Q Shi
Biographic Data
| ID | 33053 |
|---|---|
| NAME | Q Shi |
| GIVEN NAMES | Q |
| FAMILY NAME | Shi |
| SIGNATURE | SHI Q |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0003-2157-0590 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Transactional associations among children’s externalizing and internalizing behaviors, teacher and peer relationships, and academic performance
Longitudinal associations between teacher-student relationships and school engagement in early elementary school years: Gender differences
Influence of Urban Planning on Social Dynamics: Spatial Forms and People’s Behavior in the Public Spaces of Baghdad
It is well known that there is a complex interaction between urban spatial design and human behavior. Environment has a significant impact on social dynamics and the activities of people. It is more pronounced in cities. In the Al-Bataween area of Baghdad, the interaction of people with their surroundings provides an opportunity to examine the physical space layout that influences routines and social interactions. In this context, this paper exam…
Visualizing holistic person-specific dynamic systems: A case example with self-efficacy and self-care behavior in emerging adults with type 1 diabetes
Common ways to test associations between two repeatedly measured constructs have two primary limitations. Studies often report the average effects and ignore the heterogeneity. Independently interpreted autoregression and cross-lagged coefficients (i.e. local effects) may not match the holistic dynamic patterns (i.e. considering all coefficients simultaneously). Our paper aims to address the limitations by introducing vector plots to visualize ho…
Young adults' intergroup prosocial behavior and its associations with social dominance orientation, social identities, prosocial moral obligation, and belongingness
In an increasingly diverse world, understanding young adults' intergroup prosocial behavior toward diverse others may inform ways to reduce intergroup conflict and cultivate an equitable and inclusive society. The college years are often the first time that young adults begin to explore their social identities and intergroup relations independently from their parents. Thus, we focused on college students and examined social dominance orientation,…
A comparison of models for inferring longitudinal reciprocal relationships between constructs: A case example with internalizing and externalizing problems
Developmental researchers commonly utilize longitudinal data to decompose reciprocal and dynamic associations between repeatedly measured constructs to better understand the temporal precedence between constructs. Although the cross‐lagged panel model (CLPM) is commonly used in developmental research, it has been criticized for its potential to produce biased estimates due to the fact of ignoring the trait‐like, time‐invariant nature of stability…
Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities
The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, an…
Co-occurring trajectories of internalizing and externalizing problems from grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance
This investigation examined patterns of codeveloping internalizing and externalizing problems from early childhood through adolescence (i.e., Grades 1 to 12). Subgroups of children with heterogeneous developmental trajectories (i.e., pure and co-occurring internalizing and externalizing problems) were identified and their long-term associations with teacher-child relationship quality and academic (math and reading) performance were assessed. Find…
Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12
Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence: Associations with early childhood individual and contextual antecedents
As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that…
Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence: Associations with early childhood individual and contextual antecedents
As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that…
A comparison of models for inferring longitudinal reciprocal relationships between constructs: A case example with internalizing and externalizing problems
Developmental researchers commonly utilize longitudinal data to decompose reciprocal and dynamic associations between repeatedly measured constructs to better understand the temporal precedence between constructs. Although the cross‐lagged panel model (CLPM) is commonly used in developmental research, it has been criticized for its potential to produce biased estimates due to the fact of ignoring the trait‐like, time‐invariant nature of stability…
Young adults' intergroup prosocial behavior and its associations with social dominance orientation, social identities, prosocial moral obligation, and belongingness
In an increasingly diverse world, understanding young adults' intergroup prosocial behavior toward diverse others may inform ways to reduce intergroup conflict and cultivate an equitable and inclusive society. The college years are often the first time that young adults begin to explore their social identities and intergroup relations independently from their parents. Thus, we focused on college students and examined social dominance orientation,…
Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12
Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence: Associations with early childhood individual and contextual antecedents
As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that…
Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities
The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, an…
Co-occurring trajectories of internalizing and externalizing problems from grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance
This investigation examined patterns of codeveloping internalizing and externalizing problems from early childhood through adolescence (i.e., Grades 1 to 12). Subgroups of children with heterogeneous developmental trajectories (i.e., pure and co-occurring internalizing and externalizing problems) were identified and their long-term associations with teacher-child relationship quality and academic (math and reading) performance were assessed. Find…
A comparison of models for inferring longitudinal reciprocal relationships between constructs: A case example with internalizing and externalizing problems
Developmental researchers commonly utilize longitudinal data to decompose reciprocal and dynamic associations between repeatedly measured constructs to better understand the temporal precedence between constructs. Although the cross‐lagged panel model (CLPM) is commonly used in developmental research, it has been criticized for its potential to produce biased estimates due to the fact of ignoring the trait‐like, time‐invariant nature of stability…
Young adults' intergroup prosocial behavior and its associations with social dominance orientation, social identities, prosocial moral obligation, and belongingness
In an increasingly diverse world, understanding young adults' intergroup prosocial behavior toward diverse others may inform ways to reduce intergroup conflict and cultivate an equitable and inclusive society. The college years are often the first time that young adults begin to explore their social identities and intergroup relations independently from their parents. Thus, we focused on college students and examined social dominance orientation,…
Influence of Urban Planning on Social Dynamics: Spatial Forms and People’s Behavior in the Public Spaces of Baghdad
It is well known that there is a complex interaction between urban spatial design and human behavior. Environment has a significant impact on social dynamics and the activities of people. It is more pronounced in cities. In the Al-Bataween area of Baghdad, the interaction of people with their surroundings provides an opportunity to examine the physical space layout that influences routines and social interactions. In this context, this paper exam…
Visualizing holistic person-specific dynamic systems: A case example with self-efficacy and self-care behavior in emerging adults with type 1 diabetes
Common ways to test associations between two repeatedly measured constructs have two primary limitations. Studies often report the average effects and ignore the heterogeneity. Independently interpreted autoregression and cross-lagged coefficients (i.e. local effects) may not match the holistic dynamic patterns (i.e. considering all coefficients simultaneously). Our paper aims to address the limitations by introducing vector plots to visualize ho…
Transactional associations among children’s externalizing and internalizing behaviors, teacher and peer relationships, and academic performance
Longitudinal associations between teacher-student relationships and school engagement in early elementary school years: Gender differences
Psychology (9 works) · Developmental psychology (8 works) · Social Psychology (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Academic achievement (3 works) · Early Childhood Education and Development (3 works) · Externalization (3 works) · Longitudinal study (3 works) · Social Psychology (3 works) · Clinical Psychology (2 works)