Michelle M Englund
Affiliated Member of the Graduate Faculty, Research Associate
Ph.D., 1997, University of Minnesota
Institue of Child Development
51 E River Rd
In the current phase of the Minnesota Longitudinal Study, my fellow PI’s and I are examining processes from birth through age 35 that account for the development of competence in adult relationships, parenting, and work roles. My current research interests on this project focus on examining the influence of significant relationships on development from childhood through adulthood. Within the broader area, I am particularly interested in two areas of research, substance use behaviors and educational success.
I am particularly interested in examining substance use behaviors across development, including developmental predictors and developmental antecedents of substance use behaviors. This line of research examines the developmental predictors of patterns of substance use in adolescence and early adulthood (especially the influence of relationships) and adult functioning resulting from the interplay between earlier development, current life circumstances, and substance use. A recent first-author publication in Addiction examined childhood and adolescent factors differentiating heavy alcohol users in early adulthood form more moderate users or abstainers. Results from this work suggest that there may be a developmental pathway from poor parenting to behavioral dysregulation leading to alcohol use disorders in adulthood. Together with my colleagues, a number of manuscripts are in process examining both pathways to substance use and outcomes of earlier patterns of use. Future work will examine why some individuals change their behavior and desist from problem use whereas others continue to abuse substances as they move into middle adulthood.
A second focus of my research is the impact of significant relationships (parents, teachers, peers, and romantic partners) on children’s and young adults’ educational success over time. In a recent manuscript my colleagues and I examined the longitudinal association of both maternal and paternal parenting variables and child variables as mediators of the relation between mothers’ level of education and children’s educational attainment in early adulthood. Findings indicated that both parenting and child behavioral factors mediated the relation between mothers’ educational level and their children’s educational attainment in early adulthood; fathers appear to play a particularly salient role in middle childhood. Future plans are to examine how teachers, parents, and peers affect changes in school engagement and other measures of educational success across development.
Englund, M. M., Egeland, B., Oliva, E. M., & Collins, W. A. (2008). Childhood and adolescent predictors of heavy drinking and alcohol use problems in early adulthood: A longitudinal-developmental analysis. Addiction, 103(Suppl. 1), 23-35.
Englund, M. M., Egeland, B., & Collins, W. A. (2008). Exceptions to high school dropout predictions in a low income sample: Do adults make a difference? Journal of Social Issues, 64(1), 77-93.
Siebenbruner, J., Englund, M. M., Egeland, B., & Hudson, K. (2006). Developmental antecedents of late adolescence substance use patterns. Development and Psychopathology, 18, 551-571.
Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96(4), 723-730.
Susman-Stillman, A., Englund, M.M., Webb, C., & Meuwissen, A. (2015, March 20). Preschool children’s theatre arts skills and their socioemotional and expressive language. Paper presented as part of a symposium, Associations between music and drama/pretense participation and early childhood social development, at the 2015 Society for Research in Child Development Biennial Meeting, Philadelphia, Pennsylvania.