Drawing on the self-system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12-17). In addition,…

This study examined the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in three hundred and thirty-eight 5- to 6-year-old children. Neurobiological stress reactivity was measured as respiratory sinus arrhythmia and salivary cortisol responses to social, cognitive, sensory, and…

Working within the developmental science research framework, this study sought to capture a dynamic and complex view of student mobility. Second- through fifth-grade data (N = 1,003, predominantly Caucasian) were drawn from a longitudinal study, and growth curve analyses allowed for the examination of mobility effects within the context of other…