnaires on their face-to-face and cyberbullying victimization and bystanding, parental social support, subjective health complaints, suicidal ideation, and non-suicidal self-harm during the 7th grade (Time 1). In 8th grade (Time 2), they completed questionnaires on subjective health complaints, suicidal ideation, and non-suicidal self-harm. The findings revealed that the positive associations between Time 1 cyberbullying victimization and Time 2 subjective health complaints, suicidal ideation, and non-suicidal self-harm were stronger at lower levels of Time 1 parental social support, while high levels of Time 1 parental social support diminished these relationships. Similar patterns were found for Time 1 cyberbullying bystanding and Time 2 subjective health complaints. Parental social support has a buffering effect on the relationships among cyberbullying victimization, bystanding, and health outcomes among adolescents with intellectual and developmental disorders.

A Short-term Longitudinal Study on Types and Predictors of Trajectories of Adaptation to Child Care Among Infants and Toddlers: Using Growth Mixture Modeling and Latent Classes Analysis

A Short-term Longitudinal Study on Types and Predictors of Trajectories of Adaptation to Child Care Among Infants and Toddlers: Using Growth Mixture Modeling and Latent Classes Analysis

Intraindividual Variation and Personal Specificity of Salivary Microbiota

Salivary microbiota is a typical habitat of the human microbiome. This study intended to use salivary microbiota as a model aiming to systematically address the influence of collection methods and temporal dynamics on the human microbiota compared to personal specificity. We carried out a supervised short-term longitudinal study to evaluate the influence of the change of collection methods and sampling time point on salivary microbiota in 10 systemically and orally healthy individuals with certain confounding factors (sex, oral and general health state, medication history, physical exercise, diet, and oral hygiene behavior) controlled before and during the sampling period. The microbial profiles were analyzed by 16S rDNA V3 to V4 hypervariable region amplicon sequencing. The taxonomic structure represented by the dominant species and the weighted UniFrac distance algorithm were used to demonstrate the individual specificity and the intraindividual variation introduced by the change of collection method and sampling time point. The findings suggested individual specificity existed in salivary microbiota from individuals with similar oral and general health status. The intraindividual variation brought by the change of collection method or sampling time point might introduce remarkable perturbation with the personal specificity. Insights into the intraindividual variation and personal specificity of salivary microbiota will enhance our understanding in salivary microbiota-related research. We recommend keeping collection conditions consistent within a study to avoid interference brought by the sampling. The strategy of repeated sampling at multiple time points as representative samples, as well as thorough interpretation of the complex relationships and causality between microbiome composition and disease without the interference of temporal dynamics, is optimal for research exploring the relationship between the salivary microbiome and disease.

택지개발 이주노인의 정착형태에 따른 우울, 삶의 만족도 및 지역공동체 의식의 관계에 대한 단기종단연구

택지개발 이주노인의 정착형태에 따른 우울, 삶의 만족도 및 지역공동체 의식의 관계에 대한 단기종단연구

Relationship between Beck Hopelessness Scale and suicidal ideation: A short-term longitudinal study

We aimed to clarify if the Beck Hopelessness Scale (BHS) predicted change in suicidal ideation in the general population. This study used a prospective cohort design (4-week survey interval) (N = 3,295). The online survey covered the BHS, suicidal ideation, depression/anxiety tendencies, and demographic details. Hierarchical multiple regression analysis showed hopelessness was a significant predictor of change in suicidal ideation from T1 to T2 (B = 0.07, 95% confidence interval: 0.05–0.09). Although high hopelessness was related to a short-term rise in suicidal ideation, the risk for suicide cannot be judged adequately by hopelessness from a clinical perspective.

How Does Financial Life Shape Emerging Adulthood? Short-Term Longitudinal Associations Between Perceived Features of Emerging Adulthood, Financial Behaviors, and Financial Well-Being

Becoming independent from parental financial support and developing financial capabilities are important life tasks in emerging adulthood (EA). However, research on how the accomplishment of these tasks contributes to perceptions of EA features is rare. This study investigates how functioning in the financial domain shapes perceptions of EA features during the early years of EA. Participants in this short-term longitudinal study were 533 emerging adults (57.2% women; Mage = 18.94, SDage = .73, range 18–21 years) freshly enrolled into a set of programs at three higher education institutions. Results show that (a) financial well-being promotes more desirable (perceived) EA features, while financial difficulties tend to be related to more negative ones; (b) change in economic dependence is primarily driven by financial well-being; (c) (perceived) features of EA also contribute to how one functions in financial life; and (d) parental socioeconomic status plays at least some role in these matters.

Exploring the Effects of Guided vs. Unguided Art Therapy Methods.

Art therapy has become known by its psychosocial and affective impact, but not so much by its effects on cognitive functioning. Based on a comparison between art therapy and music-making programs, we hypothesized that guided methods—dominant in music-making programs and characterized by an emphasis on execution (play the piece, produce the visual object) rather than ideation (conceive the visual object)—could boost the cognitive effects of art-making. We also hypothesized that removing ideation from the process with guided methods could decrease psychosocial/affective benefits. In order to test our hypotheses, we compared the effects of two art therapy methods on cognitive vs. psychosocial/affective domains. We implemented a short-term longitudinal study with patients with schizophrenia showing both psychosocial/affective and cognitive deficits. The sample was divided into two groups: unguided, instructed to ideate art pieces and execute them without external guidance, vs. guided, instructed to execute predefined art pieces following externally provided guidelines. There was no evidence that guided methods boost cognitive effects, since these were equivalent across groups. However, psychosocial/affective benefits were enhanced by unguided methods, suggesting that therapeutic methods can make a difference. Our study contributes to raising important new questions concerning the therapeutic mechanisms of art therapy.

청소년의 스트레스 마인드셋과 신체화 증상의 관계에서 지각된 스트레스의 매개 효과 : 단기 종단 연구

청소년의 스트레스 마인드셋과 신체화 증상의 관계에서 지각된 스트레스의 매개 효과 : 단기 종단 연구

Universal Restrictions in Reading: What Do French Beginning Readers (Mis)perceive?

Despite the many reports that consider statistical distribution to be vitally important in visual identification tasks in children, some recent studies suggest that children do not always rely on statistical properties to help them locate syllable boundaries. Indeed, sonority – a universal phonological element – might be a reliable source for syllable segmentation. More specifically, are children sensitive to a universal phonological sonority-based markedness continuum within the syllable boundaries for segmentation (e.g., from marked, illegal intervocalic clusters, “jr,” to unmarked, legal intervocalic clusters, “rj”), and how does this sensitivity progress with reading acquisition? To answer these questions, we used the classical illusory conjunction (IC) paradigm. Forty-eight French typically developing children were tested in April (T1), October (T2) and April (T3; 20 children labeled as “good” readers, M chronological age at T1 = 81.5 ± 4.0; 20 children labeled as “poor” readers, M chronological age at T1 = 80.9 ± 3.4). In this short-term longitudinal study, not only we confirmed that syllable segmentation abilities develop with reading experience and level but the Condition × Sonority interaction revealed for the first time that syllable segmentation in reading may be modulated by phonological sonority-based markedness in the absence or quasi-absence of statistical information, in particular within syllable boundaries; this sensitivity is present at an early age and does not depend on reading level and sonority-unrelated features.

The psychological self and advanced theory of mind in adolescence

ABSTRACTA short-term longitudinal study explored the relation between the psychological understanding of self (the psychological self, PS) and other people (advanced theory of mind, aToM) during adolescence. Two hundred and one early and middle adolescents were tested twice (separated by a one-year break) with self- and other-understanding measures. The data were analyzed using structural equation modeling (SEM). Compared to early adolescents, middle adolescents scored higher on PS and aToM and their scores on PS and aToM increased over the course of one year. In both age groups, PS and aToM were positively related, and for early adolescents, the initial level of aToM predicted the growth of PS. The findings are discussed within the context of developmental research.