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Developmental Trajectories of Achievement Emotions in Mathematics during Adolescence
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Michiko Sakaki; Kou Murayama; Anne C. Frenzel; Thomas Goetz; Herbert W. Marsh; Stephanie Lichtenfeld; Reinhard Pekrun – Child Development, 2024
This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5-9; N = 3425 German adolescents; M[subscript age] = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and…
Descriptors: Mathematics Achievement, Psychological Patterns, Adolescents, Grade 5
Family-Level Profiles of Parental Reactions to Emotions: Longitudinal Associations with Multi-Informant Reports of Adolescent Internalizing and Externalizing Symptoms
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Katherine Edler; Sarah Hoegler Dennis; Lijuan Wang; Kristin Valentino; Patrick T. Davies; E. Mark Cummings – Child Development, 2025
Longitudinal study of associations between family-level emotion socialization and adolescent adjustment is limited. When American children (53.5% girls) were in second grade (N = 213; M[subscript age] = 7.98; data collected 2002-2003), mothers and fathers (79.8% of mothers and 74.2% of fathers were White) reported on their reactions to children's…
Descriptors: Emotional Development, Socialization, Adolescents, Grade 2
Family Process and Peer Deviance Influences on Adolescent Aggression: Longitudinal Effects across Early and Middle Adolescence
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Benson, Mark J.; Buehler, Cheryl – Child Development, 2012
Beginning in sixth grade at an average age of 11.9 years, 416 adolescents and their parents participated in 4 waves of data collection involving family observations and multiple-reporter assessments. Ecological theory and the process-person-context-time (PPCT) model guided the hypotheses and analyses. Lagged, growth curve models revealed that…
Descriptors: Adolescents, Age, Aggression, Grade 6
Gender Differences in Adolescents' Daily Interpersonal Events and Well-Being
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Flook, Lisa – Child Development, 2011
This study examined daily interpersonal events with parents and friends and daily well-being among 589 ninth-grade students (mean age = 14.9 years) from Mexican, Chinese, and European backgrounds. Associations were examined using a daily diary methodology whereby adolescents reported on positive and negative interpersonal experiences and mood each…
Descriptors: Adolescents, Gender Differences, Psychological Patterns, Interpersonal Relationship
The Transition to High School as a Developmental Process among Multiethnic Urban Youth
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Benner, Aprile D.; Graham, Sandra – Child Development, 2009
The high school transition was examined in an ethnically diverse, urban sample of 1,979 adolescents, followed from 7th to 10th grade (M[subscript age] = 14.6, SD = 0.37 in 7th grade). Twice annually, data were gathered on adolescents' perceptions of school climate, psychological functioning, and academic behaviors. Piecewise growth modeling…
Descriptors: High Schools, Middle Schools, Racial Differences, African American Students
Ethnic Identity and the Daily Psychological Well-Being of Adolescents from Mexican and Chinese Backgrounds
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Kiang, Lisa; Yip, Tiffany; Gonzales-Backen, Melinda; Witkow, Melissa; Fuligni, Andrew J. – Child Development, 2006
Protective effects of ethnic identity on daily psychological well-being were examined in a sample of 415 ninth graders from Mexican and Chinese backgrounds. Utilizing daily diary assessments and multilevel modeling, adolescents with a greater regard for their ethnic group exhibited greater levels of daily happiness and less daily anxiety averaged…
Descriptors: Ethnicity, Well Being, Adolescents, Mexicans