Changing dynamics in problematic personality: A multiwave longitudinal study of the relationship between shyness and aggressiveness from childhood to early adulthood / Roos HUTTEMAN in Development and Psychopathology, 21-4 (November 2009)  

Public ISBD [article]  inDevelopment and Psychopathology > 21-4 (November 2009) . - p.1083-1094 Titre : Changing dynamics in problematic personality: A multiwave longitudinal study of the relationship between shyness and aggressiveness from childhood to early adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Roos HUTTEMAN, Auteur ; Jaap J. A. DENISSEN, Auteur ; Jens B. ASENDORPF, Auteur ; Marcel A. G. VAN AKEN, Auteur Année de publication : 2009 Article en page(s) : p.1083-1094 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present longitudinal study investigated cascade effects linking the longitudinal trajectories of shyness and aggressiveness between age 4 and 23 and individual differences in this longitudinal relationship. Results demonstrated that there were cascade effects from shyness to adjacent measures of aggressiveness at three moments in time, and that the dynamics of these relationships changed over time. Children who were shy at age 6 became less aggressive at age 7 and the same effect was found between age 8 and age 10. From adolescence to early adulthood, the direction of the relationship changed and shy adolescents at age 17 became increasingly aggressive 5 years later. Interindividual differences were found in the latter cascade effect in that shyness at age 17 only predicted an increase in aggressiveness at age 23 for adolescents receiving low levels of support from their parents and for adolescents spending little time in part-time work. Together, findings suggest the importance of examining the development of normal variations in personality and personality disorders from a developmental perspective and taking into account person–environment interactions. En ligne : http://dx.doi.org/10.1017/s0954579409990058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=846 [article] Changing dynamics in problematic personality: A multiwave longitudinal study of the relationship between shyness and aggressiveness from childhood to early adulthood [Texte imprimé et/ou numérique] / Roos HUTTEMAN, Auteur ; Jaap J. A. DENISSEN, Auteur ; Jens B. ASENDORPF, Auteur ; Marcel A. G. VAN AKEN, Auteur . - 2009 . - p.1083-1094. Langues : Anglais (eng) in Development and Psychopathology > 21-4 (November 2009) . - p.1083-1094 Index. décimale : PER Périodiques Résumé : The present longitudinal study investigated cascade effects linking the longitudinal trajectories of shyness and aggressiveness between age 4 and 23 and individual differences in this longitudinal relationship. Results demonstrated that there were cascade effects from shyness to adjacent measures of aggressiveness at three moments in time, and that the dynamics of these relationships changed over time. Children who were shy at age 6 became less aggressive at age 7 and the same effect was found between age 8 and age 10. From adolescence to early adulthood, the direction of the relationship changed and shy adolescents at age 17 became increasingly aggressive 5 years later. Interindividual differences were found in the latter cascade effect in that shyness at age 17 only predicted an increase in aggressiveness at age 23 for adolescents receiving low levels of support from their parents and for adolescents spending little time in part-time work. Together, findings suggest the importance of examining the development of normal variations in personality and personality disorders from a developmental perspective and taking into account person–environment interactions. En ligne : http://dx.doi.org/10.1017/s0954579409990058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=846

The adaptation and well-being of adolescent immigrants in Greek schools: A multilevel, longitudinal study of risks and resources / Frosso MOTTI-STEFANIDI in Development and Psychopathology, 24-2 (May 2012)  

Public ISBD [article]  inDevelopment and Psychopathology > 24-2 (May 2012) . - p.451-473 Titre : The adaptation and well-being of adolescent immigrants in Greek schools: A multilevel, longitudinal study of risks and resources Type de document : Texte imprimé et/ou numérique Auteurs : Frosso MOTTI-STEFANIDI, Auteur ; Jens B. ASENDORPF, Auteur ; Ann S. MASTEN, Auteur Année de publication : 2012 Article en page(s) : p.451-473 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined growth patterns in adaptation of immigrant youth from a risk and resilience perspective. Students from first- and second-generation immigrant families living in Greece and their nonimmigrant classmates (N = 1,057) were assessed over the first 3 years of secondary school (ages 13–15). Three-level hierarchical linear models were used to disentangle individual and classroom-level effects on initial level and change in academic achievement, conduct, peer popularity, and psychological well-being. At the individual level, adaptation was more related to self-efficacy and parental school involvement (resources) than immigrant status and social adversity (risks). Only for academic achievement did risks explain variance when resources were controlled. Parental school involvement moderated the effect of immigrant status for initial level and growth in achievement. For all students, achievement and conduct worsened over time. At the classroom level, socioeconomic and ethnic composition of the classroom moderated the effects of self-efficacy and immigrant status on academic achievement and peer popularity, respectively. Second-generation immigrants were more popular than first-generation immigrants, but showed a larger decrease over time in school achievement. Results support a developmental, differentiated, and contextualized approach to the study of immigrant youth adaptation. En ligne : http://dx.doi.org/10.1017/S0954579412000090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] The adaptation and well-being of adolescent immigrants in Greek schools: A multilevel, longitudinal study of risks and resources [Texte imprimé et/ou numérique] / Frosso MOTTI-STEFANIDI, Auteur ; Jens B. ASENDORPF, Auteur ; Ann S. MASTEN, Auteur . - 2012 . - p.451-473. Langues : Anglais (eng) in Development and Psychopathology > 24-2 (May 2012) . - p.451-473 Index. décimale : PER Périodiques Résumé : This study examined growth patterns in adaptation of immigrant youth from a risk and resilience perspective. Students from first- and second-generation immigrant families living in Greece and their nonimmigrant classmates (N = 1,057) were assessed over the first 3 years of secondary school (ages 13–15). Three-level hierarchical linear models were used to disentangle individual and classroom-level effects on initial level and change in academic achievement, conduct, peer popularity, and psychological well-being. At the individual level, adaptation was more related to self-efficacy and parental school involvement (resources) than immigrant status and social adversity (risks). Only for academic achievement did risks explain variance when resources were controlled. Parental school involvement moderated the effect of immigrant status for initial level and growth in achievement. For all students, achievement and conduct worsened over time. At the classroom level, socioeconomic and ethnic composition of the classroom moderated the effects of self-efficacy and immigrant status on academic achievement and peer popularity, respectively. Second-generation immigrants were more popular than first-generation immigrants, but showed a larger decrease over time in school achievement. Results support a developmental, differentiated, and contextualized approach to the study of immigrant youth adaptation. En ligne : http://dx.doi.org/10.1017/S0954579412000090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

---

1 (1 - 2 / 2)