Search Results

Author: Hart, Daniel
Resulting in 8 citations.
1. Atkins, Robert L.
Hart, Daniel
The Under-Controlled Do It First: Childhood Personality and Sexual Debut
Research in Nursing and Health 31,6 (December 2008): 626-639.
Also: http://onlinelibrary.wiley.com/doi/10.1002/nur.20288/pdf
Cohort(s): Children of the NLSY79
Publisher: Wiley Online
Keyword(s): Adolescent Sexual Activity; Age at First Intercourse; Child Self-Administered Supplement (CSAS); Children, Well-Being; Home Observation for Measurement of Environment (HOME); Locus of Control (see Rotter Scale); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peers/Peer influence/Peer relations; Religious Influences; Temperament

Permission to reprint the abstract has not been received from the publisher.

The relationship of childhood personality type to the timing of first sexual intercourse was investigated through survival analysis. Participants from the Child Sample of the National Longitudinal Survey of Youth were categorized into one of the three personality types at 5 or 6 years of age: under-controlled, resilient, and over-controlled. Those categorized as under-controlled at 5 or 6 years of age were more likely than those resilient or over-controlled to have sexual intercourse before the age of 16. The extent to which three early adolescent factors-team/club membership, church attendance, and peer influence-mediate the association of childhood personality type to the timing of first sexual intercourse was also explored. The association of childhood personality to timing of first sexual intercourse was partially mediated by peer influence at 11 or 12 years of age. The findings are interpreted in light of their implications for researchers and practitioners interested in improving the health and well-being of children and adolescents. (c) 2008 Wiley Periodicals, Inc.
Bibliography Citation
Atkins, Robert L. and Daniel Hart. "The Under-Controlled Do It First: Childhood Personality and Sexual Debut." Research in Nursing and Health 31,6 (December 2008): 626-639.
2. Atkins, Robert L.
Hart, Daniel
Donnelly, Thomas M.
The Association of Childhood Personality Type With Volunteering During Adolescence
Merrill-Palmer Quarterly 51, 2 (April 2005): 145-162
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: Wayne State University Press
Keyword(s): Adolescent Behavior; Child Self-Administered Supplement (CSAS); Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Religion; Temperament; Volunteer Work

Permission to reprint the abstract has not been received from the publisher.

Using a longitudinal design, we investigated the relation of childhood personality type to volunteering during adolescence. We hypothesized that participants with more adaptive personality functioning during childhood would be more likely to volunteer during adolescence and that membership in social organizations would mediate the relation of personality to volunteering during adolescence. Participants from the National Longitudinal Survey of Youth (NLSY) with complete data measures for the four time periods of study were categorized into one of three personality types during early childhood. Children assigned to the resilient personality type were more likely than children characterized by the overcontrolled and undercontrolled personality types to volunteer 8 and 10 years later in adolescence. Analyses demonstrated that the association of childhood personality to adolescent volunteering is not mediated by late-childhood membership in social institutions that may facilitate entry into volunteering. The findings are interpreted in terms of their implications for understanding personality and prosocial behavior.
Bibliography Citation
Atkins, Robert L., Daniel Hart and Thomas M. Donnelly. "The Association of Childhood Personality Type With Volunteering During Adolescence." Merrill-Palmer Quarterly 51, 2 (April 2005): 145-162.
3. Hart, Daniel
Development of Moral Identity
In: Nebraska Symposium on Motivation: Moral Development Through the Lifespan: Theory, Research, and Application. G. Carlo and C. Edwards, eds., Lincoln, NE: University of Nebraska Press, 2005: 165-196.
Also: http://s-r-a.org/announcements/online-newsletter/2010-09-02-moral-identity-moving-toward-better-understanding-moral-j
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: University of Nebraska Press
Keyword(s): Adolescent Behavior; Self-Control/Self-Regulation; Self-Esteem; Self-Perception; Volunteer Work

Discusses the concept of morality and identity. Assessment of the origins of moral inclinations; Importance of identity for understanding human affairs; Association of the sense of identity with the experiences of integration among aspects of self and the continuity of the self over time.

Moral identity joins two traditions of theorizing. Attempts to characterize the essences of morality, to understand the origins of moral inclinations, and to promote the pursuit of a moral life are found throughout the histories of philosophy and psychology. Agreat deal of progress has been made along the way. The questions concerning moral life to which answers are sought are much clearer; weaknesses in early philosophical and psychological theories seeking to explain moral life have been revealed; and there is an accumulating store of information about human nature that can inform efforts to understand the moral domain. The conceptual and empirical progress makes the moral domain ripe for study. But so does its enduring relevance for our lives; moral questions and moral issues pervade our experience. Events at the scale of nations have moral facets, as do our daily interactions with others. The notion of identity also fascinates philosophers and psychologists, many of whom believe that the importance of identity for understanding human affairs increases as cultures are transformed by modernity (e.g., Baumeister, 1986; Taylor, 1989).

Identity concerns our fundamental notions of ourselves: who we are, what we are doing in this world, and where we are going. These kinds of concerns are connected in some fashion to our moral values, appraisals, emotions, and actions. As Flanagan has pointed out: "The connection with either or both social peace, harmony, and welfare, on the one hand, and self-esteem and personal identity, on the other, is probably a necessary condition for something--a value, a virtue, a kind of action, a principle, or a problem--to fall under t he concept of morality" (1991, p. 18). Bringing together the notions of morality and identity offers opportunities for broadening our understanding of morality and identity as well as deepening our appreciation of the complexity of human life. Before examining why the two should be brought together, it is worthwhile to discuss briefly the broad outlines of each.

Bibliography Citation
Hart, Daniel. "Development of Moral Identity" In: Nebraska Symposium on Motivation: Moral Development Through the Lifespan: Theory, Research, and Application. G. Carlo and C. Edwards, eds., Lincoln, NE: University of Nebraska Press, 2005: 165-196.
4. Hart, Daniel
Atkins, Robert L.
Fegley, Suzanne
Personality and Development in Childhood: A Person-Centered Approach
Monographs of the Society for Research in Child Development 68, 1 (2003)
Cohort(s): Children of the NLSY79
Publisher: Society for Research in Child Development (SRCD)
Keyword(s): Behavior Problems Index (BPI); Head Start; Home Observation for Measurement of Environment (HOME); Peabody Picture Vocabulary Test (PPVT); Resilience/Developmental Assets; Self-Perception Profile for Children (SPPC); Temperament

Permission to reprint the abstract has not been received from the publisher.

A person-centered approach to personality focusing on types of persons defined by profiles of traits is applied to childhood personality development. In 28 diverse samples of 3-, 4-, 5-, and 6-year-olds, three personality types, labeled resilient, overcontrolled, and undercontrolled, are identified. In two longitudinal samples, the undercontrolled type was related to intellectual decline over a period of six years. Both stability and change in childhood personality type were observed in longitudinal analyses. The number of risks characterizing a child's family predicted change in personality type over a two-year interval. Finally, personality type was found to be a moderator of the association of Head Start participation with cognitive development and behavior problems in childhood. The implications of personality type for understanding childhood development, particularly in children facing adversity, are considered.
Bibliography Citation
Hart, Daniel, Robert L. Atkins and Suzanne Fegley. "Personality and Development in Childhood: A Person-Centered Approach." Monographs of the Society for Research in Child Development 68, 1 (2003).
5. Hart, Daniel
Atkins, Robert L.
Ford, Debra
Family Influences on the Formation of Moral Identity in Adolescence: Longitudinal Analyses
Journal of Moral Education 28,3 (September 1999): 375-386
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: Carfax Publishing Company ==> Taylor & Francis
Keyword(s): Adolescent Behavior; Behavior Problems Index (BPI); Behavior, Antisocial; Behavior, Prosocial; Child Self-Administered Supplement (CSAS); Family Environment; Family Influences; Home Observation for Measurement of Environment (HOME); Parent-Child Relationship/Closeness; Parenting Skills/Styles; Peabody Individual Achievement Test (PIAT- Reading); Teenagers; Volunteer Work

Permission to reprint the abstract has not been received from the publisher.

A model of moral identity formation is presented. According to the model, family influences have a direct effect on moral identity development in adolescence, independent of the effects of personality, income and other factors. The model is tested using longitudinal data from the National Longitudinal Survey of Youth (Child Sample), which is constituted of the children born to a representative sample of American women who were between the ages of 14 and 21 in 1979. In general, the results provide support for the model. Cognitively and socially rich family environments, combined with high levels of parent-adolescent joint activity, were found to facilitate voluntary participation in community service, a marker of moral identity formation. The implications of these findings for parenting, moral education and future research are discussed.
Bibliography Citation
Hart, Daniel, Robert L. Atkins and Debra Ford. "Family Influences on the Formation of Moral Identity in Adolescence: Longitudinal Analyses." Journal of Moral Education 28,3 (September 1999): 375-386.
6. Hart, Daniel
Atkins, Robert L.
Ford, Debra
Urban America as a Context for the Development of Moral Identity in Adolescence
Journal of Social Issues 54,3 (Fall 1998): 513-530.
Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4560.1998.tb01233.x/abstract
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: Plenum Publishing Corporation
Keyword(s): Adolescent Behavior; Behavior, Antisocial; Behavior, Prosocial; Child Self-Administered Supplement (CSAS); Family Income; Home Environment; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Reading); Social Emotional Development; Teenagers; Temperament; Urbanization/Urban Living; Volunteer Work

Moral identity, defined as a self-consistent commitment to lines of action benefiting others, is described in the contexts of adolescence and poor urban neighborhoods. A model of moral identity development is proposed. According to the model, stable characteristics of the individual and the individual's family, in conjunction with social attitudes, self-conceptions, and opportunities for the exploration of prosocial action, influence the development of moral identity. Analyses from the National Longitudinal Survey of Youth (828 adolescents and young adults who answered questions relevant to voluntary service as a probabilistic indicator of moral identity formation) provide support for the model, and demonstrate that urban poverty is associated with few opportunities for development of moral identity. It is argued that the provision of these opportunities should be given a high priority both to foster good individual development and as a means for increasing social capital in neighborhoods. ((c) 1999 APA/PsycINFO, all rights reserved)
Bibliography Citation
Hart, Daniel, Robert L. Atkins and Debra Ford. "Urban America as a Context for the Development of Moral Identity in Adolescence." Journal of Social Issues 54,3 (Fall 1998): 513-530.
7. Hart, Daniel
Atkins, Robert L.
Matsuba, M. Kyle
The Association of Neighborhood Poverty with Personality Change in Childhood
Journal of Personality and Social Psychology 94,6 (June 2008): 1048-1061.
Also: http://www.sciencedirect.com/science/article/pii/S0022351408600795
Cohort(s): Children of the NLSY79
Publisher: American Psychological Association (APA)
Keyword(s): Behavior Problems Index (BPI); Child Development; Children, Poverty; Head Start; Home Environment; Home Observation for Measurement of Environment (HOME); Inner-City; Neighborhood Effects; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Poverty; Temperament

The child sample of the National Longitudinal Survey of Youth (n.d.) was analyzed to examine the relation of undesirable personality change in early childhood to neighborhood economic deprivation. Participants in the survey who had complete data at Time 1 (3-4 years of age) and Time 2 (5-6 years of age) and who remained in the same neighborhood during both time periods were included in the analyses. The results indicated that neighborhood economic disadvantage was associated with undesirable personality change even after controlling for family-level variables such as maternal education, family income, and cognitive and emotional support in the home environment for children. The association of personality change with neighborhood economic deprivation was not mediated by maternal depression, Head Start participation, cognitive and emotional support in the home, or maternal trust in the neighborhood. The authors discuss recommendations for future investigations. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Personality & Social Psychology is the property of American Psychological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)

Bibliography Citation
Hart, Daniel, Robert L. Atkins and M. Kyle Matsuba. "The Association of Neighborhood Poverty with Personality Change in Childhood." Journal of Personality and Social Psychology 94,6 (June 2008): 1048-1061.
8. Hart, Daniel
Atkins, Robert L.
Tursi, Natasha
Influence of Neighborhood Poverty on Personality Change
Presented: Atlanta, GA, Biennial Meetings of the Society for Research in Child Development, April 6, 2005.
Cohort(s): Children of the NLSY79
Publisher: Society for Research in Child Development (SRCD)
Keyword(s): Home Observation for Measurement of Environment (HOME); Neighborhood Effects; Poverty; Temperament

Permission to reprint the abstract has not been received from the publisher.

The influence of neighborhoods on childhood development has received considerable attention in recent years. There have been studies of the effects of neighborhoods on cognitive development, academic achievement, and elinquency, with most of these studies converging on the conclusion that neighborhoods with high levels of poverty are less developmentally supportive than are more affluent neighborhoods.

In this poster, the relation of neighborhood poverty to change in personality was studied. Our prediction was that children living in high poverty neighborhoods would be more likely to evidence maladaptive changes in personality structure than children living in low poverty neighborhoods.

Bibliography Citation
Hart, Daniel, Robert L. Atkins and Natasha Tursi. "Influence of Neighborhood Poverty on Personality Change." Presented: Atlanta, GA, Biennial Meetings of the Society for Research in Child Development, April 6, 2005.