Literaturnachweis - Detailanzeige
| Autor/inn/en | Ladd, Gary W.; Burgess, Kim B. |
|---|---|
| Titel | Do Relational Risks and Protective Factors Moderate the Linkages between Childhood Aggression and Early Psychological and School Adjustment? |
| Quelle | In: Child Development, 72 (2001) 5, S.1579-1601Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| Schlagwörter | Aggression; At Risk Persons; Elementary School Students; Emotional Adjustment; Ethnicity; Longitudinal Studies; Peer Relationship; Predictor Variables; Racial Differences; Social Adjustment; Social Differences; Student Adjustment; Teacher Student Relationship Risikogruppe; Emotionale Anpassung; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Prädiktor; Rassenunterschied; Soziale Anpassung; Sozialer Unterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Teacher student relationships; Lehrer-Schüler-Beziehung |
| Abstract | Examined how relational stressors and supports interface with aggression to influence early adjustment trajectories from Fall of kindergarten year to Spring of first grade. Found that with few exceptions, relational experiences predicted adjustment beyond children's aggressive risk status. Chronicity of aggressive risk status and relational stressors and supports bore a stronger association with maladjustment changes than did early onset. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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