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Author: Votruba-Drzal, Elizabeth

Resulting in 12 citations.

1.	Coley, Rebekah Levine Votruba-Drzal, Elizabeth Schindler, Holly S.
1.	Fathers' and Mothers' Parenting Predicting and Responding to Adolescent Sexual Risk Behaviors Child Development 80,3 (May/June 2009): 808-827. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2009.01299.x/abstract Cohort(s): NLSY97 Publisher: Blackwell Publishing, Inc. => Wiley Online Keyword(s): Behavioral Problems; Family Influences; Parenting Skills/Styles; Risk-Taking; Sexual Behavior Transactional models of problem behavior argue that less effective parenting and adolescent problem behaviors coevolve, exerting bidirectional influences. This article extends such models by analyzing growth trajectories of sexual risk behaviors and parenting processes among 3,206 adolescents (aged 13-18) and their residential parents. Within individuals, increases in regular family activities prospectively predicted declines in adolescents' risky sexual activities. In contrast, increases in risky sexual activities predicted heightened father knowledge. Between-individual comparisons revealed bidirectional links between more involved parenting, particularly family activities and father knowledge, and lower adolescent risky sexual activity. Results highlight the importance of family activities as a protective force for adolescents and suggest that fathers may react differently than mothers in the face of youth problem behaviors.
	Bibliography Citation Coley, Rebekah Levine, Elizabeth Votruba-Drzal and Holly S. Schindler. "Fathers' and Mothers' Parenting Predicting and Responding to Adolescent Sexual Risk Behaviors." Child Development 80,3 (May/June 2009): 808-827.

2.	Coley, Rebekah Levine Votruba-Drzal, Elizabeth Schindler, Holly S.
2.	Trajectories of Parenting Processes and Adolescent Substance Use: Reciprocal Effects Journal of Abnormal Child Psychology 36,4 (August 2008): 613-625. Also: http://www.ncbi.nlm.nih.gov/pubmed/18288605 Cohort(s): NLSY97 Publisher: American Psychological Association (APA) Keyword(s): Child Development; Families, Two-Parent; Family Environment; Family Studies; Fathers, Involvement; Modeling; Substance Use Drawing on transactional theories of child development, we assessed bidirectional links between trajectories of adolescent substance use and parenting processes from early through mid adolescence. Hierarchical generalized models estimated trajectories for 3,317 adolescents from the National Longitudinal Survey of Youth 1997, exploring both between- and within-individual effects. Between individuals, adolescents reporting more regular family activities and greater father and mother knowledge of friends and teachers experienced lower levels of substance use through mid adolescence. Similarly, adolescents with more frequent substance use reported lower family activities, father knowledge, and mother knowledge, though these differences dissipated over time. Momre conservative within-individual differences indicated a prospective protective effect of family activities, with increases in adolescent participation in family activities predicting later declines in substance use. Results support the central importance of engagement in regular family activities, and suggest the need for further exploration of transactional processes between parents and children in the development of risk behaviors. [ABSTRACT FROM AUTHOR] Copyright of Journal of Abnormal Child Psychology is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
	Bibliography Citation Coley, Rebekah Levine, Elizabeth Votruba-Drzal and Holly S. Schindler. "Trajectories of Parenting Processes and Adolescent Substance Use: Reciprocal Effects." Journal of Abnormal Child Psychology 36,4 (August 2008): 613-625.

3.	Miller, Portia Betancur, Laura Whitfield, Kendra Votruba-Drzal, Elizabeth
3.	Examining Income Dynamics and Externalizing and Internalizing Trajectories through a Developmental Psychopathology Lens: A Nationally Representative Study Development and Psychopathology 33,1 (2021): 1-17. Also: https://doi.org/10.1017/S0954579419001494 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Cambridge University Press Keyword(s): Behavior Problems Index (BPI); Family Income; Income Dynamics/Shocks Permission to reprint the abstract has not been received from the publisher. Prior research has documented elevations in levels of internalizing and externalizing behaviors among children in lower income families in comparison to more advantaged peers. However, most studies focus on behavior problems at a single point in time or within a short developmental period. Associations between income dynamics and developmental trajectories of behavior problems over time are less understood. To address this, the current study uses data from the National Longitudinal [Survey] of Youth (N = 7,476; 50.8% male) to examine how income dynamics (annual income and income volatility) across three distinct developmental periods from early childhood to early adolescence relate to trajectories of externalizing and internalizing problems. Group-based mixture modeling revealed a five-group trajectory model for externalizing behavior and a four-group trajectory model for internalizing behavior. Higher cumulative annual income predicted greater likelihood of belonging to the low-stable group compared to the other, more problematic groups for both externalizing and internalizing trajectories. In addition, income losses predicted higher risk of membership in any group other than the low-stable group for internalizing and externalizing behavior. Developmental period-specific income dynamics, though not as consistent as cumulative dynamics, also predicted trajectory group membership.
	Bibliography Citation Miller, Portia, Laura Betancur, Kendra Whitfield and Elizabeth Votruba-Drzal. "Examining Income Dynamics and Externalizing and Internalizing Trajectories through a Developmental Psychopathology Lens: A Nationally Representative Study." Development and Psychopathology 33,1 (2021): 1-17.

4.	Miller, Portia Podvysotska, Tamara Betancur, Laura Votruba-Drzal, Elizabeth
4.	Wealth and Child Development: Differences in Associations by Family Income and Developmental Stage RSF: The Russell Sage Foundation Journal of the Social Sciences 7,3 Wealth Inequality and Child Development: Implications for Policy and Practice (August 2021): 154-174. Also: https://www.jstor.org/stable/10.7758/rsf.2021.7.3.07 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Russell Sage Foundation Keyword(s): Behavior Problems Index (BPI); Family Income; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Wealth Wealth inequality is at a historic high in the United States. Yet little is known about the implications of wealth on children's development because research has focused mainly on the role of wealth in shaping outcomes in adulthood. Using data from the National Longitudinal Survey of Youth (N = 8,095), we examine how family wealth relates to achievement and behavior problems during early childhood, middle childhood, and adolescence. Further, we explore whether links between wealth and children's development vary by level of income and income volatility. Results show that wealth, controlling for income level and volatility, is uniquely related to both academic and behavioral development in early childhood, middle childhood, and adolescence. Moreover, evidence suggests that wealth plays a buffering role when it comes to protecting children's development from the deleterious effects of low family income, especially as children grow older.
	Bibliography Citation Miller, Portia, Tamara Podvysotska, Laura Betancur and Elizabeth Votruba-Drzal. "Wealth and Child Development: Differences in Associations by Family Income and Developmental Stage." RSF: The Russell Sage Foundation Journal of the Social Sciences 7,3 Wealth Inequality and Child Development: Implications for Policy and Practice (August 2021): 154-174.

5.	Miller, Portia Whitfield, Kendra Betancur, Laura Votruba-Drzal, Elizabeth
5.	Income Dynamics and Behavior Problems in Early Childhood, Middle Childhood, and the Transition to Adolescence Journal of Applied Developmental Psychology 77 (November-December 2021): 101345. Also: https://www.sciencedirect.com/science/article/pii/S0193397321001088 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Elsevier Keyword(s): Armed Forces Qualifications Test (AFQT); Behavior Problems Index (BPI); Children, Behavioral Development; Family Income; Income Dynamics/Shocks Income inequality and volatility have reached historically high levels in the U.S. Despite prior research documenting income disparities in externalizing and internalizing problems, studies have not delineated how aspects of income dynamics (i.e., annual income level versus income volatility) are linked to externalizing and internalizing across childhood. This study used data from the National Longitudinal Survey of Youth and its child supplement (N = 8942) to examine associations between income dynamics and externalizing and internalizing in early childhood, middle childhood, and early adolescence. Annual income had negative associations with both externalizing and internalizing. Income losses related to higher externalizing and internalizing throughout development. Considering timing-specific income dynamics, both early childhood income and contemporaneous income negatively predicted behavioral functioning, while only contemporaneous income loss related to increased symptoms. Results illustrate that early childhood income is key to behavioral development, but income dynamics throughout childhood also relate to behavioral functioning.
	Bibliography Citation Miller, Portia, Kendra Whitfield, Laura Betancur and Elizabeth Votruba-Drzal. "Income Dynamics and Behavior Problems in Early Childhood, Middle Childhood, and the Transition to Adolescence." Journal of Applied Developmental Psychology 77 (November-December 2021): 101345.

6.	Votruba-Drzal, Elizabeth
6.	Economic Disparities in Middle Childhood Development: Does Income Matter? Developmental Psychology 42,6 (November 2006): 1154-1167. Also: http://psycnet.apa.org/journals/dev/42/6/1154/ Cohort(s): Children of the NLSY79, NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Behavior Problems Index (BPI); Behavioral Problems; Child Development; Family Income; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) A large literature has documented the influence of family economic resources on child development, yet income's effects in middle childhood have been understudied. Using data from the National Longitudinal Survey of Youth (N = 3,551), the author examined the influence of family income in early and middle childhood on academic skills and behavior problems during middle childhood. Early childhood income had enduring effects on children's behavior problems and academic skills in middle childhood. Middle childhood income did not influence academic skills but did affect the development of behavior problems during middle childhood. Children from low-income households were particularly sensitive to the effects of family income. The quality of home environment during early and middle childhood explained a portion of the effects of income on academic skills and behavior problems.
	Bibliography Citation Votruba-Drzal, Elizabeth. "Economic Disparities in Middle Childhood Development: Does Income Matter?" Developmental Psychology 42,6 (November 2006): 1154-1167.

7.	Votruba-Drzal, Elizabeth
7.	Income Changes and Cognitive Stimulation in Children's Home Environments during the Preschool and Early Elementary School Years Presented: Atlanta, GA, Population Association of America Annual Meetings, May 2002 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Population Association of America Keyword(s): Cognitive Development; Family Resources; Home Environment; Home Observation for Measurement of Environment (HOME); Household Income; Modeling, Fixed Effects Permission to reprint the abstract has not been received from the publisher. Although prior research has shown that family economic resources are strong predictors of the level of cognitive stimulation provided by children's home environments, methodological concerns suggest that omitted variables may bias these estimates. Using data from the National Longitudinal Survey of Youth (N=2174) this study examined the influence of household income on cognitive stimulation in children's home environments during the transition to school. Cross-sectional regressions and longitudinal fixed effects models are estimated to examine the robustness of income's effect on children's home environments. Household income was positively related to the level of cognitive stimulation in children's home environments across both sets of analyses. The home environments of children in low-income households are particularly sensitive to income changes over time. The implications of this study for researchers and policy makers are discussed. This study focuses on five birth cohorts of children captured in the NLSY-CS at age 3-4 (time 1) and then again at age 7-8 (time 2), to maximize the focus on school readiness. (Uses the cognitive subscale of the HOME as an outcome.)
	Bibliography Citation Votruba-Drzal, Elizabeth. "Income Changes and Cognitive Stimulation in Children's Home Environments during the Preschool and Early Elementary School Years." Presented: Atlanta, GA, Population Association of America Annual Meetings, May 2002.

8.	Votruba-Drzal, Elizabeth
8.	Income Changes and Cognitive Stimulation in Young Children's Home Environments M.A. Thesis, School of Education and Social Policy, Northwestern University - Evanston, 2003 Cohort(s): Children of the NLSY79 Publisher: School of Education and Social Policy, Northwestern University Keyword(s): Academic Development; Achievement; Family Income; Home Observation for Measurement of Environment (HOME); Poverty; School Entry/Readiness Permission to reprint the abstract has not been received from the publisher. Early home learning environments are the result of interactions between the developing child and the opportunity structures provided by the family. Income is one of several resources that affect the cognitive stimulation that children experience. Using data from the National Longitudinal Survey of Youth, this study examines the influence of household income on cognitive stimulation during the transition to school (age 3-4 years to 7-8 years). Cross-sectional and longitudinal fixed effects regressions are estimated to examine income's effect. Household income positively related to the level of cognitive stimulation in children's home environments across both sets of analyses. Home environments of children in low-income households were particularly sensitive to income changes over time. The implications of these results for programs and policies that reduce disparities in school readiness are discussed.
	Bibliography Citation Votruba-Drzal, Elizabeth. Income Changes and Cognitive Stimulation in Young Children's Home Environments. M.A. Thesis, School of Education and Social Policy, Northwestern University - Evanston, 2003.

9.	Votruba-Drzal, Elizabeth
9.	Income Changes and Cognitive Stimulation in Young Children's Home Learning Environments Working Paper No. 312, Joint Center for Poverty Research, October 2002. Also: http://www.jcpr.org/wpfiles/Votruba-Drzal.pdf Cohort(s): Children of the NLSY79, NLSY79 Publisher: Joint Center for Poverty Research Keyword(s): Cognitive Development; Home Observation for Measurement of Environment (HOME); Household Income; Modeling, Fixed Effects; Preschool Children; School Entry/Readiness Permission to reprint the abstract has not been received from the publisher. Please do not copy or cite without author's permission. Early home learning environments are the result of interactions between the developing child and the opportunity structures provided by the family. Income is one of several resources that affect the cognitive stimulation that children experience. Using data from the National Longitudinal Survey of Youth (N=2174) this study examines the influence of household income on cognitive stimulation during the transition to school (3-4 years old to 7-8 years old). Cross-sectional and longitudinal fixed effects regressions are estimated to examine income's effect. Household income was positively related to the level of cognitive stimulation in children's home environments across both sets of analyses. Home environments of children in low-income households were particularly sensitive to income changes over time. The implications of these results for programs and policies that reduce disparities in school readiness are discussed. This study focuses on five birth cohorts of children captured in the NLSY-CS at age 3-4 (time 1) and then again at age 7-8 (time 2), to maximize the focus on school readiness. (Uses the cognitive subscale of the HOME as an outcome measure.)
	Bibliography Citation Votruba-Drzal, Elizabeth. "Income Changes and Cognitive Stimulation in Young Children's Home Learning Environments." Working Paper No. 312, Joint Center for Poverty Research, October 2002.

10.	Votruba-Drzal, Elizabeth
10.	Income Changes and Cognitive Stimulation in Young Children's Home Learning Environments Journal of Marriage and Family 65,2 (May 2003): 341-356. Also: http://www.jstor.org/stable/3600081 Cohort(s): Children of the NLSY79, NLSY79 Publisher: National Council on Family Relations Keyword(s): Child Development; Children, Home Environment; Cognitive Development; Home Environment; Home Observation for Measurement of Environment (HOME); Household Income; Modeling, Fixed Effects; School Entry/Readiness Early home learning environments are the result of interactions between the developing children and the opportunity structures provided by their families. Income is one of several resources that affect the cognitive stimulation that children experience. Using data from the National Longitudinal Survey of Youth (N = 2,174) this study examines the influence of household income on cognitive stimulation during the transition to school (aged 3-4 years to 7-8 years). Cross-sectional and longitudinal fixed effects regressions are estimated to examine income's effect. Household income was positively related to the level of cognitive stimulation in children's home environments across both sets of analyses. Home environments of children in low-income households were particularly sensitive to income changes over time. The implications of these results for programs and policies that reduce disparities in school readiness are discussed. [ABSTRACT FROM AUTHOR]
	Bibliography Citation Votruba-Drzal, Elizabeth. "Income Changes and Cognitive Stimulation in Young Children's Home Learning Environments." Journal of Marriage and Family 65,2 (May 2003): 341-356.

11.	Votruba-Drzal, Elizabeth
11.	Starting School on Unequal Ground: Environmental Origins of Economic Disparities in School Readiness and Early Academic Achievement Ph.D. Dissertation, School of Education and Social Policy, Northwestern University, 2004 Cohort(s): Children of the NLSY79 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): Academic Development; Achievement; Behavior Problems Index (BPI); Family Income; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Poverty; School Entry/Readiness Permission to reprint the abstract has not been received from the publisher. When children enter first-grade they are not equally ready to learn. Some have developed better cognitive and socioemotional skills that are important for early school success. Children from low-income families are particularly at risk, as they tend to have lower scores on measures of school readiness than their more economically advantaged counterparts. Developmental differences when children start school are concerning since these disparities often persist and are even exacerbated beyond the early years of school. The goal of this dissertation is to advance our understanding of the environmental origins of economic disparities in school readiness and early academic achievement with implications for policy and practice. It examines the influence of three key environments- home, child care, and kindergarten - on children's development during the transition to school and into the early school years in three integrated studies. By synthesizing across three studies, it provides the means to consider the relative effectiveness of different strategies for promoting academic success among at-risk children.
	Bibliography Citation Votruba-Drzal, Elizabeth. Starting School on Unequal Ground: Environmental Origins of Economic Disparities in School Readiness and Early Academic Achievement. Ph.D. Dissertation, School of Education and Social Policy, Northwestern University, 2004.

12.	Whitfield, Kendra Betancur, Laura Miller, Portia Votruba-Drzal, Elizabeth
12.	Longitudinal Links between Income Dynamics and Young Adult Socioeconomic and Behavioral Health Outcomes Youth and Society 53,7 (2021): 1181-1210. Also: https://journals.sagepub.com/doi/full/10.1177/0044118X21996382 Cohort(s): NLSY79, NLSY79 Young Adult Publisher: Sage Publications Keyword(s): Childbearing, Adolescent; Childhood Adversity/Trauma; Depression (see also CESD); Economic Well-Being; Family Income; Income Dynamics/Shocks Permission to reprint the abstract has not been received from the publisher. Longitudinal links between childhood family income and adult outcomes are well documented. However, research on childhood income volatility and young adult outcomes is limited. This study utilizes data from the NLSY (N = 6,410) to examine how childhood family income and income volatility relate to socioeconomic outcomes and mental/behavioral health in emerging adulthood. Results show that lower childhood income was associated with young adult socioeconomic and behavioral health outcomes. Higher income volatility was associated with increased depression and teen parenthood during young adulthood. Additional analyses examining trajectories of income volatility illustrated that children in families with unstable income trajectories (i.e., frequent income losses and gains) showed higher depression scores than those with stable trajectories. These findings suggest that income volatility, not just income level or income loss, is important to consider when studying economic disparities in young adult outcomes. Implications for policies and programs for low-income, high-volatility households are discussed.
	Bibliography Citation Whitfield, Kendra, Laura Betancur, Portia Miller and Elizabeth Votruba-Drzal. "Longitudinal Links between Income Dynamics and Young Adult Socioeconomic and Behavioral Health Outcomes." Youth and Society 53,7 (2021): 1181-1210.

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