This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M[subscript age] = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States.…

This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and…

This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions,…

Different cross-domain trajectories in the development of students' ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a "Moderate Math Decline/Stable High Language Arts" class…

This study examined the ways in which exposure to moral reasoning statements affected the subsequent behavioral choices of 144 seventh-, eighth- and ninth-grade boys at different stages of moral judgement. The presentation of reasoning had different effects on the behavioral choices of subjects at two different stages. (Author/SB)

Examines the extent to which the changes in friendship during a school year influence children's impressions of their friendships and their preference for sharing over competition with friends. Also studied the differences between friendships in middle childhood and early adolescence, using multiple methods and measures. (HOD)

Explores age differences (6 to 22 years of age) in conceptions about the nature of the skills required by verbal and nonverbal (abstract) intelligence tests. (HOD)

When 48 first-, fourth-, and seventh-grade boys (classified as high, moderate, or low on an expectancy of success measure) were given a repetition choice task, a developmental trend in number of children choosing the interrupted task was found. When the task's difficulty level was matched to the child's grade, the trend was not found. (Author/JH)

Twenty subjects at each of four age levels (8, 10, 12, and 18) rated linguistic units of prose passages in terms of their importance. Third- and fifth-grade subjects did not differentiate items in terms of their relative importance to the text and at all ages such judgments were related to recall. (Author/JMB)

A multivariate modification of the cross-lagged panel correlation paradigm was applied to data from 4 subgroups of students tested and retested in fifth, seventh, ninth, and eleventh grades on 16 essentially identical cognitive measures. Results suggested that the test of aural comprehension was tapping the causal factors involved in intellectual…

Investigates 8-, 11-, 14- and 17-year-old students' choices of either a familiar adult or peer, or an adult or peer expert to provide counsel. The findings support the conceptualization that adult-child relations are transformed from unilateral dependence in childhood to increasing mutuality in adolescence. (RJC)

First-, fourth-, seventh-, and eleventh-grade boys and girls were interviewed on the topic of deviant behavior among their peers. They were also asked to make deviance judgements on two story characters. The pattern of reaction to the stories was consistent with age-related shifts in the basis for deviant status. (Author/SB)

Interview responses of 72 fifth-, eighth-, and eleventh-graders revealed developmental changes in the scope and nature of perceived peer influence and in the extent to which peer group reactions have an impact on self-evaluations. Developmental changes in the apparent reference-group functions of peer groups for adolescent identity formation are…