TEMPEST in a Gallimaufry: Applying Multilevel Systems Theory to Person‐in‐Context Research

Peck, Stephen C.

doi:10.1111/j.1467-6494.2007.00470.x

Cited by 17 publications

(19 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Had different controls been used, somewhat different findings may have emerged. Although these highly specific relations are critical to understand from a scientific and practical point of view, real-world action patterns for any given child reflect a diverse array of “in the moment” and historic factors (Peck, 2007). In that regard, the findings pertaining to parental stimulation appear interesting.…”

Section: Discussionmentioning

confidence: 99%

Ebb and Flow in Parent-Child Interactions: Shifts from Early through Middle Childhood

2015

View full text Add to dashboard Cite

Objective This study documents the strength of relations between key parent and child behaviors as they occur during typical encounters for both mothers and fathers and determines whether there were shifts in the strength of relations between parent and child behaviors during early and middle childhood. Design Multivariate multi-level modeling was used to examine associations between three parent behaviors (respect for autonomy, stimulation of development, hostility) and two child behaviors (agency, negativity) as they occurred in typical parent-child activities at four time points from 54 months through 5th grade for 817 families. Results For mothers and fathers, respect for autonomy and stimulation were associated with child agency. Paternal hostility was negatively associated with child agency, but for mothers the relation became more positive with age. Parental respect for autonomy and hostility were associated with child negativity for both mothers and fathers; however, for mothers, relations between autonomy support and child negativity became more positive, and relations between hostility and child negativity became less positive. Conclusions There are clear shifts in the strength of relations between some parenting behaviors and child behaviors from early to middle childhood, indicative of a changing dialectic as children become more independent and different dialectics for mothers and fathers. Parenting behavior links to child competence and adaptive behavior, and the findings may help resolve some uncertainties about relations between parental behavior and children's developmental trajectories.

show abstract

Section: Discussionmentioning

confidence: 99%

Ebb and Flow in Parent-Child Interactions: Shifts from Early through Middle Childhood

2015

View full text Add to dashboard Cite

show abstract

“…A central assumption of the BLoS model is that the self comprises several different “levels” systems (cf. S. C. Peck, 2007). For example, conceptualizing the I in systematic relation to the Me appears to require viewing the I -self system (i.e., the continuum of awareness ) as existing and functioning as part of a levels system that is distinct from, and situated obliquely in relation to, the levels of representation constituting the Me-self system.…”

Section: The Basic Levels Of Selfmentioning

confidence: 95%

An Education in Awareness: Self, Motivation, and Self-Regulated Learning in Contemplative Perspective

Roeser

Peck

2009

Educational Psychologist

Self Cite

171

View full text Add to dashboard Cite

Consistent with the aims of this special issue, we present a systems perspective on self/identity, predicated on William James’s classic distinction between I and Me, and use this perspective to explore conceptual relations between self/identity, motivation to learn, and self-regulated learning. We define the I self functionally in terms of the capacity for the conscious shifting and sustaining of awareness. The I is conceived of as that aspect of the self-system that affords the potential for the conscious and willful, rather than the non-conscious and automatic, motivation and regulation of behavior. We introduce contemplative education as a set of pedagogical practices designed to cultivate conscious awareness in an ethical-relational context in which the values of personal growth, learning, moral living, and caring for others are nurtured. We discuss the implications of contemplative education for the cultivation of conscious and willful forms of learning and living among students and educators alike.

show abstract

“…Pattern-centered theory and methods are ideally suited to address issues of behavioral complexity and holistic representation because they have been developed for examining hypotheses involving multilevel data and functionally interconnected variables that combine differently within different people both within and across time (Bergman et al 2003;Peck 2007;von Eye and Bogat 2006). For example, pattern-centered theory indicates that after-school program staff function as integrated wholes, and pattern-centered methods allow us to treat patterns of values on staff practice variables as integrated wholes (i.e., profiles).…”

Section: Pattern-centered Approaches and Pedagogiesmentioning

confidence: 99%

Quality at the Point of Service: Profiles of Practice in After‐School Settings

Smith¹,

Peck

Denault

et al. 2010

American J of Comm Psychol

Self Cite

View full text Add to dashboard Cite

A unique observational data set was used to explore quality at the point of service in after-school programs. Staff practices in after-school settings were represented on a series of unidimensional scales closely indexed to staff behavior. In order to account for heterogeneity of staff performances, pattern-centered methods were used to construct profiles of common staff practices. Results revealed six pedagogy profiles that were classified in terms of three broad types of performances delivered by after-school staff: (1) positive youth development, (2) staff-centered, and (3) low-quality. Staff membership in these profiles was not related to youth-staff ratio. However, results revealed significant differences between the profiles on the content of the offering and the age of youth in the setting.

show abstract

TEMPEST in a Gallimaufry: Applying Multilevel Systems Theory to Person‐in‐Context Research

Cited by 17 publications

References 53 publications

Ebb and Flow in Parent-Child Interactions: Shifts from Early through Middle Childhood

Ebb and Flow in Parent-Child Interactions: Shifts from Early through Middle Childhood

An Education in Awareness: Self, Motivation, and Self-Regulated Learning in Contemplative Perspective

Quality at the Point of Service: Profiles of Practice in After‐School Settings

Contact Info

Product

Resources

About