The Wiley-Blackwell Handbook of Childhood Social Development. Группа авторов

Чтение книги онлайн.

Читать онлайн книгу The Wiley-Blackwell Handbook of Childhood Social Development - Группа авторов страница 33

The Wiley-Blackwell Handbook of Childhood Social Development - Группа авторов

Скачать книгу

in low‐income black mothers. Child Development, 63, 573–582.

      93 Kennedy, M., Kreppner, J., Knights, N., Kumsta, R., Maughan, B., Golm, D., Rutter, M., Schlotz, W., & Sonuga‐Barke, E. J. S. (2016). Early severe institutional deprivation is associated with a persistent variant of adult attention‐deficit/hyperactivity disorder. Journal of Child Psychology and Psychiatry, 57(10), 1113–1125.

      94 Kenny, D. A., & Harackiewicz, J. M. (1979). Cross‐lagged panel correlation: Practice and promise. Journal of Applied Psychology, 64, 372.

      95 Kochanska, G., Gross, J. N., Lin, M‐H., & Nichols, K. E. (2002). Guilt in young children: Development, determinants, and relations with a broader system of standards. Child Development, 73, 461–482.

      96 Kochanska, G., & Kim, S. (2013). Difficult temperament moderates links between maternal responsiveness and children’s compliance and behavior problems in low‐income families. Journal of Child Psychology and Psychiatry, 54, 323–332.

      97  Kochanska, G., Koenig, J. L., Barry, R. A., Kim, S., & Yoon, J. E. (2010). Children's conscience during toddler and preschool years, moral self, and a competent, adaptive developmental trajectory. Developmental Psychology, 46, 1320–1332.

      98 Kochenderfer‐Ladd, B., & Wardrop, J. (2001). Chronicity and instability in children’s peer victimization experiences as predictors of loneliness and social satisfaction trajectories. Child Development, 72, 134–151.

      99 Kohlberg, L. (1969). Stage and sequence: The cognitive‐developmental approach to socialization. In D. A. Goslin (Ed.), Handbook of socialization theory and research (pp. 347–480). Rand McNally.

      100 Kovacs, D. M., Parker, J. G., & Hoffman, L. W. (1996). Behavioral, affective, and social correlates of involvement in cross‐sex friendship in elementary school. Child Development, 67, 2269–2286.

      101 Ladd, G. W. (2003). Probing the adaptive significance of children’s behavior and relationships in the school context: A child by environment perspective. In R. Kail (Ed.), Advances in child behavior and development (Vol. 31, pp. 43–104). Wiley.

      102 Ladd, G. W. (2005). Children’s peer relationships and social competence: A century of progress. Yale University Press.

      103 Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77, 822–846.

      104 Ladd, G. W., & Cairns, E. (1996). Children: Ethnic and political violence. Child Development, 67, 14–18.

      105 Ladd, G. W., & Kochenderfer‐Ladd, B. (2019). Parents and children’s peer relationships. In M. H. Bornstein (Ed.), Handbook of parenting. Vol. 5. The practice of parenting (3rd ed., pp. 278–316). Routledge.

      106 Lagerspetz, K. M. J., Bjorkqvist, K., & Peltonen, T. (1988). Is indirect aggression typical of females? Gender differences in aggressiveness in 11‐ to 12‐year‐old children. Aggressive Behavior, 14, 403–414.

      107 Lawrence, C., Carlson, E., & Egeland, B. (2006). The impact of foster care on development. Development and Psychopathology, 18(1), 57–76.

      108 Lengua. L., & Kovacs, E. A. (2005). Bidirectional associations between temperament and parenting and the prediction of adjustment problems in middle childhood. Journal of Applied Developmental Psychology, 26, 21–38.

      109 Letourneau, N. L., Duffett‐Leger, L., Levac, L., Watson, B., & Young‐Morris, C. (2013). Socioeconomic status and child development: A meta‐analysis. Journal of Emotional and Behavioral Disorders. 21(3), 211–224.

      110 Lewis, M. (2014). The rise of consciousness and the development of emotional life. Guilford Press.

      111 Livingstone, S., & Haddon, L. (2009). Kids online: Opportunities and risks for children. Policy Press.

      112 Lord, H., & Mahoney, J. L. (2007). Neighborhood crime and self‐care: Risks for aggression and lower academic performance. Developmental Psychology, 43(6), 1321–1333.

      113 MacCallum, R. , & Austin, J. (2000). Applications of structural equation modeling in psychological research. Annual Review of Psychology, 51, 201–226.

      114 Maccoby, E. E. (2015). Historical overview of socialization research and theory. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 3–32). Guildford Press.

      115 Maclean, K. (2003). The impact of institutionalization on child development. Development and Psychopathology, 15, 853–888

      116 Magnusson, D., & Stattin, H. (1998). Person‐context interaction theories. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 685–759). Wiley.

      117  Mares, M., Braun, M. T., & Hernandez, P. (2012). Pessimism and anxiety: Effects of tween sitcoms on expectations and feelings about peer relationships in school. Media Psychology, 15, 121–147.

      118 Mares, M., & Woodard, E. H. (2001). Prosocial effects on children’s social interactions. In D. G. Singer & J. Singer (Eds.), Handbook of children and the media (pp. 183–203). Sage.

      119 Masten, A., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491–495.

      120 Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., Boelcke‐Stennes, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733–746.

      121 Mathiesen, K. S., & Prior, M. (2006). The impact of temperament factors and family functioning on resilience processes from infancy to school age. European Journal of Developmental Psychology, 3, 357–387.

      122 Meredith, W., & Tisak, J. (1990). Latent curve analysis. Psychometrika, 55(1), 107–122.

      123 McCartney, K., Burchinal, M., Clarke‐Stewart, A., Bub, K. L., Owen, M. T., & Belsky. J. (2010). Testing a series of causal propositions relating time in child care to children’s externalizing behavior. Developmental Psychology, 46, 1–17.

      124 Mead, G. H. (1913). The social self. Journal of Philosophy, Psychology, and Scientific Methods, 10, 374–380.

      125 Melhuish, E. C. (2001). The quest for quality in early daycare and preschool experience continues. International Journal of Behavioral Development, 25, 1–6.

      126 Menesini, E., & Spiel, C. (2012). Cyberbullying: Development, consequences, risk, and protective factors. European Journal of Developmental Psychology, 9(2), 163–167.

      127 Miyazaki, M., & Hiraki, K. (2006). Delayed intermodal contingency affects young children's recognition of their current self. Child Development, 77, 736–750.

      128 Mize, J., & Pettit, G. S. (1997). Mothers’ social coaching, mother–child relationship style, and children’s peer competence: Is the medium the message? Child Development, 68, 291–311.

      129 Morris, D. P., Soroker, E., & Burruss, G. (1954). Follow‐up studies of shy, withdrawn children I: Evaluation of later adjustment. American Journal of Orthopsychiatry, 24, 743–754.

      130 Mulligan, G., Douglas, J. W. B., Hammond, W. A., & Tizard, J. (1963). Delinquency and symptoms of maladjustment: The findings of a longitudinal

Скачать книгу