This paper provides an introduction to a recently developed conceptual framework--the dimensional-categorical spectrum--for utilizing general factor mixture models to explore the latent structures of psychological constructs. This framework offers advantages over traditional latent variable models that usually employ either continuous latent…

Three models regarding the relation between maternal (in)sensitivity, negative discipline, and child aggression were examined in a sample of 117 mother-child pairs with high scores on child externalizing behavior: (1) Sensitivity and discipline are uniquely related to child aggression (the additive model); (2) the relation between discipline and…

The purpose of this study was to test direct, additive, and mediation models involving family, neighborhood, and peer factors in relation to emerging antisocial behavior and social skills. Neighborhood danger, maternal depressive symptoms, and supportive parenting were assessed in early childhood. Peer group acceptance was measured in middle…

Describes a theoretical model for affective social competence to include the three integrated and dynamic components of sending affective messages, receiving affective messages, and experiencing affect. Places the model within the context of previous research and theory related to affective social competence and, for each component, examines how…

Acknowledges that Halberstadt et al. have provided the field with a framework in which to organize ideas regarding affective social competence. Argues for modification of the model to stimulate thinking and further research, addressing points of modification in the areas of regulation as the core of the construct and self-factors influencing…

Clarifies authors' position on the Social Information Processing (SIP) model. Argues that a definition of social competence free of reference to social desirability to assess links with bullying skills and motivations is possible. Asserts that focusing on motivations might provide a clearer theoretical understanding of bullying and a more…

Addresses the variations, reactions, and additions to the affective social competence model presented earlier. Specifically addresses the issue of whether sending, receiving, and experiencing are equal components to affective social competence; the time course of affective social competence; the cognitive representations of self and world;…

Highlights the strengths of the Halberstadt et al. contribution to the literature on social-emotional development. Discusses three issues relating to their model: (1) the inseparability of cognitive representation in both emotional and social functioning; (2) the role played by context; and (3) the significance of goals in any construct involving…

This study developed and examined a multidimensional, interdisciplinary model of social status among 487 fourth- through sixth-grade students. Seven subtypes were identified based on dimensions of likability, perceived popularity, and social dominance (high status, perceived popular/dominant, well-liked/dominant, average, low dominant/unpopular,…