Colleen R O’neal
Biographic Data
| ID | 4088455 |
|---|---|
| NAME | Colleen R O’neal |
| GIVEN NAMES | Colleen R |
| FAMILY NAME | O’neal |
| SIGNATURE | O’NEAL C R |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0003-3461-218X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Child anger regulation measure: Psychometric properties, prediction of emotional engagement, and gender differences
The objective of this study was to understand the psychometric functioning of the Child Anger Regulation Measure (CARM), its prediction of emotional engagement, and if the prediction of emotional engagement differs for girls and boys. The sample included 251 upper‐elementary school students in the United States (10% Black, 62% White, 6% Latinx, 5% Asian, 12% Multiethnic/Other; 58% female; average age = 9.7 years). Emotional engagement in school w…
Stress, mental health, and self-care among refugee teachers in Malaysia
A reciprocal, moderated mediation model of grit, engagement, and literacy achievement among dual language learners
This short‐term longitudinal study asked (a) how and for whom socioemotional factors like grit and emotional engagement predict later literacy achievement; and (b) if there are reciprocal effects between literacy and these socioemotional factors. An autoregressive cross‐lagged (ARCR) design included 3 time points over 4 months with an ethnic minority, dual language learner sample ( n = 142; 54% female; 75% Latina/o; M = 9.47 years old). The proce…
How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement.
Duckworth, Peterson, Matthews, and Kelly (2007) defined grit as one’s passion and perseverance toward long-term goals. They proposed that it consists of 2 components: consistency of interests and perseverance of effort. In a high school and college student sample, we used a multidimensional item response theory approach to examine (a) the factor structure of grit, and (b) grit’s relations to and overlap with conceptually and operationally similar…
Grit Under Duress: Stress, Strengths, and Academic Success Among Non-Citizen and Citizen Latina/o First-Generation College Students
Undocumented Latina/o college students face obstacles and stressors; their stressful experiences and academic strengths merit empirical attention. This cross-sectional, mixed-methods study explored stress, depression, grit, and grade point average (GPA) of 84 non-citizen, Latina/o first-generation college students with a comparison group of 180 citizen, Latina/o first-generation college students in Maryland. Qualitative interviews were conducted …
Social Support Networks of African‐American Children Attending Head Start: A Longitudinal Investigation of Structural and Supportive Network Characteristics
This study examined the stability and coherence of African‐American children's social support networks. Participants included a total of 106 3‐ to 4‐year‐old children attending Head Start centers located in the southeast. Children completed a social network interview in two consecutive years at the Head Start centers. These interviews tapped multiple dimensions of the support network including social embeddedness, proportion of the network provid…
A reciprocal, moderated mediation model of grit, engagement, and literacy achievement among dual language learners
This short‐term longitudinal study asked (a) how and for whom socioemotional factors like grit and emotional engagement predict later literacy achievement; and (b) if there are reciprocal effects between literacy and these socioemotional factors. An autoregressive cross‐lagged (ARCR) design included 3 time points over 4 months with an ethnic minority, dual language learner sample ( n = 142; 54% female; 75% Latina/o; M = 9.47 years old). The proce…
Grit Under Duress: Stress, Strengths, and Academic Success Among Non-Citizen and Citizen Latina/o First-Generation College Students
Undocumented Latina/o college students face obstacles and stressors; their stressful experiences and academic strengths merit empirical attention. This cross-sectional, mixed-methods study explored stress, depression, grit, and grade point average (GPA) of 84 non-citizen, Latina/o first-generation college students with a comparison group of 180 citizen, Latina/o first-generation college students in Maryland. Qualitative interviews were conducted …
Social Support Networks of African‐American Children Attending Head Start: A Longitudinal Investigation of Structural and Supportive Network Characteristics
This study examined the stability and coherence of African‐American children's social support networks. Participants included a total of 106 3‐ to 4‐year‐old children attending Head Start centers located in the southeast. Children completed a social network interview in two consecutive years at the Head Start centers. These interviews tapped multiple dimensions of the support network including social embeddedness, proportion of the network provid…
Grit Under Duress: Stress, Strengths, and Academic Success Among Non-Citizen and Citizen Latina/o First-Generation College Students
Undocumented Latina/o college students face obstacles and stressors; their stressful experiences and academic strengths merit empirical attention. This cross-sectional, mixed-methods study explored stress, depression, grit, and grade point average (GPA) of 84 non-citizen, Latina/o first-generation college students with a comparison group of 180 citizen, Latina/o first-generation college students in Maryland. Qualitative interviews were conducted …
How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement.
Duckworth, Peterson, Matthews, and Kelly (2007) defined grit as one’s passion and perseverance toward long-term goals. They proposed that it consists of 2 components: consistency of interests and perseverance of effort. In a high school and college student sample, we used a multidimensional item response theory approach to examine (a) the factor structure of grit, and (b) grit’s relations to and overlap with conceptually and operationally similar…
A reciprocal, moderated mediation model of grit, engagement, and literacy achievement among dual language learners
This short‐term longitudinal study asked (a) how and for whom socioemotional factors like grit and emotional engagement predict later literacy achievement; and (b) if there are reciprocal effects between literacy and these socioemotional factors. An autoregressive cross‐lagged (ARCR) design included 3 time points over 4 months with an ethnic minority, dual language learner sample ( n = 142; 54% female; 75% Latina/o; M = 9.47 years old). The proce…
Stress, mental health, and self-care among refugee teachers in Malaysia
Child anger regulation measure: Psychometric properties, prediction of emotional engagement, and gender differences
The objective of this study was to understand the psychometric functioning of the Child Anger Regulation Measure (CARM), its prediction of emotional engagement, and if the prediction of emotional engagement differs for girls and boys. The sample included 251 upper‐elementary school students in the United States (10% Black, 62% White, 6% Latinx, 5% Asian, 12% Multiethnic/Other; 58% female; average age = 9.7 years). Emotional engagement in school w…
Psychology (6 works) · Social Psychology (5 works) · Developmental psychology (4 works) · Clinical Psychology (3 works) · Grit (3 works) · Grit, Self-Efficacy, and Motivation (3 works) · Sociology (3 works) · Academic achievement (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Early Childhood Education and Development (2 works)