Search results

This data collection contains the first four waves of the Iowa Youth and Families Project (IYFP), conducted in 1989, 1990, 1991, and 1992. The Iowa Youth and Families Project was developed from an initial sample of 451 7th graders from two-parent families in rural Iowa. The study was merged with the Iowa Single Parent Project (ISPP) to form the Iowa Family Transitions Project in 1994, when the target youth were seniors in high school. Survey data were collected from the target child (7th grader), a sibling within four years of age of the target child, and both parents. Field interviewers visited families at their homes on several occasions to administer questionnaires and videotape interaction tasks including family discussion tasks, family problem-solving tasks, sibling interaction tasks, and marital interaction tasks.

The Household Data files contain information about the family's financial situation, involvement in farming, and demographic information about household members.

The Parent and the Child Survey Data files contain responses to survey questions about the quality and stability of family relationships, emotional, physical, and behavioral problems of individual family members, parent-child conflict, family problem-solving skills, social and financial support from outside the home, traumatic life experiences, alcohol, drug, and tobacco use, and opinions on topics such as abortion, parenting, and gender roles. In addition, the Child Survey Data files include responses collected from the target child and his or her sibling in the study about experiences with puberty, dating, sexual activity, and risk-taking behavior.

The Problem-Solving Data files contain survey data collected from respondents about the family interactions tasks.

The Observational Data files contain the interviewers' observations collected during these tasks.

Demographic variables include sex, age, employment status, occupation, income, home ownership, religious preference, frequency of religious attendance, as well as the ages and sex of all household members and their relationship to the head of household. Demographic information collected on the parents also includes their birth order within their family, the ages and political philosophy of their parents, the sex, age, education level, and occupation of their siblings, and the country of origin of their ancestors.

The Simmons Longitudinal Study (SLS) is a community-based study that has prospectively traced the life course of a single-aged cohort from childhood (age 5) to adulthood (age 26). Data were collected from multiple informants at seven major time points: age 5 (1977), age 6 (1978), age 9 (1980-1981), age 15 (1987), age 18 (1990), age 21 (1993-1994), and age 26 (1998). Since its inception in 1977, the SLS has utilized a multidisciplinary, multimethod approach, with the dual goals of: (1) tracing the development and course of academic difficulties, behavior problems, and psychopathology; and (2) identifying factors that promote health functioning from early childhood (age 5) to adulthood (age 26). The SLS has consistently emphasized the identification of modifiable social and environmental risk and protective factors that can be targeted directly in prevention and intervention programs. To date, SLS has published 50 journal articles and 9 book chapters. The original study group was comprised of every child who entered kindergarten in the fall of 1977 in one public school district in a northeastern town in the United States. For this wave of the study, Wave 4, interviews were conducted with the adolescents, then age 15 in 1987, most of whom were in 9th grade. They reported about their current family and peer relations, social and extracurricular activities, and overall adjustment. In addition, mothers reported on their children's development and behavior. When mothers were not available to be interviewed, interviewers spoke with another close family member. With parental consent, school records provided information about academic performance.

This study explored the implications and practices of school context for boys and girls located in Osun State, Nigeria. The study examined the socialization practices, division of labor, gender roles, and access to information and resources. A total of 1,032 students, aged 10 to 14 years old, were surveyed pre-intervention. Two years later 726 of those same students were surveyed once again. The student quantitative data (DS1) was obtained using the Global Early Adolescent Study (GEAS) instrument. The survey is a composite of three instruments - health, vignettes, and gender norm scales. Data obtained explored a series of key health and behavioral factors including:

• schooling status, aspiration, and connectedness;
• neighborhood safety and control;
• pubertal maturation;
• body comfort;
• health literacy;
• mental health including violence, depression and drug use;
• empowerment;
• sexual practices and romantic relationships; and
• future expectations.

Additionally, in DS1, the vignette-based questions and gender-norm scales assess student beliefs exploring perceptions with gender undertone statements. The vignette-based section assesses gender equality in scenarios related with child behavior and development (attraction to opposite sex, teasing / bullying, puberty, and pregnancy).

The school assessment instruments (DS2 and DS3) completed by teachers explored the content and structure of reproductive health topics taught in the schools. Also, overall gender attitudes were asked about.

The qualitative data (DS4) were obtained through small group interviews with parents. The interviews explored parents' perspective on their child's development, their role as agents of gender socialization, and how they view the school's role in teaching health sexuality.

Texas Longitudinal Study of Adolescent Stress Resilience and Health, 2016-2019 (TLSASR) is a multi-method study examining the effects of naturalistic stressors on adolescents as they enter and proceed through high school. This transitional period often presents adolescents with more and more complex sources of social and evaluative stress. Both stress levels and effectiveness of adolescents' responses can have consequences on their life course trajectories, including contributing to gender and racial/ethnic disparities in adult health and well-being. The TLSASR dataset aims to support researchers pursuing a deeper and more integrative understanding of this critical adolescent developmental period.

The study's data contain multiple waves of collection spanning the fall of 2016 to the spring of 2019. Informed by the biopsychosocial model of human development, the study integrates data from a range of sources and methods each wave/year. This included a survey battery assessing numerous psychological (e.g., stress, mental health, mindset), biological (e.g., height, weight, pubertal development), and contextual (e.g., school climate) factors, as well as daily in-school experience sampling, and daily salivary hormone levels for hormonal assessment. School records for each year are also included, as is an experimental manipulation testing the effects of a brief growth mindset intervention to promote improved stress resilience.