Evidence map›Paper›PMID 41947937›Full record

ArticleCollabra. Psychology2023

Trait Mindfulness Supports Self-perceived Scholastic Competence in Adolescent Girls.

Clare F McCann, Theresa W Cheng, Arian Mobasser, Jennifer H Pfeifer, Kathryn L Mills

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Collabra. Psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Clare F McCannPsychology, University of Oregon, Eugene, OR, US.ORCID 0000-0002-8548-3536
Theresa W ChengPsychology, University of Oregon, Eugene, OR, US.
Arian MobasserPsychology, University of Oregon, Eugene, OR, US.
Jennifer H PfeiferPsychology, University of Oregon, Eugene, OR, US.
Kathryn L MillsPsychology, University of Oregon, Eugene, OR, US.

Funding

Puberty, neural systems for social processes, and early adolescent mental health: A longitudinal neuroimaging studyR01MH107418 · NIMH · UNIVERSITY OF OREGON · PI PFEIFER, JENNIFER HOPE · 2015 to 2019
$3.0M
Close friendship quality and the emergence of depression in adolescent females: Neurodevelopmental mechanisms and sensitive periodsF31MH124353 · NIMH · UNIVERSITY OF OREGON · PI CHENG, THERESA W · 2020 to 2021
$44k
NIMH NIH HHS F31 MH124353NIMH NIH HHS R01 MH107418
6 · The paper itself

Abstract

Identity development is a core task of adolescence. Self-perceptions of scholastic competence are tied to the academic domain of identity development and have immediate consequences for educational attainment. Understanding the malleability of self-perceptions of scholastic competence, and the factors which may influence its developmental course, are crucial for efforts to improve educational outcomes. This preregistered longitudinal study describes how self-perceived scholastic competence changes across early adolescence, relates to trait mindfulness, and is impacted by school transitions. We investigated these questions in 174 adolescent girls (10-16 years), who each contributed up to three waves of data, using multilevel modeling. Our results demonstrated that prior levels of self-reported mindfulness and school transitions are positively related to self-perceived scholastic competence, whereas age is not.

Indexed as

educationidentity developmentlongitudinalmiddle school

Identifiers

PMID41947937
PMCPMC13052386

What OpenQuestion holds

Textmetadata
LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.