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Examining the Joint Development of Antisocial Behavior and Personality: Predictors and Trajectories of Adolescent Indirect Aggression and Machiavellianism
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Farrell, Ann H.; Vaillancourt, Tracy – Developmental Psychology, 2021
Indirect aggression has been associated with antisocial personality traits like Machiavellianism, but there is a lack of evidence on their longitudinal development across adolescence. Therefore, the joint developmental trajectories of adolescent indirect aggression and Machiavellianism across 3 years of high school (Grades 10 to 12) were…
Descriptors: Aggression, Antisocial Behavior, Personality Traits, Predictor Variables
Individual Predictors of Lie Acceptability across Development
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Buta, Monica; Visu-Petra, George; Opre, Adrian; Koller, Silvia; Visu-Petra, Laura – European Journal of Developmental Psychology, 2022
Deception is a common phenomenon in everyday life, yet some people generally lie more than others and some people consider lying more acceptable than others do. Current knowledge about lie acceptability across development or about the individual differences in emotion or personality which shape it is still in an incipient stage. We aimed to expand…
Descriptors: Deception, Individual Differences, Elementary School Students, Middle School Students
The Adaptation and Validation of the Emotion Matching Task for Preschool Children in Spain
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Alonso-Alberca, Natalia; Vergara, Ana I.; Fernandez-Berrocal, Pablo; Johnson, Stacy R.; Izard, Carroll E. – International Journal of Behavioral Development, 2012
The Emotion Matching Task (EMT; Izard, Haskins, Schultz, Trentacosta, & King, 2003) was developed to assess emotion knowledge in preschoolers and was demonstrated to show adequate convergent and predictive validity in an American sample (Morgan, Izard, & King, 2010). In light of the need for valid measures for assessing emotion…
Descriptors: Foreign Countries, Psychometrics, Spanish Speaking, Preschool Children
Educational Outcomes for Children At-Risk: The Influence of Individual Differences in Children's Temperaments
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Al-Hendawi, Maha; Reed, Evelyn – International Journal of Special Education, 2012
Individual differences in temperament can be protective or risk factors that may enhance or interfere with children's healthy development and educational success. This study examined the concurrent and predictive relationships between temperament, school adjustment, and academic achievement in children at-risk. Seventy-seven children at-risk, ages…
Descriptors: Academic Achievement, Outcomes of Education, At Risk Persons, Personality
A Comparison of General and Special Education High School Students in Transition: The Impact of Social Support on Student Outcomes
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Jensen, Mira A. – ProQuest LLC, 2011
This dissertation study examined the differences between students in general education and in special education in their perceptions of the types of support they need from different sources during the transitions at the beginning and end of high school. Specifically, this study examined the role of social support in students' behavioral and…
Descriptors: School Psychologists, Academic Achievement, Achievement Tests, Adjustment (to Environment)
The Generalizability of Externalizing Behavior Composites and Subscale Scores across Time, Rater, and Instrument
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Bergeron, Renee; Floyd, Randy G.; McCormack, Allison C.; Farmer, William L. – School Psychology Review, 2008
The dependability of externalizing behavior composites and subscale scores from the Behavior Assessment System for Children, Second Edition, Teacher Rating Scale-Child (Reynolds & Kamphaus, 2004) and the Achenbach System of Empirically Based Assessment, Teacher's Report Form for Ages 6-18 (Achenbach & Rescorla, 2001) was investigated.…
Descriptors: Generalizability Theory, Scores, Rating Scales, Error of Measurement