Elizabeth R Peterson
Biographic Data
| ID | 354442 |
|---|---|
| NAME | Elizabeth R Peterson |
| GIVEN NAMES | Elizabeth R |
| FAMILY NAME | Peterson |
| SIGNATURE | PETERSON E R |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-2702-6986 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Have we found directionality? Longitudinal associations between screen use and executive function in children. A scoping review
Excessive screen use and Executive Function (EF) deficits are each associated with a range of adverse life outcomes. This review aims to examine whether longitudinal associations exist between children’s screen use and their EF, to determine the direction of these potential relationships, and to explore current measurement approaches, including associated outcomes, to inform future research. Six electronic databases were searched for studies publ…
Calls over cuddles
Based on past research showing negative associations between parents' use of mobile technologies whilst parenting (so-called “technoference”) and parental responsiveness and attachment, we hypothesised negative associations of technoference and parental warmth for parents of infants. Linear regression with bootstrapping was used to test the associations of several forms of mobile phone use and self-rated parental warmth in a sample of 64 predomin…
Experiences in times of Covid ‐19
The impact of the COVID‐19 pandemic and associated lockdown measures on child and family functioning requires ongoing investigation to understand its far‐reaching effects. This study investigated the experiences of 10‐year‐old children ( n = 2421) from the Growing Up in New Zealand longitudinal cohort during some of the strictest pandemic‐related lockdown measures of 2020, with the aim of examining the effects of these measures on several aspects…
Learning from errors and failure in educational contexts
Examining the association between mothers’ life logistics and screen time of children aged 4 – 5 years old
The recent proliferation of mobile technology has dramatically changed the media landscape experienced by today’s preschool children, which presents an opportunity to re-appraise the predictors of screen time for children in this age group. Previous research conducted by Beyens and Eggermont has shown mothers’ life logistics to be longitudinally predictive of one- to fouryear-old children’s hours of TV viewing. Their Observed Life Logistics Model…
How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure
BackgroundMany people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes.AimsIn this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes.SampleDrawing on the large pre-birth Growing Up in New Zealand c…
Identifying the predictors of four modes of using digital technologies at 8 years of age
There is a growing call for research into how digital technology usage during childhood contributes to shaping contemporary digital divides. To our knowledge, the current study is the first to examine ways of maximising children’s chances of developing modes of use that involve greater engagement with more advanced and creative digital activities. Drawing on our prior research identifying four distinct modes of using digital technologies in 8-yea…
Proximal Processes and Contextual Factors Associated with Early Socio-emotional Competence Development
Maternal reminiscing during middle childhood
The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth longitudinal cohort study Growing Up in N…
Are distinct modes of using digital technologies evident by age eight? Implications for digital divides
The Association Between Persistence and Change in Behavioral Difficulties During Early to Middle Childhood and Cognitive Abilities at Age 8
We investigated the association between persistence and change in behavioral difficulties during early to middle childhood and several cognitive outcomes. We observed 3904 8-year-olds enrolled in the longitudinal study Growing Up in New Zealand (50% male/female; 23% Māori, 9% Pacific Peoples, 13% Asian, 2% Middle Eastern/Latin American/African, 9% Other, 43% European). The NIH Toolbox Cognition Battery was used to assess cognitive functioning at …
Do Patterns of Levels of Socio-emotional Competence During Early Childhood Predict Executive Function at 4.5 Years
The Association Between Persistence and Change in Early Childhood Behavioural Problems and Preschool Cognitive Outcomes
Psychological Distress Among Resident and Nonresident Fathers
When fathers live away from their children, taking an active paternal role may become challenging and can add to paternal psychological distress. In a large ( N = 3,980) diverse cohort, we found that nonresident fathers are more likely to be psychologically distressed than resident fathers (27.4% vs. 15.2%) and more likely to report wanting a change in the level of involvement they have in their child's life (76.6% vs. 58.1%). Nonresident fathers…
Antenatal and Postnatal Determinants of Behavioural Difficulties in Early Childhood
I hardly see my baby
Combining motherhood and paid work presents a significant challenge for many women. We asked 2388 working New Zealand mothers of infants about their biggest highlight and challenge since the birth of their child. Thematic analysis revealed the top three reported highlights were Enjoyment of the Child (40%), Child Development (29%) and Attributes of the Child (16%). The top three challenges included Time Management (24%), difficulties with materna…
Teacher gender, and expectation of reading achievement in New Zealand elementary school students
Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was condu…
Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement
A Longitudinal Study of Pre-pregnancy and Pregnancy Risk Factors Associated with Antenatal and Postnatal Symptoms of Depression
Student conceptions of feedback
BackgroundLecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance.AimsThis study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to…
A teacher expectation intervention
How to Get Focus Groups Talking
In this article the authors outline an innovative way of using sticky notes, such as Post-its, within focus groups to help facilitators stimulate discussion, draw out reluctant participants, structure information, and help produce a group outcome that all members feel they own. They outline how sticky notes can be used to generate information, check for understanding, and group and sort ideas
Conceptions of learning and knowledge in higher education
Biased Assimilation of Sociopolitical Arguments
The tendency for people to rate attitude-confirming information more positively than attitude-disconfirming information (biased assimilation) was studied in a naturalistic context. Participants watched and evaluated the first 1996 Presidential Debate between Bill Clinton and Bob Dole. Regression analyses revealed that predebate attitudes but not expectations predicted postdebate argument evaluations and perceived attitude change. Participants eva…
How to Get Focus Groups Talking
In this article the authors outline an innovative way of using sticky notes, such as Post-its, within focus groups to help facilitators stimulate discussion, draw out reluctant participants, structure information, and help produce a group outcome that all members feel they own. They outline how sticky notes can be used to generate information, check for understanding, and group and sort ideas
Teacher gender, and expectation of reading achievement in New Zealand elementary school students
Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was condu…
Student conceptions of feedback
BackgroundLecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance.AimsThis study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to…
How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure
BackgroundMany people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes.AimsIn this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes.SampleDrawing on the large pre-birth Growing Up in New Zealand c…
Experiences in times of Covid ‐19
The impact of the COVID‐19 pandemic and associated lockdown measures on child and family functioning requires ongoing investigation to understand its far‐reaching effects. This study investigated the experiences of 10‐year‐old children ( n = 2421) from the Growing Up in New Zealand longitudinal cohort during some of the strictest pandemic‐related lockdown measures of 2020, with the aim of examining the effects of these measures on several aspects…
Maternal reminiscing during middle childhood
The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth longitudinal cohort study Growing Up in N…
Biased Assimilation of Sociopolitical Arguments
The tendency for people to rate attitude-confirming information more positively than attitude-disconfirming information (biased assimilation) was studied in a naturalistic context. Participants watched and evaluated the first 1996 Presidential Debate between Bill Clinton and Bob Dole. Regression analyses revealed that predebate attitudes but not expectations predicted postdebate argument evaluations and perceived attitude change. Participants eva…
Conceptions of learning and knowledge in higher education
How to Get Focus Groups Talking
In this article the authors outline an innovative way of using sticky notes, such as Post-its, within focus groups to help facilitators stimulate discussion, draw out reluctant participants, structure information, and help produce a group outcome that all members feel they own. They outline how sticky notes can be used to generate information, check for understanding, and group and sort ideas
A teacher expectation intervention
Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement
A Longitudinal Study of Pre-pregnancy and Pregnancy Risk Factors Associated with Antenatal and Postnatal Symptoms of Depression
Student conceptions of feedback
BackgroundLecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance.AimsThis study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to…
I hardly see my baby
Combining motherhood and paid work presents a significant challenge for many women. We asked 2388 working New Zealand mothers of infants about their biggest highlight and challenge since the birth of their child. Thematic analysis revealed the top three reported highlights were Enjoyment of the Child (40%), Child Development (29%) and Attributes of the Child (16%). The top three challenges included Time Management (24%), difficulties with materna…
Teacher gender, and expectation of reading achievement in New Zealand elementary school students
Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was condu…
Antenatal and Postnatal Determinants of Behavioural Difficulties in Early Childhood
Psychological Distress Among Resident and Nonresident Fathers
When fathers live away from their children, taking an active paternal role may become challenging and can add to paternal psychological distress. In a large ( N = 3,980) diverse cohort, we found that nonresident fathers are more likely to be psychologically distressed than resident fathers (27.4% vs. 15.2%) and more likely to report wanting a change in the level of involvement they have in their child's life (76.6% vs. 58.1%). Nonresident fathers…
The Association Between Persistence and Change in Early Childhood Behavioural Problems and Preschool Cognitive Outcomes
Do Patterns of Levels of Socio-emotional Competence During Early Childhood Predict Executive Function at 4.5 Years
Are distinct modes of using digital technologies evident by age eight? Implications for digital divides
The Association Between Persistence and Change in Behavioral Difficulties During Early to Middle Childhood and Cognitive Abilities at Age 8
We investigated the association between persistence and change in behavioral difficulties during early to middle childhood and several cognitive outcomes. We observed 3904 8-year-olds enrolled in the longitudinal study Growing Up in New Zealand (50% male/female; 23% Māori, 9% Pacific Peoples, 13% Asian, 2% Middle Eastern/Latin American/African, 9% Other, 43% European). The NIH Toolbox Cognition Battery was used to assess cognitive functioning at …
Proximal Processes and Contextual Factors Associated with Early Socio-emotional Competence Development
Maternal reminiscing during middle childhood
The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth longitudinal cohort study Growing Up in N…
Identifying the predictors of four modes of using digital technologies at 8 years of age
There is a growing call for research into how digital technology usage during childhood contributes to shaping contemporary digital divides. To our knowledge, the current study is the first to examine ways of maximising children’s chances of developing modes of use that involve greater engagement with more advanced and creative digital activities. Drawing on our prior research identifying four distinct modes of using digital technologies in 8-yea…
Calls over cuddles
Based on past research showing negative associations between parents' use of mobile technologies whilst parenting (so-called “technoference”) and parental responsiveness and attachment, we hypothesised negative associations of technoference and parental warmth for parents of infants. Linear regression with bootstrapping was used to test the associations of several forms of mobile phone use and self-rated parental warmth in a sample of 64 predomin…
Experiences in times of Covid ‐19
The impact of the COVID‐19 pandemic and associated lockdown measures on child and family functioning requires ongoing investigation to understand its far‐reaching effects. This study investigated the experiences of 10‐year‐old children ( n = 2421) from the Growing Up in New Zealand longitudinal cohort during some of the strictest pandemic‐related lockdown measures of 2020, with the aim of examining the effects of these measures on several aspects…
Learning from errors and failure in educational contexts
Examining the association between mothers’ life logistics and screen time of children aged 4 – 5 years old
The recent proliferation of mobile technology has dramatically changed the media landscape experienced by today’s preschool children, which presents an opportunity to re-appraise the predictors of screen time for children in this age group. Previous research conducted by Beyens and Eggermont has shown mothers’ life logistics to be longitudinally predictive of one- to fouryear-old children’s hours of TV viewing. Their Observed Life Logistics Model…
How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure
BackgroundMany people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes.AimsIn this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes.SampleDrawing on the large pre-birth Growing Up in New Zealand c…
Have we found directionality? Longitudinal associations between screen use and executive function in children. A scoping review
Excessive screen use and Executive Function (EF) deficits are each associated with a range of adverse life outcomes. This review aims to examine whether longitudinal associations exist between children’s screen use and their EF, to determine the direction of these potential relationships, and to explore current measurement approaches, including associated outcomes, to inform future research. Six electronic databases were searched for studies publ…
Psychology (20 works) · Developmental psychology (13 works) · Medicine (9 works) · Early Childhood Education and Development (7 works) · Social Psychology (7 works) · Psychiatry (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Child Development and Digital Technology (5 works) · Computer Science (5 works) · Early childhood (5 works)