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Teachers' Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classroom
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McKellar, Sarah E.; Ryan, Allison M.; Messman, Elizabeth A.; Brass, Nicole R.; Laninga-Wijnen, Lydia – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2021
This study investigated how two aspects of the classroom environment (teachers' emphasis on mastery goals and descriptive norms (i.e., the average student disruptive, prosocial, and achievement-related behavior in a classroom), moderated the relationship between student behaviors and coolness. The sample included 976 students nested in 54 fifth-…
Descriptors: Mastery Learning, Correlation, Grade 6, Prosocial Behavior
The Joint Effect of Peer Victimization and Conflict with Teachers on Student Engagement at the End of Elementary School
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Archambault, Isabelle; Kurdi, Vanessa; Oliver, Elizabeth; Goulet, Mélissa – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
The present study examined the unique and joint effects of peer victimization and conflicts with teachers on student behavioral and affective engagement across the school year among a sample of 333 fifth- and sixth-grade students. Results first showed that peer victimization was not a significant predictor of students' affective engagement,…
Descriptors: Peer Relationship, Victims, Conflict, Teacher Student Relationship
Emotion Regulation and Negative Emotionality Moderate the Effects of Moral (Dis)Engagement on Aggression
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Roos, Sanna; Salmivalli, Christina; Hodges, Ernest V. E. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2015
The effects of guilt, shame, and externalization of blame on aggressive behavior were investigated among a total of 307 Finnish fifth and sixth graders (M[subscript age] = 11.9 years). Self-reported proneness to feel guilt and shame was expected to reduce levels of peer-reported aggressive behavior, whereas self-reported externalization of blame…
Descriptors: Self Control, Moral Values, Elementary School Students, Aggression
Moral Disengagement Moderates the Link between Psychopathic Traits and Aggressive Behavior among Early Adolescents
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Gini, Gianluca; Pozzoli, Tiziana; Bussey, Kay – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2015
This study investigated the relationships between three psychopathic dimensions (callousness/unemotionality, grandiosity/manipulation, and impulsivity/irresponsibility) and reactive and instrumental aggression in a community sample of early adolescents (N = 243, age M = 12.29, SD = 1.18). The moderating role of moral disengagement (MD) was also…
Descriptors: Foreign Countries, Early Adolescents, Psychopathology, Personality Traits
A Developmental Process Analysis of Cross-Generational Continuity in Educational Attainment
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Pettit, Gregory S.; Yu, Tianyi; Dodge, Kenneth A.; Bates, John E. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2009
In this prospective longitudinal study (N = 585) we examined intergenerational links in level of educational attainment. Of particular interest was whether family background characteristics, parenting in early childhood and early adolescence, and school adjustment and performance in middle childhood accounted for (i.e., mediated) continuity and…
Descriptors: Behavior Problems, Family Characteristics, Educational Attainment, Child Rearing
Predicting Youth Out-of-School Time Participation: Multiple Risks and Developmental Differences
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Wimer, Christopher; Simpkins, Sandra D.; Dearing, Eric; Bouffard, Suzanne M.; Caronongan, Pia; Weiss, Heather B. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2008
Youth out-of-school time (OST) programs and activities can provide developmental benefits for participating youth. Yet little research has examined the contextual predictors of youth OST participation. To address this issue, we examined a collection of child-, family-, school-, and neighborhood-level characteristics as predictors of OST…
Descriptors: Behavior Problems, Income, Family Characteristics, Low Achievement