Kayla Puente
Datos Biográficos
| ID | 4814068 |
|---|---|
| NOMBRE | Kayla Puente |
| NOMBRES | Kayla |
| APELLIDO | Puente |
| FIRMA | PUENTE K |
| AFILIACIONES | University of California, Irvine |
| ORCID | 0000-0001-5173-6390 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Bridging the Gap Between Transformative Social and Emotional Learning and Motivation
There has been a large focus in education research to understand marginalized populations’ lived experiences and persistence in order to improve learning environments. Transformative social and emotional learning (TSEL) and motivation have both been areas associated with an individual’s academic outcomes and psychological functioning. To date, there has been little research on its potential overlaps despite its associations to these outcomes. We …
If I can’t help, I find someone who can
Latine parents from lower socioeconomic backgrounds in the United States (US) often face challenges when supporting their adolescents’ education in subjects like math. Guided by strengths-based, culturally grounded frameworks, this study explored the challenges Latine parents faced when supporting adolescents’ math learning and how they leveraged their community cultural wealth via specific strategies to address challenges. We conducted semi-stru…
Longitudinal associations between Latine parents' support and their adolescents' science motivation and STEM career expectations
INTRODUCTION: Parents' science support and adolescents' motivational beliefs are associated with adolescents' expectations for their future occupations; however, these associations have been mostly investigated among White, middle-class samples. Framed by situated expectancy-value theory, the current study investigated: (1) the associations between parents' science support in 9th grade and Latine adolescents' science intrinsic value, utility valu…
Children’s self-control as an antecedent of adolescent prosociality and adult civic engagement
Guided by the ecological model of civic development, this study examined the extent to which the growth in children’s self-control during middle childhood predicted their civic engagement at age 26 directly and indirectly via their prosociality at age 15. We used data from 1,042 children (50% female, 77% White) in the NICHD Study of Early Child Care and Youth Development. Children’s self-control at 3rd grade and growth in self-control from 3rd to…
Latinx adolescents’ school-related science conversations with family members
Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability self-concepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We us…
Longitudinal Links Between Profiles of Social Emotional Behaviors in Childhood and Functioning in Early Adolescence
In this study, we identified (1) subgroups of youth during middle childhood who displayed distinct profiles of social emotional learning (SEL) skills including cooperation, prosocial behaviors, work habits, emotion regulation, and self-control; and (2) how these profiles predict longitudinal academic and social functioning during early adolescence. Using the NICHD SECCYD dataset ( N = 932, 49% girls), four profiles emerged: relatively low SEL (14…
Latinx and white adolescents’ reasons behind organized activity participation
This cross-sectional study examined why Latinx adolescents participated in organized activities in comparison to White adolescents. This study, utilizing phone interviews for surveying, included 236 participants (53% female) of Latinx (64%) and White (36%) descent from four Southwest middle schools to answer these overarching questions: (1) What are the dimensions of adolescents’ reasons for participating in activities and how do these reasons di…
Culturally Responsive Practices
High‐quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low‐income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful p…
Developmental Trajectories of Science Identity Beliefs
Though adolescents’ science identity beliefs predict positive STEM outcomes, researchers have yet to examine developmental differences within racial/ethnic groups despite theoretical arguments for such studies. The current study examined science identity trajectories for Black (14%), Latinx (22%), Asian (4%), and White (52%) students ( N = 21,170; 50% girls) from 9 th grade to three years post-high school and the variability within each racial/et…
Culturally Responsive Practices
High‐quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low‐income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful p…
Latinx and white adolescents’ reasons behind organized activity participation
This cross-sectional study examined why Latinx adolescents participated in organized activities in comparison to White adolescents. This study, utilizing phone interviews for surveying, included 236 participants (53% female) of Latinx (64%) and White (36%) descent from four Southwest middle schools to answer these overarching questions: (1) What are the dimensions of adolescents’ reasons for participating in activities and how do these reasons di…
Culturally Responsive Practices
High‐quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low‐income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful p…
Developmental Trajectories of Science Identity Beliefs
Though adolescents’ science identity beliefs predict positive STEM outcomes, researchers have yet to examine developmental differences within racial/ethnic groups despite theoretical arguments for such studies. The current study examined science identity trajectories for Black (14%), Latinx (22%), Asian (4%), and White (52%) students ( N = 21,170; 50% girls) from 9 th grade to three years post-high school and the variability within each racial/et…
Longitudinal Links Between Profiles of Social Emotional Behaviors in Childhood and Functioning in Early Adolescence
In this study, we identified (1) subgroups of youth during middle childhood who displayed distinct profiles of social emotional learning (SEL) skills including cooperation, prosocial behaviors, work habits, emotion regulation, and self-control; and (2) how these profiles predict longitudinal academic and social functioning during early adolescence. Using the NICHD SECCYD dataset ( N = 932, 49% girls), four profiles emerged: relatively low SEL (14…
Latinx adolescents’ school-related science conversations with family members
Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability self-concepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We us…
Longitudinal associations between Latine parents' support and their adolescents' science motivation and STEM career expectations
INTRODUCTION: Parents' science support and adolescents' motivational beliefs are associated with adolescents' expectations for their future occupations; however, these associations have been mostly investigated among White, middle-class samples. Framed by situated expectancy-value theory, the current study investigated: (1) the associations between parents' science support in 9th grade and Latine adolescents' science intrinsic value, utility valu…
Children’s self-control as an antecedent of adolescent prosociality and adult civic engagement
Guided by the ecological model of civic development, this study examined the extent to which the growth in children’s self-control during middle childhood predicted their civic engagement at age 26 directly and indirectly via their prosociality at age 15. We used data from 1,042 children (50% female, 77% White) in the NICHD Study of Early Child Care and Youth Development. Children’s self-control at 3rd grade and growth in self-control from 3rd to…
If I can’t help, I find someone who can
Latine parents from lower socioeconomic backgrounds in the United States (US) often face challenges when supporting their adolescents’ education in subjects like math. Guided by strengths-based, culturally grounded frameworks, this study explored the challenges Latine parents faced when supporting adolescents’ math learning and how they leveraged their community cultural wealth via specific strategies to address challenges. We conducted semi-stru…
Bridging the Gap Between Transformative Social and Emotional Learning and Motivation
There has been a large focus in education research to understand marginalized populations’ lived experiences and persistence in order to improve learning environments. Transformative social and emotional learning (TSEL) and motivation have both been areas associated with an individual’s academic outcomes and psychological functioning. To date, there has been little research on its potential overlaps despite its associations to these outcomes. We …
Psychology (9 obras) · Developmental psychology (8 obras) · Social Psychology (7 obras) · Early Childhood Education and Development (6 obras) · Social Psychology (5 obras) · Medicine (4 obras) · Pedagogy (4 obras) · Youth Development and Social Support (4 obras) · Education, Achievement, and Giftedness (3 obras) · Parental Involvement in Education (3 obras)