<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hsueh, J.</style></author><author><style face="normal" font="default" size="100%">Yoshikawa, H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Working nonstandard schedules and variable shifts in low-income families: associations with parental psychological well-being, family functioning, and child well-being</style></title><secondary-title><style face="normal" font="default" size="100%">Dev Psychol</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Family Relations</style></keyword><keyword><style  face="normal" font="default" size="100%">Adult</style></keyword><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Behavior Disorders/diagnosis/psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Educational Status</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Follow-Up Studies</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Internal-External Control</style></keyword><keyword><style  face="normal" font="default" size="100%">Longitudinal Studies</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Parent-Child Relations</style></keyword><keyword><style  face="normal" font="default" size="100%">Parents/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Poverty/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Quality of Life/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Risk Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">Sex Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Stress, Psychological/complications</style></keyword><keyword><style  face="normal" font="default" size="100%">Wisconsin</style></keyword><keyword><style  face="normal" font="default" size="100%">Work Schedule Tolerance/*psychology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">3</style></number><volume><style face="normal" font="default" size="100%">43</style></volume><pages><style face="normal" font="default" size="100%">620-32</style></pages><isbn><style face="normal" font="default" size="100%">0012-1649 (Print)&lt;br/&gt;0012-1649 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Longitudinal data from the New Hope Project--an experimental evaluation of a work-based antipoverty program in Milwaukee, Wisconsin--was used to explore concurrent and lagged associations of nonstandard schedules and variable shifts with parental psychological well-being, regularity of family mealtimes, and child well-being among low-income families. Working a combination of variable shifts and nonstandard hours was associated concurrently with lower teacher-reported school performance and engagement and higher levels of externalizing behavior problems. Fixed nonstandard schedules were associated with lagged decreases in parent-reported school performance, whereas working variable shifts was associated with lagged increases in parent-reported school performance.</style></abstract><accession-num><style face="normal" font="default" size="100%">17484575</style></accession-num><notes><style face="normal" font="default" size="100%">Hsueh, JoAnn&lt;br/&gt;Yoshikawa, Hirokazu&lt;br/&gt;eng&lt;br/&gt;5-T32-MH15742/MH/NIMH NIH HHS/&lt;br/&gt;Research Support, N.I.H., Extramural&lt;br/&gt;Research Support, Non-U.S. Gov't&lt;br/&gt;Research Support, U.S. Gov't, Non-P.H.S.&lt;br/&gt;2007/05/09 09:00&lt;br/&gt;Dev Psychol. 2007 May;43(3):620-32. doi: 10.1037/0012-1649.43.3.620.</style></notes><auth-address><style face="normal" font="default" size="100%">MDRC, New York, NY 10016, USA. joann.hsueh@mdrc.org</style></auth-address></record></records></xml>