Assessing the home environment during mid- and late-adolescence

Bradley, Robert H.; Pennar, Amy L.; Fuligni, Andrew J.; Whiteside-Mansell, Leanne

doi:10.1080/10888691.2017.1284593

Cited by 15 publications

(16 citation statements)

References 110 publications

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“…Items on this subscale were summed to obtain a physical environment score (PHYS) that ranged from 0 to 6 with larger numbers indicating fewer problems in the physical environment ( M = 5.036, SD = 1.537, Median = 6.0). This distribution is consistent with previous multi‐site studies that measured PHYS in over 400 socioeconomically and ethnically diverse families (Bradley, Pennar, Fuligni, & Whiteside‐Mansell, ). Because the HOME attempts to identify homes that pose a significant risk for children's development, the criteria for ‘getting credit’ on items is not high for most households in the United States and other developed countries, and mean scores for most domains are above the mid‐point (Bradley, ; Bradley et al., ).…”

Section: Methodssupporting

confidence: 90%

“…This distribution is consistent with previous multi‐site studies that measured PHYS in over 400 socioeconomically and ethnically diverse families (Bradley, Pennar, Fuligni, & Whiteside‐Mansell, ). Because the HOME attempts to identify homes that pose a significant risk for children's development, the criteria for ‘getting credit’ on items is not high for most households in the United States and other developed countries, and mean scores for most domains are above the mid‐point (Bradley, ; Bradley et al., ). Indeed, mean PHYS scores were near ceiling in over 400 adolescents of different ethnic groups across the United States (Bradley et al., ).…”

Section: Methodssupporting

confidence: 90%

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Physical home environment is associated with prefrontal cortical thickness in adolescents

Goldenberg

Tashjian

et al. 2019

Developmental Science

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Biologically embedded experiences alter developmental trajectories in ways that can influence health, learning, and/or behavior. These systematic differences in experiences may contribute to different biological outcomes as individuals grow and develop, including at the neural level. Previous studies of biologically embedded experiences on neurodevelopment have focused on large‐scale institutional or economic factors (e.g. socioeconomic status [SES]) and psychosocial factors (e.g. caregiving behavior). Less attention has focused on how the quality of the immediate home settings, such as the physical home environment (PHYS), influences neurodevelopment. Moreover, no study has investigated these effects in adolescents, who undergo significant physical maturation and neurodevelopment that may influence how they respond to their physical environments. The goal of the current study was to examine whether PHYS quality is biologically embedded in the developing adolescent brain as evidenced by cognitive achievement and cortical development in 56 (48% female) healthy adolescents (14–18 years (M = 16.83 years, SD = 1.17). Using in‐home assessments of the physical home environment, anatomical brain scans, and indices of academic achievement, we found that adolescents who have more physical problems in the home (e.g. structural hazards, crowding, excessive noise, poorly lit) have thinner prefrontal cortices, which was associated with lower levels of reading achievement, independent of SES and psychosocial factors. By conducting home visits to assess physical characteristics of adolescents’ home, we highlight a typically overlooked aspect of the home environment that has relevance for adolescents’ cognitive and brain development.

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Section: Methodssupporting

confidence: 90%

Section: Methodssupporting

confidence: 90%

Physical home environment is associated with prefrontal cortical thickness in adolescents

Goldenberg

Tashjian

et al. 2019

Developmental Science

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“…Two of the six LA-HOME domains were used for the study: (1) modeling and encouragement of mature behavior, and (2) companionship and investment (see Table 1). Inter-observer agreement for the items in LA-HOME was 94%; and the Kappa coefficient was .81 (Bradley et al, 2017).…”

Section: La-homementioning

confidence: 93%

“…LA-HOME was administered in the adolescent's primary place of residence when both the adolescent and the primary parent were present (other family members are welcome but not required). Inter-observer agreement for the items in LA-HOME was 94%; and the Kappa coefficient was .81 (Bradley et al, 2017). Family members are allowed to engage in normal activities during the visit, to the extent that they wish.…”

Section: La-homementioning

confidence: 99%

“…Each family was administered the Late Adolescence version of the Home Observation for Measurement of the Environment (HOME) Inventory (Caldwell & Bradley, 2016). LA-HOME contains 59 items representing six aspects of the home environment (Bradley, Pennar, Fuligni, & Whiteside-Mansell, 2017). LA-HOME was administered in the adolescent's primary place of residence when both the adolescent and the primary parent were present (other family members are welcome but not required).…”

Section: La-homementioning

confidence: 99%

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Home Environment and Self‐Efficacy Beliefs among Native American, African American, and Latino Adolescents

Bradley

2018

Family Process

Self Cite

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Context helps determine what individuals experience in the settings they inhabit. Context also helps determine the likelihood that those experiences will promote adaptive development. Theory suggests likely interplay between various aspects of home context and development of ideas about self that influence patterns of development for children. This study addressed relations between two aspects of home life (companionship and investment, modeling and encouragement) and three types of self-efficacy beliefs (enlisting social resources, independent learning, self-regulatory behavior) considered important for long-term adaptive functioning. The study focused on three groups of minority adolescents (Native American, African American, Latino). Relations were examined using regression models that also included four aspects of household risk that often hinder the development of self-efficacy. Although findings varied somewhat across the three groups, significant relations emerged between the two domains of home life examined and self-efficacy beliefs in all three groups, even controlling for overall household risk. Companionship and investment appeared particularly relevant for African American adolescents, while modeling and encouragement appeared particularly relevant for Native American adolescents. Both were relevant for Latino adolescents.

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Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education

Starr

Carranza

Simpkins

2022

Journal of Adolescence

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Introduction Why do some students maintain their career expectations in STEM (science, technology, engineering, mathematics), whereas others change their expectations? Using situated expectancy‐value and social cognitive career theories, we sought to investigate the extent to which STEM support predicted changes in students' STEM career expectations during high school, and if these processes varied by whether the student had college educated or noncollege educated parents. Methods Using the nationally representative data set of the High School Longitudinal Study, we investigated the predictors of changes in US students' STEM career expectations from 9th to 11th grade (n = 13,100, 54% noncollege educated parents, 51% girls, 55% White, 21% Latinx, 12% Black). Results and Conclusions Students with noncollege educated parents were significantly more likely to change from STEM to non‐STEM career expectations by 11th grade or to have stable non‐STEM career expectations (compared to having stable STEM expectations or changing from non‐STEM to STEM expectations). Additionally, students with noncollege educated parents were less likely to receive STEM support from parents and attend extracurricular activities compared to students with college educated parents. However, when examining the predictors among students with noncollege educated parents, students were more likely to maintain their expectations for a STEM career from 9th to 11th grade (compared to switching to a non‐STEM career) if they had parental STEM support. Additionally, all students regardless of parents' level of education were more likely to maintain their expectations for a STEM career (vs. switching to a non‐STEM career) through high school if they received teacher STEM support. Furthermore, students were more likely to develop STEM career expectations (vs. maintaining non‐STEM career expectations) if they had parent STEM support. These findings highlight how parent and teacher STEM support may bolster STEM career expectations, particularly among students with noncollege educated parents.

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Assessing the home environment during mid- and late-adolescence

Cited by 15 publications

References 110 publications

Physical home environment is associated with prefrontal cortical thickness in adolescents

Physical home environment is associated with prefrontal cortical thickness in adolescents

Home Environment and Self‐Efficacy Beliefs among Native American, African American, and Latino Adolescents

Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education

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