Rachel M Abenavoli
Biographic Data
| ID | 2332178 |
|---|---|
| NAME | Rachel M Abenavoli |
| GIVEN NAMES | Rachel M |
| FAMILY NAME | Abenavoli |
| SIGNATURE | ABENAVOLI R M |
| AFFILIATIONS | Pennsylvania State University |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 45 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition
Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City’s Pre-K for All
Many school districts face the empirical challenge of monitoring program quality to assure that all children experience pre-K environments that foster early learning and development. Factors that are exogenous to classrooms (such as evaluation timing) may play a role in estimates of program quality and yet are not fully understood. This paper examines the role of timing in pre-K classroom quality as it was observed in practice by one of the large…
Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom
"The mechanisms and moderators of "fade-out: Towards understanding why the skills of early childhood program participants converge over time with the skills of other children
Early childhood education (ECE) programs have been shown to produce immediate positive impacts on children's cognitive abilities, academic knowledge, and social-emotional skills. However, some research suggests that impacts may be modest and short-lived. That is, even though ECE enables participating children to begin kindergarten with greater skills on average compared with their peers, the skills of ECE attendees and nonattendees appear to conv…
Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts
In this article we seek to promote a deeper understanding of the value of universal intervention research in education as well as other fields and to call for greater interdisciplinary learning and discourse. Our goal is to deepen the conversation regarding how to build a stronger research orientation toward longitudinal, population-level outcomes in education and mental health. After highlighting the value of universal approaches targeting entir…
Rumination, Depression, and Gender in Early Adolescence: A Longitudinal Study of a Bidirectional Model
Recent research suggests that rumination may represent both a risk factor for and consequence of depression, especially among female samples. Nevertheless, few longitudinal studies have examined a reciprocal model of rumination and depression in early adolescence, just before rates of depression diverge by gender. The present study evaluated a cross-lagged path model of rumination and depression in a sample of 408 early adolescents. Gender modera…
Identification and validation of school readiness profiles among high-risk kindergartners
Social Support Seeking and Early Adolescent Depression and Anxiety Symptoms: The Moderating Role of Rumination
This study examined how social support seeking and rumination interacted to predict depression and anxiety symptoms six months later in early adolescents (N = 118; 11 - 14 yrs at baseline). We expected social support seeking would be more helpful for adolescents engaging in low rather than high levels of rumination. Adolescents self-reported on all measures at baseline, and on depression and anxiety symptoms six months later. Social support seeki…
Parent support for learning at school entry: Benefits for aggressive children in high-risk urban contexts
Parent Predictors of Adolescents’ Explanatory Style
The current study tested the prospective relations (six month lag) between three aspects of the parent-child relationship at Time 1 (T1) and adolescents' explanatory styles at Time 2 (T2): caregiving behaviors, parents' explanatory style for their own negative events, and parents' explanatory style for their children's negative events. The sample included 129 adolescents aged 11 to 14 years at baseline and their parents. Adolescents reported on t…
Character strengths predict subjective well-being during adolescence
Previous research indicates that several character strengths (e.g., gratitude, optimism, persistence, and self-regulation) correlate positively with measures of subjective well-being in adolescents. We examined whether character strengths predict future well-being. Adolescent high school students (N = 149) completed the Values in Action Inventory of Strengths for Youth and measures of subjective well-being (depression, happiness, life satisfactio…
"The mechanisms and moderators of "fade-out: Towards understanding why the skills of early childhood program participants converge over time with the skills of other children
Early childhood education (ECE) programs have been shown to produce immediate positive impacts on children's cognitive abilities, academic knowledge, and social-emotional skills. However, some research suggests that impacts may be modest and short-lived. That is, even though ECE enables participating children to begin kindergarten with greater skills on average compared with their peers, the skills of ECE attendees and nonattendees appear to conv…
Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom
Identification and validation of school readiness profiles among high-risk kindergartners
Rumination, Depression, and Gender in Early Adolescence: A Longitudinal Study of a Bidirectional Model
Recent research suggests that rumination may represent both a risk factor for and consequence of depression, especially among female samples. Nevertheless, few longitudinal studies have examined a reciprocal model of rumination and depression in early adolescence, just before rates of depression diverge by gender. The present study evaluated a cross-lagged path model of rumination and depression in a sample of 408 early adolescents. Gender modera…
Social Support Seeking and Early Adolescent Depression and Anxiety Symptoms: The Moderating Role of Rumination
This study examined how social support seeking and rumination interacted to predict depression and anxiety symptoms six months later in early adolescents (N = 118; 11 - 14 yrs at baseline). We expected social support seeking would be more helpful for adolescents engaging in low rather than high levels of rumination. Adolescents self-reported on all measures at baseline, and on depression and anxiety symptoms six months later. Social support seeki…
Parent support for learning at school entry: Benefits for aggressive children in high-risk urban contexts
Parent Predictors of Adolescents’ Explanatory Style
The current study tested the prospective relations (six month lag) between three aspects of the parent-child relationship at Time 1 (T1) and adolescents' explanatory styles at Time 2 (T2): caregiving behaviors, parents' explanatory style for their own negative events, and parents' explanatory style for their children's negative events. The sample included 129 adolescents aged 11 to 14 years at baseline and their parents. Adolescents reported on t…
Character strengths predict subjective well-being during adolescence
Previous research indicates that several character strengths (e.g., gratitude, optimism, persistence, and self-regulation) correlate positively with measures of subjective well-being in adolescents. We examined whether character strengths predict future well-being. Adolescent high school students (N = 149) completed the Values in Action Inventory of Strengths for Youth and measures of subjective well-being (depression, happiness, life satisfactio…
Parent support for learning at school entry: Benefits for aggressive children in high-risk urban contexts
Parent Predictors of Adolescents’ Explanatory Style
The current study tested the prospective relations (six month lag) between three aspects of the parent-child relationship at Time 1 (T1) and adolescents' explanatory styles at Time 2 (T2): caregiving behaviors, parents' explanatory style for their own negative events, and parents' explanatory style for their children's negative events. The sample included 129 adolescents aged 11 to 14 years at baseline and their parents. Adolescents reported on t…
Social Support Seeking and Early Adolescent Depression and Anxiety Symptoms: The Moderating Role of Rumination
This study examined how social support seeking and rumination interacted to predict depression and anxiety symptoms six months later in early adolescents (N = 118; 11 - 14 yrs at baseline). We expected social support seeking would be more helpful for adolescents engaging in low rather than high levels of rumination. Adolescents self-reported on all measures at baseline, and on depression and anxiety symptoms six months later. Social support seeki…
Identification and validation of school readiness profiles among high-risk kindergartners
Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts
In this article we seek to promote a deeper understanding of the value of universal intervention research in education as well as other fields and to call for greater interdisciplinary learning and discourse. Our goal is to deepen the conversation regarding how to build a stronger research orientation toward longitudinal, population-level outcomes in education and mental health. After highlighting the value of universal approaches targeting entir…
Rumination, Depression, and Gender in Early Adolescence: A Longitudinal Study of a Bidirectional Model
Recent research suggests that rumination may represent both a risk factor for and consequence of depression, especially among female samples. Nevertheless, few longitudinal studies have examined a reciprocal model of rumination and depression in early adolescence, just before rates of depression diverge by gender. The present study evaluated a cross-lagged path model of rumination and depression in a sample of 408 early adolescents. Gender modera…
"The mechanisms and moderators of "fade-out: Towards understanding why the skills of early childhood program participants converge over time with the skills of other children
Early childhood education (ECE) programs have been shown to produce immediate positive impacts on children's cognitive abilities, academic knowledge, and social-emotional skills. However, some research suggests that impacts may be modest and short-lived. That is, even though ECE enables participating children to begin kindergarten with greater skills on average compared with their peers, the skills of ECE attendees and nonattendees appear to conv…
Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City’s Pre-K for All
Many school districts face the empirical challenge of monitoring program quality to assure that all children experience pre-K environments that foster early learning and development. Factors that are exogenous to classrooms (such as evaluation timing) may play a role in estimates of program quality and yet are not fully understood. This paper examines the role of timing in pre-K classroom quality as it was observed in practice by one of the large…
Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom
Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition
Psychology (11 works) · Developmental psychology (9 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Early Childhood Education and Development (7 works) · Clinical Psychology (4 works) · Parental Involvement in Education (4 works) · Social Psychology (4 works) · Clinical Psychology (3 works) · Cognition (3 works) · Mathematics education (3 works)