Person‐Environment “Fit” and Individual Development

Wachs, Theodore D.

doi:10.1002/9780470756676.ch22

Cited by 8 publications

(7 citation statements)

References 89 publications

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“…The Person-Environment Fit Perspective (Wachs, 2005) suggests that the closer the match between individuals (e.g., adolescent enculturation level) and their environment (e.g., mother enculturation level), the more successful an individual’s adaptation. However, unlike LPA, the matched/mismatched procedure did not allow us to infer how individuals in the matched high enculturation group fared with respect to the other domains of cultural orientation assessed in the study (e.g., acculturation).…”

Section: Discussionmentioning

confidence: 99%

Variable-Centered and Person-Centered Approaches to Studying Mexican-Origin Mother–Daughter Cultural Orientation Dissonance

Bámaca‐Colbert

Gayles

2009

J Youth Adolescence

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The overall aim of the current study was to identify the methodological approach and corresponding analytic procedure that best elucidated the associations among Mexican-origin mother-daughter cultural orientation dissonance, family functioning, and adolescent adjustment. To do so, we employed, and compared, two methodological approaches (i.e., variable-centered and person-centered) via four analytic procedures (i.e., difference score, interactive, matched/mismatched grouping, and latent profiles). The sample consisted of 319 girls in the 7th or 10th grade and their mother or mother figure from a large Southwestern, metropolitan area in the U.S. Family factors were found to be important predictors of adolescent adjustment in all models. Although some findings were similar across all models, overall, findings suggested that the latent profile procedure best elucidated the associations among the variables examined in this study. In addition, associations were present across early and middle adolescents, with a few findings being only present for one group. Implications for using these analytic procedures in studying cultural and family processes are discussed.

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Section: Discussionmentioning

confidence: 99%

Variable-Centered and Person-Centered Approaches to Studying Mexican-Origin Mother–Daughter Cultural Orientation Dissonance

Bámaca‐Colbert

Gayles

2009

J Youth Adolescence

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“…Put within a temperament–resilience framework, parents or teachers are more likely to function as a support for children under stress when child temperament characteristics fit what adults value in a child 3 . While a theoretically compelling concept with some validating research, in a recent review of this area my conclusion was that empirical support for the operation of goodness‐of‐fit processes for both normal and abnormal development was inconsistent at best 54 . One major reason for inconsistent findings may be that goodness‐of‐fit may depend upon other factors besides child temperament and parent values and rearing styles.…”

Section: Processes Underlying Links Between Temperament and Resiliencementioning

confidence: 99%

Contributions of Temperament to Buffering and Sensitization Processes in Children's Development

Wachs

2006

Annals of the New York Academy of Sciences

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Temperament refers to relatively stable, early appearing, biologically rooted individual differences in behavioral traits. Individual differences in temperament are multidetermined encompassing both biological and experiential influences. Evidence indicates that certain temperament traits, such as impulsivity, inhibition, and negative emotionality, can serve as developmental risk factors. Evidence also indicates that other temperament traits, such as flexible self-regulation, sociability, and task orientation, can serve to increase children's resilience. Five potential mechanisms through which individual differences in temperament can increase vulnerability or facilitate resilience are presented: (1) Differential treatment of children with different temperaments by caregivers or teachers (reactive covariance). (2) Children with different temperament styles seeking out environments that may increase risk or promote resilience (active covariance). (3) Goodness or poorness of fit between child temperament characteristics and environmental demands. (4) Children with different temperaments reacting to similar levels or types of stress in different ways. (5) Different coping strategies used by children with different temperaments.

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“…External factors such as socioeconomic status, family structure, peers, and connectedness to school, to name a few, can impact the likelihood of a child exhibiting maladaptive behaviors (Blum & Blum, 2009;Way & Robinson, 2003). Individual traits, such as an easy temperament, high social and emotional competence (the understanding of others' points of view and the individual's own emotions), and effective self-regulation skills lead to higher levels of resilience to adversity (Bandura, Caprara, Barbaranelli, Gerbino, & Pastorelli, 2003;Beardslee, 2000;Blum & Blum, 2009;Buckner, Mezzacappa, & Beardslee, 2003;Masten, 2001;Masten, 2004;Masten & Reed, 2002;Wachs, 2005;Wachs, 2006). Some research has found that the environmental risk factors that children experience will overshadow individual resiliency factors (Luthar, 2006;Sameroff & Rosenblum, 2006).…”

Section: Childhood Risk and Resiliencymentioning

confidence: 99%

“…In addition to the above factors external to individuals, several intra-individual traits are considered to contribute to the risk or resilience of a youth. Temperament is one example (Compas, Connor-Smith, Saltzman, Thomsen, & Wadsworth, 2001;Wachs, 2005). Youth who exhibit an easy temperament typically show higher resiliency in the face of adversity.…”

Section: Childhood Risk and Resiliencymentioning

confidence: 99%

“…Positive emotional reactivity (i.e., slower to display an emotional reaction) and related higher social and emotional competence are also associated with resilience (Wachs, 2006). Finally, high sociability, effective executive functioning (i.e., the ability to plan and organize tasks and provide adequate time and resources to complete the task, the ability sustain attention and focus, higher-order abstract reasoning and hypothesis-testing skills, and learning from past experiences), and an internal locus of control (the belief in the ability to impact one's own outcomes in life, rather than everything in life happening to the individual) are traits that correlate with higher levels of resilience and prosocial outcomes when youth are faced with stress (Bandura et al, 2003;Beardslee, 2000;Blum & Blum, 2009;Buckner et al 2003;Masten, 2001;Masten, 2004;Masten & Reed, 2002;Wachs, 2005;Wachs, 2006).…”

Section: Childhood Risk and Resiliencymentioning

confidence: 99%

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Teacher attributions, expectations, and referrals for students involved in the child welfare and juvenile justice systems

Anthony¹

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Research supports the importance of the teacher-student relationship when considering long-term student outcomes. This vignette study sought to investigate components of the teacher-student relationship that may be different based on a teacher's knowledge of their student's involvement with the child welfare and juvenile justice system. Specifically, this study looked for differences in the source of blame for declines in student behavior and academic performances, whether or not these declines were due to characteristics within the student or external to the student, and the type and number of referrals teachers would make for behavioral and academic declines. Additionally, this study investigated teacher reports of student likelihood to change with and without intervention. Results indicated that teachers were more likely to attribute declines in student behavior and academic performance to the student in the juvenile justice system condition. Further, the student in the juvenile justice system condition was less likely than the student in the child welfare system to change without intervention. In the child welfare condition, parents were the most frequent source of blame for the behavioral and academic declines. The student in the child welfare condition was most likely to have declines attributed to factors outside the student themselves. There were no significant differences in the likelihood of obtaining post-secondary education among the three conditions. Finally, school mental health services were the most frequent first referral source for all three conditions. viii TABLE OF CONTENTS LIST OF TABLES .

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Person‐Environment “Fit” and Individual Development

Cited by 8 publications

References 89 publications

Variable-Centered and Person-Centered Approaches to Studying Mexican-Origin Mother–Daughter Cultural Orientation Dissonance

Variable-Centered and Person-Centered Approaches to Studying Mexican-Origin Mother–Daughter Cultural Orientation Dissonance

Contributions of Temperament to Buffering and Sensitization Processes in Children's Development

Teacher attributions, expectations, and referrals for students involved in the child welfare and juvenile justice systems

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