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Jason C. Immekus, Franklin Muntis and Daniela Terson de Paleville

evidence regarding the relationship between teacher and parent ratings of student behavior and academics. Lasso was used for parameter estimation and variable selection for the prediction of students’ academic skills based on teacher or parent ratings. Two separate models were specified to predict teacher

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Melinda Forthofer, Marsha Dowda, Jennifer R. O’Neill, Cheryl L. Addy, Samantha McDonald, Lauren Reid and Russell R. Pate

Background: Gender differences in physical activity (PA) trajectories during adolescence are well documented, yet little research has examined whether the determinants of these trajectories vary by child’s gender. This study is one of few prospective examinations of gender differences in the influences of psychosocial and socioenvironmental factors on changes in objectively measured PA. Methods: Students and parents from elementary and middle schools located in 2 school districts in South Carolina were enrolled in a prospective cohort study of changes in children’s PA from elementary to middle school. Measures included children’s and/or parents’ ratings of various psychosocial and socioenvironmental factors as well as objectively measured PA, children’s anthropometric characteristics, and neighborhood factors at fifth and sixth grades. Results: Parents’ reports of children’s sport and class participation, parent-reported support for PA, and neighborhood resources for PA were protective against declines in PA for both boys and girls. The effects of 2 factors—children’s self-efficacy and parents’ leisure-time PA—on changes in PA over time were moderated by the child’s gender. Conclusions: A better understanding of these dynamics may inform the development of interventions.

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Sarah Burkart, Jasmin Roberts, Matthew C. Davidson and Sofiya Alhassan

affecting the results of this study was the lack of parent-reported behavior. To properly assess abnormal levels of behavior that are indicative of early ADHD, the behaviors must be present across multiple domains. Including a parent rating scale in addition to the teacher rating scale could have provided a

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Katherine A. Tamminen, Kaleigh Ferdinand Pennock and Courtney Braun

) to measure perceived autonomy support from parents. This scale has been used with adolescent athletes ( Gaudreau et al., 2016 ) and asks athletes to evaluate the extent to which each of the statements corresponds with their current relationship with their parents, rating statements on a scale of 1

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) and 17 children (M age  = 7.76 ± 1.64; Males = 10, Females = 7) in the PE program (control), both meeting for 30 minutes, twice per week, for 7 weeks. A battery of tests including the Rhythmic Beat Competence, Movement ABC-2 (Motor Skills), Flanker (Executive Functions), and parent ratings of