Sophia W Magro
Biographic Data
| ID | 767491 |
|---|---|
| NAME | Sophia W Magro |
| GIVEN NAMES | Sophia W |
| FAMILY NAME | Magro |
| SIGNATURE | MAGRO S W |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-6923-103X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Discovering Strategies to Support Families and Educators in Joining Together to Implement Interventions for Disruptive Behavior in Preschool: Innovation Tournaments
The preschool years represent a critical early intervention period for disruptive behaviors characteristic of externalizing disorders. Despite the promise of intervening early, interventions for disruptive behavior are challenging for families and preschool teachers to implement. In partnership with preschools, our team is using the discover, design/build, and test (DDBT) framework to develop a new intervention, the Parent-Educator Action Respons…
Teacher–student relationship quality and social, academic, and behavioral adjustment are associated within and between persons from kindergarten to grade 6
Although the significance of teacher-student relationships for children's development has long been of interest to developmental scientists, few prior studies have used modeling approaches that explicitly document the intraindividual, dynamic processes that link teacher-student relationships with children's adjustment. The present study used bias-adjusted Student-Teacher Relationship Scale (Pianta, 2001) scores to document the within-person devel…
Site and Provider Characteristics Associated with the Use of Exclusionary Discipline in Minnesota Early Care and Education Sites
Research Findings: The present study examined site and provider characteristics that may be associated with use of exclusionary discipline in center- and home-based childcare sites (N = 320). Higher numbers of suspensions and expulsions occurred at center-based sites and at sites with greater percentages of children of color. Furthermore, sites that received professional support services expelled more children. At the provider level, expulsions w…
Using moderated nonlinear factor models to adjust for differential item functioning in the Student-Teacher Relationship Scale from kindergarten to Grade 6
Which aspects of education are health protective? a life course examination of early education and adulthood cardiometabolic health in the 30-year study of early child care and Youth Development (Secc…
Findings point to the potential significance of early student social competence as a link to long-term health, possibly via the acquisition of resources needed for the maintenance of health, as well as through engagement in health behaviors supporting healthy eating. However, more research is needed to replicate these findings and to elaborate on the role of early student social competence and the pathways explaining its effects on cardiometaboli…
The Cambridge Handbook of the Development of Coping
Despite broad interest in how children and youth cope with stress and how others can support their coping, this is the first Handbook to consolidate the many theories and large bodies of research that contribute to the study of the development of coping. The Handbook's goal is field building - it brings together theory and research from across the spectrum of psychological, developmental, and related sciences to inform our understanding of coping…
The quality of early caregiving and teacher-student relationships in grade school independently predict adolescent academic achievement
Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving, and (b) the observed quality of early care by primary caregivers robustly predicts subsequent a…
Childcare providers’ views of challenging child behaviors, suspension, and expulsion: A qualitative analysis
Previous research has underscored a need to understand the experiences and decision‐making processes that contribute to suspension and expulsion in early care and education settings, particularly among young children of color. The present study conducted qualitative interviews with 20 center‐ and family‐based childcare providers from the Minnesota Early Care and Education (MECE) study. Participants were asked about challenging child behaviors tha…
Early maternal sensitivity and markers of physical health: Enduring or transient associations from childhood to adulthood
Individual differences in the quality of early experiences with primary caregivers have been reliably implicated in the development of socioemotional adjustment and, more recently, physical health. However, few studies have examined the development of such associations with physical health into the adult years. To that end, the current study used prospective, longitudinal data from the National Institute of Child Health and Human Development Stud…
The predictive significance of fluctuations in early maternal sensitivity for secure base script knowledge and relationship effectiveness in adulthood
Attachment theory suggests that both the quality and consistency of early sensitive care should shape an individual's attachment working models and relationship outcomes across the lifespan. To date, most research has focused on the quality of early sensitive caregiving, finding that receiving higher quality care predicts more secure working models and better long-term relationship outcomes than receiving lower quality care. However, it remains u…
Early child care experiences and attachment representations at age 18 years: Evidence from the NICHD study of Early Child Care and Youth Development
The role of early child care experiences on the development of the mother-child attachment relationship has been studied extensively. However, no prospective studies of early child care have addressed how these experiences might be reflected in the content of attachment representations during adolescence and beyond. The goal of this study was to estimate relatively precise associations between child care quality, child care quantity, and type of …
Early Maternal Sensitivity and Teacher–Student Relationship Quality Across Grade School: Enduring or Transient Associations
Although teacher–student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N = 1,306, 52% male, 77% …
The predictive significance of fluctuations in early maternal sensitivity for secure base script knowledge and relationship effectiveness in adulthood
Attachment theory suggests that both the quality and consistency of early sensitive care should shape an individual's attachment working models and relationship outcomes across the lifespan. To date, most research has focused on the quality of early sensitive caregiving, finding that receiving higher quality care predicts more secure working models and better long-term relationship outcomes than receiving lower quality care. However, it remains u…
Early child care experiences and attachment representations at age 18 years: Evidence from the NICHD study of Early Child Care and Youth Development
The role of early child care experiences on the development of the mother-child attachment relationship has been studied extensively. However, no prospective studies of early child care have addressed how these experiences might be reflected in the content of attachment representations during adolescence and beyond. The goal of this study was to estimate relatively precise associations between child care quality, child care quantity, and type of …
Early Maternal Sensitivity and Teacher–Student Relationship Quality Across Grade School: Enduring or Transient Associations
Although teacher–student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N = 1,306, 52% male, 77% …
Early child care experiences and attachment representations at age 18 years: Evidence from the NICHD study of Early Child Care and Youth Development
The role of early child care experiences on the development of the mother-child attachment relationship has been studied extensively. However, no prospective studies of early child care have addressed how these experiences might be reflected in the content of attachment representations during adolescence and beyond. The goal of this study was to estimate relatively precise associations between child care quality, child care quantity, and type of …
Childcare providers’ views of challenging child behaviors, suspension, and expulsion: A qualitative analysis
Previous research has underscored a need to understand the experiences and decision‐making processes that contribute to suspension and expulsion in early care and education settings, particularly among young children of color. The present study conducted qualitative interviews with 20 center‐ and family‐based childcare providers from the Minnesota Early Care and Education (MECE) study. Participants were asked about challenging child behaviors tha…
Early maternal sensitivity and markers of physical health: Enduring or transient associations from childhood to adulthood
Individual differences in the quality of early experiences with primary caregivers have been reliably implicated in the development of socioemotional adjustment and, more recently, physical health. However, few studies have examined the development of such associations with physical health into the adult years. To that end, the current study used prospective, longitudinal data from the National Institute of Child Health and Human Development Stud…
The predictive significance of fluctuations in early maternal sensitivity for secure base script knowledge and relationship effectiveness in adulthood
Attachment theory suggests that both the quality and consistency of early sensitive care should shape an individual's attachment working models and relationship outcomes across the lifespan. To date, most research has focused on the quality of early sensitive caregiving, finding that receiving higher quality care predicts more secure working models and better long-term relationship outcomes than receiving lower quality care. However, it remains u…
The Cambridge Handbook of the Development of Coping
Despite broad interest in how children and youth cope with stress and how others can support their coping, this is the first Handbook to consolidate the many theories and large bodies of research that contribute to the study of the development of coping. The Handbook's goal is field building - it brings together theory and research from across the spectrum of psychological, developmental, and related sciences to inform our understanding of coping…
The quality of early caregiving and teacher-student relationships in grade school independently predict adolescent academic achievement
Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving, and (b) the observed quality of early care by primary caregivers robustly predicts subsequent a…
Using moderated nonlinear factor models to adjust for differential item functioning in the Student-Teacher Relationship Scale from kindergarten to Grade 6
Which aspects of education are health protective? a life course examination of early education and adulthood cardiometabolic health in the 30-year study of early child care and Youth Development (Secc…
Findings point to the potential significance of early student social competence as a link to long-term health, possibly via the acquisition of resources needed for the maintenance of health, as well as through engagement in health behaviors supporting healthy eating. However, more research is needed to replicate these findings and to elaborate on the role of early student social competence and the pathways explaining its effects on cardiometaboli…
Site and Provider Characteristics Associated with the Use of Exclusionary Discipline in Minnesota Early Care and Education Sites
Research Findings: The present study examined site and provider characteristics that may be associated with use of exclusionary discipline in center- and home-based childcare sites (N = 320). Higher numbers of suspensions and expulsions occurred at center-based sites and at sites with greater percentages of children of color. Furthermore, sites that received professional support services expelled more children. At the provider level, expulsions w…
Discovering Strategies to Support Families and Educators in Joining Together to Implement Interventions for Disruptive Behavior in Preschool: Innovation Tournaments
The preschool years represent a critical early intervention period for disruptive behaviors characteristic of externalizing disorders. Despite the promise of intervening early, interventions for disruptive behavior are challenging for families and preschool teachers to implement. In partnership with preschools, our team is using the discover, design/build, and test (DDBT) framework to develop a new intervention, the Parent-Educator Action Respons…
Teacher–student relationship quality and social, academic, and behavioral adjustment are associated within and between persons from kindergarten to grade 6
Although the significance of teacher-student relationships for children's development has long been of interest to developmental scientists, few prior studies have used modeling approaches that explicitly document the intraindividual, dynamic processes that link teacher-student relationships with children's adjustment. The present study used bias-adjusted Student-Teacher Relationship Scale (Pianta, 2001) scores to document the within-person devel…
Developmental psychology (11 works) · Psychology (10 works) · Early Childhood Education and Development (9 works) · Medicine (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Academic achievement (3 works) · Clinical Psychology (3 works) · Longitudinal study (3 works) · Young adult (3 works) · Attachment and Relationship Dynamics (2 works)