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Mothers and adolescents hold distinct albeit correlated views of their relationship and of one another. The present study focuses on disentangling these independent views. Concurrent associations between maternal psychological control and children's adjustment are examined at two time points in order to identify the degree to which associations reflect (a) views that are shared by mothers and adolescents, and (b) views that are unique to mothers and adolescents. A total of 123 (56 % female) U.S. Latino/a adolescents (M = 10.4 years old at the outset) and their mothers reported on maternal psychological control, children's conduct problems, and children's anxiety, twice within a 5-month period. Data were collected at the close of primary school when the adolescents were in grade 5 and again at the beginning of middle school, when they were in grade 6. Results from conventional correlations indicated that mother- and adolescent-reports yielded similar associations between maternal psychological control and adolescent adjustment. Common fate model analyses partitioned results into variance shared across mother and adolescent reports and variance unique to mother and adolescent reports. Results differed for anxiety and conduct problems. Shared views indicated that greater maternal psychological control was associated with heightened child conduct problems; there were no associations unique to either reporter. In contrast, unique reporter views indicated that greater maternal psychological control was associated with child anxiety; there were no associations involving shared views. Although mother- and adolescent-reports agree that maternal psychological control is correlated with children's adjustment, there is considerable divergence in results when associations are partitioned according to shared and unique reporter views. Associations between maternal psychological control and children's anxiety are more apt to be inflated by same-reporter variance bias than are associations between maternal psychological control and children's conduct problems.

Objective: Metamemory refers to self-awareness of one's memory function, and the extent to which metamemory deficit impacts financial decision making is unknown. This study tested the hypothesis that metamemory deficit is associated with poor financial decision making among older adults without dementia. Method: Data came from 502 community-dwelling older adults participating in the Rush Memory and Aging Project. Metamemory deficit was determined empirically by contrasting subjective memory ratings with performance on objective memory tests. Larger discrepancy of self-rated memory scores from performance-based testing scores indicates greater deficit. Financial decision making was assessed using a performance-based measure. Multivariable regression analyses examined the association of metamemory deficit with financial decision making. Results: Participants had a mean age of 83 years and a mean education of 15 years. Approximately 75% were female. On average, participants answered two thirds of the financial decision making questions correctly. Female sex, older age, lower education, and lower financial literacy were correlated with poorer financial decision making. In an ordinal logistic regression model controlled for demographics and financial literacy, an 1SD increase in metamemory deficit reduced the odds of having better financial decision making by approximately 15%, OR: 0.844, 95% CI [0.719-0.991]. This association persisted after further controlling for family income, early life socioeconomic status, depressive symptoms and executive function. Conclusions: Metamemory deficit in older adults is a potential indicator of impaired financial decision making. Key PointsQuestion: What is the relationship between metamemory deficit and financial decision making in old age? Findings: Older adults free of dementia but with greater metamemory deficit performed more poorly on financial decision making. Importance: Many older people without overt cognitive impairment are actively engaged in their own financial matters, and metamemory deficit negatively impacts their financial decision making. Next Steps: To expand the investigation to people of color and explore the extent to which the result differs between race/ethnicity.

Introduction: Psychological factors like math interest and self-concept typically decline between late childhood and early adolescence; both are key to math achievement. The present study examined the reciprocal interplay between math interest and self-concept across the transition into middle school, and whether associations are moderated by success attributions. Methods: A total of 263 (120 boys, 143 girls) Latino students (M age = 10.5 years at outset) from an agricultural community in California (USA) completed surveys at three time points, from the end of primary school to the first year of middle school. Surveys measured math self-concept and math interest, as well as attributions to success in math. Cross-lagged panel models examined possible bidirectional associations between math self-concept and math interest, and whether attributions of success moderated these association. Results: Lower initial levels of math self-concept anticipated greater declines in math interest, an association that was buffered by attributions of math success. The smallest declines in math interest occurred among adolescents who had both the highest math self-concept and were most inclined to attribute success in math to internal factors like studying. These associations remained when potential confounding variables (e.g., school grades, conduct problems) were included. Conclusion:The results replicate, in an understudied sample of Latino/a youth, the oft-reported link from low math self-concept to declining interest in math. Unique to this study is evidence of the protection afforded by belief in the efficacy of studying. The findings offer important guidance for teachers and parents seeking to mobilize resources for underperforming students.Psychological factors, especially math interest and self-concept of math ability, play an important role in math achievement (Guay, Larose, & Boivin, 2004). Both typically decline across late childhood and early adolescence (King & McInerney, 2014;Musu-Gillette, Wigfield, Harring, & Eccles, 2015), a period when math performance also decreases (National Center for Education Statistics, 2016). The transition into middle school marks a period of rapid disengagement from math for many students (Eccles & Roeser, 2009. Changes in classroom characteristics and practices disrupt competency goals, mastery beliefs, and intrinsic motives for learning . The problem is especially acute for Latinos, who tend to find the transition more challenging than other ethnic groups (Akos & Galassi, 2004). Dramatic declines in academic engagement and performance (Espinoza & Juvonen, 2011;Hughes, Im, Kwok, Cham, & West, 2015) mean that many Latinos enter middle school with lower math achievement than their peers

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