Middle school peer reputation in high-achieving schools: Ramifications for maladjustment versus competence by age 18 / Alexandria S. CURLEE in Development and Psychopathology, 31-2 (May 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-2 (May 2019) . - p.683-697 Titre : Middle school peer reputation in high-achieving schools: Ramifications for maladjustment versus competence by age 18 Type de document : texte imprimé Auteurs : Alexandria S. CURLEE, Auteur ; Leona S. AIKEN, Auteur ; Suniya S. LUTHAR, Auteur Article en page(s) : p.683-697 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In an upper-middle class setting, we explored associations between students’ peer reputation in Grades 6 and 7 with adjustment at Grade 12. With a sample of 209 students, a confirmatory factor analysis (CFA) of peer reputation dimensions supported a 4-factor model (i.e., popular, prosocial, aggressive, isolated). Structural equation models were used to examine prospective links between middle school peer reputation and diverse Grade 12 adjustment indices, including academic achievement (Scholastic Aptitude Test scores and grade point average), internalizing and externalizing symptoms, and use of cigarettes, alcohol, and marijuana. Prosocial reputation was connected to higher academic achievement levels and fewer externalizing symptoms. Both prosocial and isolated reputations were negatively associated with dimensions of substance use, whereas popularity was positively associated. Implications for future research and interventions are discussed. En ligne : http://dx.doi.org/10.1017/S0954579418000275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Middle school peer reputation in high-achieving schools: Ramifications for maladjustment versus competence by age 18 [texte imprimé] / Alexandria S. CURLEE, Auteur ; Leona S. AIKEN, Auteur ; Suniya S. LUTHAR, Auteur . - p.683-697. Langues : Anglais (eng) in Development and Psychopathology > 31-2 (May 2019) . - p.683-697 Index. décimale : PER Périodiques Résumé : In an upper-middle class setting, we explored associations between students’ peer reputation in Grades 6 and 7 with adjustment at Grade 12. With a sample of 209 students, a confirmatory factor analysis (CFA) of peer reputation dimensions supported a 4-factor model (i.e., popular, prosocial, aggressive, isolated). Structural equation models were used to examine prospective links between middle school peer reputation and diverse Grade 12 adjustment indices, including academic achievement (Scholastic Aptitude Test scores and grade point average), internalizing and externalizing symptoms, and use of cigarettes, alcohol, and marijuana. Prosocial reputation was connected to higher academic achievement levels and fewer externalizing symptoms. Both prosocial and isolated reputations were negatively associated with dimensions of substance use, whereas popularity was positively associated. Implications for future research and interventions are discussed. En ligne : http://dx.doi.org/10.1017/S0954579418000275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

Relations of effortful control, reactive undercontrol, and anger to Chinese children's adjustment / Nancy EISENBERG in Development and Psychopathology, 19-2 (Spring 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-2 (Spring 2007) . - p.385-409 Titre : Relations of effortful control, reactive undercontrol, and anger to Chinese children's adjustment Type de document : texte imprimé Auteurs : Nancy EISENBERG, Auteur ; Yue MA, Auteur ; Lei CHANG, Auteur ; Qing ZHOU, Auteur ; Stephen G. WEST, Auteur ; Leona S. AIKEN, Auteur Année de publication : 2007 Article en page(s) : p.385-409 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine the zero-order and unique relations of effortful attentional and behavioral regulation, reactive impulsivity, and anger/frustration to Chinese first and second graders' internalizing and externalizing symptoms, as well as the prediction of adjustment from the interaction of anger/frustration and effortful control or impulsivity. A parent and teacher reported on children's anger/frustration, effortful control, and impulsivity. Parents reported on children's internalizing symptoms, and teachers and peers reported on children's externalizing symptoms. Children were classified as relatively high on externalizing (or comorbid), internalizing, or nondisordered. High impulsivity and teacher-reported anger/frustration, and low effortful control, were associated with externalizing problems, whereas low effortful control and high parent-reported anger were predictive of internalizing problems. Unique prediction from effortful and reactive control was obtained and these predictors (especially when reported by teachers) often interacted with anger/frustration when predicting problem behavior classification. En ligne : http://dx.doi.org/10.1017/s0954579407070198 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 [article] Relations of effortful control, reactive undercontrol, and anger to Chinese children's adjustment [texte imprimé] / Nancy EISENBERG, Auteur ; Yue MA, Auteur ; Lei CHANG, Auteur ; Qing ZHOU, Auteur ; Stephen G. WEST, Auteur ; Leona S. AIKEN, Auteur . - 2007 . - p.385-409. Langues : Anglais (eng) in Development and Psychopathology > 19-2 (Spring 2007) . - p.385-409 Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine the zero-order and unique relations of effortful attentional and behavioral regulation, reactive impulsivity, and anger/frustration to Chinese first and second graders' internalizing and externalizing symptoms, as well as the prediction of adjustment from the interaction of anger/frustration and effortful control or impulsivity. A parent and teacher reported on children's anger/frustration, effortful control, and impulsivity. Parents reported on children's internalizing symptoms, and teachers and peers reported on children's externalizing symptoms. Children were classified as relatively high on externalizing (or comorbid), internalizing, or nondisordered. High impulsivity and teacher-reported anger/frustration, and low effortful control, were associated with externalizing problems, whereas low effortful control and high parent-reported anger were predictive of internalizing problems. Unique prediction from effortful and reactive control was obtained and these predictors (especially when reported by teachers) often interacted with anger/frustration when predicting problem behavior classification. En ligne : http://dx.doi.org/10.1017/s0954579407070198 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104

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