Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 5 |
Descriptor
Source
Child Development | 7 |
Author
Alan sroufe, L. | 1 |
Brody, Gene H. | 1 |
Brown, Anita C. | 1 |
Carlson, Elizabeth A. | 1 |
Diemer, Matthew A. | 1 |
Egeland, Byron | 1 |
Graham, Sandra | 1 |
Hill, Laura G. | 1 |
Juvonen, Jaana | 1 |
Kim, Sooyeon | 1 |
Koerber, Susanne | 1 |
More ▼ |
Publication Type
Journal Articles | 7 |
Reports - Research | 6 |
Reports - Descriptive | 1 |
Education Level
Middle Schools | 7 |
Junior High Schools | 3 |
Early Childhood Education | 2 |
Elementary Education | 2 |
High Schools | 2 |
Secondary Education | 2 |
Adult Education | 1 |
Elementary Secondary Education | 1 |
Grade 2 | 1 |
Grade 3 | 1 |
Grade 4 | 1 |
More ▼ |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Shubert, Jennifer; Wray-Lake, Laura; Syvertsen, Amy K.; Metzger, Aaron – Child Development, 2019
Character strengths are an integral component of positive youth development that can promote flourishing. Developmental principles posit constructs become increasingly complex with age, yet this process has not been examined with character. Using a socioeconomically and ethnically diverse sample of 2,467 youth ages 9-19, bifactor models were…
Descriptors: Personality Traits, Elementary School Students, Middle School Students, High School Students
Koerber, Susanne; Mayer, Daniela; Osterhaus, Christopher; Schwippert, Knut; Sodian, Beate – Child Development, 2015
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8-, 9-, 10-year-olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66-item scale, five components of scientific thinking were addressed, including experimental design, data…
Descriptors: Elementary School Students, Thinking Skills, Parent Background, Educational Attainment
Graham, Sandra; Munniksma, Anke; Juvonen, Jaana – Child Development, 2014
To examine the unique functions of same- and cross-ethnic friendships, Latino (n = 536) and African American (n = 396) sixth-grade students (M[subscript age] = 11.5 years) were recruited from 66 classrooms in 10 middle schools that varied in ethnic diversity. Participants reported on the number of same- and cross-ethnic friends, perceived…
Descriptors: Friendship, Racial Relations, Intergroup Relations, Hispanic American Students
Diemer, Matthew A.; Rapa, Luke J. – Child Development, 2016
This research examines the complex patterns by which distinct dimensions of critical consciousness may lead marginalized adolescents toward distinct forms of political action. Structural equation modeling was applied to nationally representative data from the Civic Education Study (2,811 ninth graders; M[subscript age] = 14.6), first establishing…
Descriptors: Adolescents, Disadvantaged, Social Action, Voting
Werner, Nicole E.; Hill, Laura G. – Child Development, 2010
Studies show that children who use relational aggression process social information in unique ways; however, findings have been inconsistent and limited by methodological weaknesses. This short-term longitudinal study examined developmental changes in 245 (49% female; ages 8-13) 3rd through 8th graders' normative beliefs about relational…
Descriptors: Aggression, Peer Groups, Norms, Beliefs
Carlson, Elizabeth A.; Alan sroufe, L.; Egeland, Byron – Child Development, 2004
Continuity in relationship representation and developmental links between relationship representation and behavior from infancy to late adolescence were examined using longitudinal data from a risk sample (N185). Significant correlations were found among diverse representational assessments (e.g., interview, drawing, projective narrative) and…
Descriptors: Early Adolescents, Late Adolescents, Infants, Children
Brody, Gene H.; Kim, Sooyeon; Murry, Velma McBride; Brown, Anita C. – Child Development, 2004
A 4-wave longitudinal design was used to examine protective links from child competence to behavioral problems in first- (M=10.97 years) and second- (M=8.27 years) born rural African American children. At 1-year intervals, teachers assessed child behavioral problems, mothers reported their psychological functioning, and both mothers and children…
Descriptors: Child Rearing, African American Children, Structural Equation Models, Siblings