Dazhi Yang
Instructional strategies and course design for teaching statistics online: perspectives from online students
International journal of STEM education
recent findings indicate household food insecurity affects childrens social skill development early years elementary school important assess persistency developmental consequences investigate whether categories social skills equally affected food insecurity experiences present paper estimates populationaveraged subjectspecific models childrens social skill scores reported school teachers using longitudinal data 2310 boys 2400 girls usa enrolled 1st aged 69 years 3rd aged 811 years 5th aged 1013 years grades 19992003 early childhood longitudinal studykindergarten main findings first significantly p 005 negative contemporaneous transitional relationships food insecurity experiences childrens social skill scores evident estimates based sexstratified samples indicate contemporaneous association strongest among girls association early transition food insecurity 1st grade food security 3rd grade strongest among boys second food insecurity experiences predict childrens social skill scores emphasising selfcontrol attentiveness task persistence rather interpersonal relationships externalising behaviour overall findings underscore multifaceted effect household food insecurity childrens social skills provide strongest empirical evidence date experiences linked nonnutritional developmental consequences children time horizon spanning several years