External Publications Using GUI Data
Authors | Year | Title | Link | Journal/Book ↑ | Abstract |
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Reulbach, U., O'Dowd, T., McCrory, C., Layte, R. | 2010 | Chronic illness and emotional and behavioural strengths and difficulties in Irish children. | Open | Journal of Epidemiology & Community Health | |
Objective Methods Results Conclusions | |||||
Ladewig, E.L., Hayes, C., Browne, J., Layte, R., Reulbach, U. | 2014 | The influence of ethnicity on breastfeeding rates in Ireland: a cross-sectional study | Open | Journal of Epidemiology and Community Health | |
Background Aim Methods Results Conclusions | |||||
Hoyne, C., Egan, S. M. | 2022 | ABCs and 123s: A large birth cohort study examining the role of the home learning environment in early cognitive development | Open | Journal of Experimental Child Psychology | |
The aim of this study was to examine the role of different types of home learning activities, such as reading, singing, painting, playing games, and letters and numbers (ABCs and 123 s), in the development of nonverbal reasoning skills in young children. Although much previous research has focused on the role of the home learning environment in the development of language and numeracy skills, few studies have explored other aspects of cognitive development such as nonverbal reasoning. The data were drawn from the Growing Up in Ireland study, a nationally representative longitudinal birth cohort study. We examined whether learning activities were associated with scores on standardized nonverbal reasoning and vocabulary tests of the British Ability Scales in a sample of 9793 3-year-old children. The regression models also controlled for other factors that potentially influence cognitive development such as the parent–child relationship and maternal education. The findings indicate that activities such as reading, games, and painting/drawing have a small but statistically significant association with nonverbal reasoning scores, as well as with vocabulary scores, even after controlling for other factors in the model. Teaching the alphabet or numbers did not make significant contributions to the model. The findings of the study highlight the importance of considering the role of different types of home learning activities, as well as other environmental factors, in different aspects of cognitive development. We consider the implications of the findings for theories of cognitive development and for supporting cognitive development in young children. | |||||
Hadfield, K., Nixon, E. | 2013 | Including those that exclude themselves: Comparisons of self-identifying and non-self-identifying stepfamilies. | Open | Journal of Family Studies. | |
Previous research has tended to classify stepfamilies based on self-report of their familial relationships. However, some stepfamily members do not identify as being part of a stepfamily, leading to the exclusion of certain stepfamilies from stepfamily research. Using data from the first national cohort study of children in Ireland, the aim of this study was to compare the characteristics of self-identifying stepfamilies with those of non-self-identifying stepfamilies, a group about which little is known. The analysis revealed that in approximately 10% of stepfamilies, neither parent declared their stepfamily status (n = 34, N = 288 stepfamilies). No differences emerged between self-identifying and non-self-identifying stepfamilies in the quality of the parent–child or spousal relationships. Non-self-identifying stepfamilies were less likely to be complex, and were more likely to be stepmother and simple stepfamilies than self-identifying stepfamilies. These findings suggest that non-self-identifying stepfamilies constitute a significant minority of stepfamilies who may exhibit unique structural characteristics. Keywords: stepfamily; family relationships; identity; stepchildren; stepparents; membership status | |||||
Duggan, B., Mohan, G. | 2022 | A Longitudinal Examination of Young People's Gambling Behaviours and Participation in Team Sports | Open | Journal of Gambling Studies | |
This paper develops and expands upon social identity theory as an explanation for gambling among youth engaged in team sport. Analysing longitudinal data for over 4500 20-year-olds from the Growing Up in Ireland study, reveals that online gambling increased from 2.6 to 9.3% between 17 and 20 years in the cohort, with the increase driven by males. A statistically significant positive association is uncovered between playing team sports and regularly gambling, as well as online gambling behaviour, independent of socio-demographic and other risk factors for males but not for females. The findings provide support for a dose–response like effect for males, where a longer period of participation in team sports is associated with a higher likelihood of engaging in gambling behaviour compared to shorter periods. Implications of the findings for policy and practice are discussed. | |||||
Nicholson, E., Doherty, E., Guerin, S., Schreiber, J., Barrett, M., McAuliffe, E. | 2022 | Healthcare utilisation and unmet health needs in children with intellectual disability: a propensity score matching approach using longitudinal cohort data | Open | Journal of Intellectual Disability Research | |
Background Methods Results Conclusions | |||||
Reulbach, E., Ladewig, E.L., Nixon, E., O’Moore, M., Williams, J., O’Dowd, T. | 2013 | Weight, Body Image and Bullying in 9-year-Old Children | Open | Journal of Paediatrics and Child Health | |
Aim Methods Results Conclusions | |||||
Lane, A., Harrison, M., Murphy, N. | 2014 | Screen time increases risk of overweight and obesity in active and inactive 9 year old Irish children: a cross sectional analysis | Open | Journal of Physical Activity and Health | |
Background Purpose Methods Results Conclusion | |||||
Garcia, JM., Healy, S., Rice, D. | 2016 | The Individual, Social, and Environmental Correlates of Physical Activity and Screen Time in Irish Children: Growing Up in Ireland Study | Open | Journal of Physical Activity and Health | |
Background Methods Results Conclusion | |||||
Matvienko-Sikar, K., Murphy, G., Murphy, M. | 2017 | The role of prenatal, obstetric, and post-partum factors in the parenting stress of mothers and fathers of 9-month old infants'. | Open | Journal of Psychosomatic Obstetrics & Gynecology | |
Introduction Methods Results Discussion Keywords | |||||
Mohan, G. | 2022 | The impact of household energy poverty on the mental health of parents of young children | Open | Journal of Public Health | |
Background Methods Results Conclusions | |||||
D'Urso, G., Symonds, J. | 2022 | Developmental Cascades of Internalizing and Externalizing Problems from Infancy to Middle Childhood: Longitudinal Associations with Bullying and Victimization | Open | Journal of School Violence | |
The current study investigates how internalizing and externalizing problems develop reciprocally across infancy to middle childhood, in relation to children’s gender, cognitive functioning, socioeconomic status, and parental stress. The study also examines the impact of the developmental cascade of internalizing and externalizing problems on bullying and victimization in middle childhood. The total sample comprised 11,134 participants studied across 9-months, 3-years, 5-years, 7/8-years and 9-years of age, from the Infant Cohort of the Growing Up in Ireland study (50.6% male). Using structural equation modeling, we discovered that externalizing problems predicted internalizing problems across time for both genders. However, internalizing problems predicted externalizing problems consistently across time for girls and not for boys. Furthermore, girls’ internalizing and externalizing problems were much more strongly predicted by socioeconomic status than boys’ problems were, suggesting a greater sensitivity to context for girls. Bullying in middle childhood was predicted by cognitive ability for both genders, and by externalizing problems for boys. In comparison, victimization was predicted by externalizing and internalizing problems for both genders. Theoretical and practical implications are discussed. | |||||
Culloty, A.M., O'Toole, C., Gibbon, F.E. | 2019 | Longitudinal Study of Expressive Language and Speech of Twins at 3 and 5 years: Outgrowing a Twinning Effect | Open | Journal of Speech, Language and Hearing Research | |
Purpose Method Results Conclusions | |||||
Gibbons, R.A., Sprong, S., Chzhen, Y. | 2023 | Growing Up in the Great Recession: The Effects of Three Dimensions of Economic Well-being on Child Behavioral Difficulties from Ages 3 to 17 | Open | Journal of Youth and Adolescence | |
Empirical research into the relationship between economic well-being and child outcomes has been limited by its cross-sectional nature, or its narrow focus on predominantly financial aspects of economic well-being. This article attempts to overcome these shortcomings by using data from the Growing Up in Ireland Cohort98 (age: 9–17; N = 5,748; female: 51.4%) and Cohort08 studies (age: 3–9 years; N = 7,208; female: 49.8%), which cover a period of large macroeconomic fluctuation (2007–2017). This fluctuation makes a robust fixed effects analysis feasible, allowing for economic well-being effects to be isolated by controlling for all time-invariant confounders. The article uses three different measures of economic well-being (subjective financial strain, material deprivation, income) to explore how distinct forms of economic well-being affect child behavior. The results suggest that household income is not related to behavioral difficulties, whereas subjective financial strain is predictive of externalized behavioral difficulties in adolescent boys. Material deprivation is predictive of externalized behavioral difficulties in adolescent boys and internalized behavioral difficulties in younger boys, but has no effect on girls’ behavioral outcomes. The findings indicate that the relationship between economic well-being and child behavioral outcomes is complex, and requires multi-dimensional measures of economic well-being to accurately ascertain the different effects. | |||||
Denny, K. | 2012 | Breastfeeding predicts handedness. | Open | Laterality | |
This study examined whether being breastfed predicts handedness. Two large representative samples from Britain (n=13,421) and Ireland (n=8,426) were used. Multivariate probit models are estimated, reporting the marginal effects of covariates on the probability of a child being right-handed. For both datasets, children who have been breastfed for a minimum period (between 1 month and 6 weeks) are significantly less likely to be left-handed. The results are robust to a variety of controls. Hence breastfeeding is an environmental factor that predicts handedness in a non-linear way, although the mechanism is unknown. Keywords: Breastfeeding; Lactation;b Handedness; Laterality | |||||
Edwards, B., Scott, M.A. | 2023 | Natural hazards and life course consequences in a time of pandemic | Open | Longitudinal and Life Course Studies | |
Watson, D., Whelan, C.T., Maître, B., Williams, J. | 2015 | Family Economic Vulnerability and the Great Recession: an Analysis of the First Two Waves of the Growing Up in Ireland Study | Open | Longitudinal and Life Course Studies | |
In this paper we make use of the first and second waves of the 2008 and 1998 cohorts of the Growing Up in Ireland study, to develop a multidimensional and dynamic approach to understanding the impact on families and children in Ireland of the Great Recession. Economic vulnerability is operationalised as involving a distinctive risk profile in relation to relative income, household joblessness and economic stress. We find that the recession was associated with a significant increase in levels of economic vulnerability and changing risk profiles involving a more prominent role for economic stress for both the 2008 and 1998 cohorts. The factors affecting vulnerability outcomes were broadly similar for both cohorts. Persistent economic vulnerability was significantly associated with lone parenthood, particularly for those with more than one child, lower levels of primary care giver (PCG) education and, to a lesser extent, younger age of PCG at child’s birth, number of children and a parent leaving or dying. Similar factors were associated with transient vulnerability in the first wave but the magnitude of the effects was significantly weaker particularly in relation to lone parenthood and level of education of the PCG. For entry into vulnerability the impact of these factors was again substantially weaker than for persistent and transient vulnerability indicating a significantly greater degree of socioeconomic heterogeneity among the group that became vulnerable during the recession. The findings raise policy and political problems that go beyond those associated with catering for groups that have tended to be characterized by high dependence on social welfare. | |||||
Smyth, E., Duta, A. | 2023 | Inequalities in children’s skills on primary school entry in Ireland and Scotland: do home learning environment and early childhood childcare explain these differences? | Open | Longitudinal and Life Course Studies | |
This article draws on the Growing Up in Ireland study and the Scottish sample of the Millennium Cohort Study to explore the factors influencing inequalities in children’s cognitive skills on entry to primary education. It adopts a multidimensional comparative approach, which directly compares the effects of parental education and household income on several cognitive outcomes (vocabulary, language, reading and numbers) among five-year-old children and examines the extent to which inequalities in these outcomes are mediated by the home learning environment (HLE) and early childhood education (ECE). Home learning environment plays a stronger role in explaining actual vocabulary differences in Ireland while it plays a stronger role in school readiness (teacher-assessed skills) in Scotland. In both countries, use of centre-based care at 9 months and 3 years was markedly higher among the top income quintile. Centre-based care is found to play a mediating role in school readiness in Scotland. Nonetheless, the findings point to important direct effects of family background even when HLE and childcare are taken into account. The analyses point to differences in the trajectory of early skill development in the two countries, with the impact of early skill development being more marked in Scotland than Ireland. Comparative analyses of this kind thus yield important insights for policy development by highlighting potential domains (such as childcare) or timing (preschool or within-school) for intervention. | |||||
Sprong, S., Gibbons, R.A., Chzhen, Y. | 2023 | Divergent trajectories: three dimensions of child poverty during the Great Recession in Ireland | Open | Longitudinal and Life Course Studies | |
While research has investigated the effects of the Great Recession on the Irish economy using economic indicators or cross-sectional household-level data, this research note applies group-based multitrajectory modelling to provide a more nuanced approach. Using nationally representative, longitudinal data from the Growing Up in Ireland study, we analyse patterns in three common measures of economic well-being (financial strain; disposable income; material deprivation) across Irish households in the period leading up to, during and after the Great Recession, and subsequently, break down the characteristics for each group of trajectories. We identify six distinct trajectory clusters, which all indicate declining income and increasing financial strain from the start to the height of the economic depression. However, trajectory groupings show that experiences were far from uniform, with previous economic well-being and demographic characteristics shaping the household experience. Implications for future research are discussed. | |||||
Kelly, L., Murray, A., Quail, A., McNamara, E. | 2022 | Adaptations to a cohort study in response to the COVID-19 pandemic: insights from Growing Up in Ireland | Open | Longitudinal and Life Course Studies | |
Growing Up in Ireland (GUI) is the national longitudinal study of children and young people in the Republic of Ireland and has followed two cohorts for over ten years to date: Cohort ’98 who were recruited into the study at age nine years and Cohort ’08, recruited at age nine months. The study aims to describe the lives of Irish children and young people in terms of their development, with a view to positively affecting policies and services available for them. Traditionally, data collection involved in-home visits from an interviewer who conducted face-to-face interviews, recorded physical measurements of study participants and administered cognitive assessments. However, with the onset of the COVID-19 pandemic and the associated restrictions, significant adaptations were required to these methods to ensure data collection for the pilot and main fieldwork for Cohort ’08 at age 13 could continue to the expected timeline. Face-to-face interviews with participants were replaced with telephone and web-based modes, interviewer training was conducted online, online resources were made available for interviewers and participants and COVID-19 related items were added to questionnaires. In addition to the scheduled data collection, a special COVID-19 survey was also conducted on both GUI cohorts in December 2020 to explore the impact of the pandemic on participants’ lives. This paper outlines the adaptations made to traditional data collection methods in GUI, highlighting the challenges that were met, but also the benefits of some changes that may be worth incorporating into future waves of GUI. |