Statistical Analysis with Missing Data

https://courses.washington.edu/anmind/Call%20&%20Tomasello%20-%20chimp%20TOM%20-%20TICS%202008.pdf

Does the chimpanzee have a theory of mind? 30 years later.

The chapter begins with a distinction made between the interactions children have with peers, the relationships they form with peers, and the groups and networks within which peer interactions and relationships occur. From this conceptual overview, a review of relevant theories is presented. Thereafter, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence. Subsequently, methods and measures pertaining to the study of children's peer experiences are described. Next, we examine factors that may account for peer acceptance and rejection as well as qualitatively rich and poor friendships. Among the factors discussed are included temperament (biological factors), sex of child, parenting, parent-child relationships, and culture. The chapter concludes with a discussion of the extent to which individual differences in peer acceptance, rejection and friendship (prevalence and quality) predict adaptive and maladaptive developmental outcomes and a suggested agenda for future research.


Keywords:

friendship;
peer interactions;
peer relationships;
peer rejection;
social acceptance;
social competence

Peer Interactions, Relationships, and Groups

Thank you very much for downloading applied longitudinal data analysis modeling change and event occurrence. As you may know, people have look hundreds times for their favorite novels like this applied longitudinal data analysis modeling change and event occurrence, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they are facing with some infectious virus inside their computer.

Applied Longitudinal Data Analysis Modeling Change And Event Occurrence

Do parents have any important long-term effects on the development of their child's personality? This article examines the evidence and concludes that the answer is no. A new theory of development is proposed: that socialization is context-specific and that outside-the-home socialization takes place in the peer groups of childhood and adolescence. Intraand intergroup processes, not dyadic relationships, are responsible for the transmission of culture and for environmental modification of children's personality characteristics. The universality of children's groups explains why development is not derailed by the wide variations in parental behavior found within and between societies.

Where is the child's environment? A group socialization theory of development.

Parental support, psychological control, and behavioral control: assessing relevance across time, culture, and method.

This study assessed patterns of change in perceived school and youth functioning, and the extent to which perceived change in the school environment predicted changed youth functioning, across four consecutive grade transitions, two of which involved the transition to a new school. Youth reported decreased quality of the school environment and decreased academic/personal/interpersonal functioning at every grade transition. This pattern was most pronounced at the transition from sixth to seventh grade, a transition that did not correspond to the transition to middle school but did correspond to the move from small family pods during the first year of middle school to the more typical middle school environment in the eighth grade. Analyses revealed that perceived change in several elements of the school environment (most strongly, perceived change in teacher support) did significantly explain changes in levels of student academic, personal, and interpersonal functioning.

Assessing the Transitions to Middle and High School

This study investigated the relation to school grades, feelings of depression, and antisocial behavior of youth perceptions of three central dimensions of socialization (connection with significantothers, regulation of behavior, andpsychological autonomy) as they are experienced infour social contexts: family, school, neighborhood, ndpeers. Analyses of a random sample of 900 fifth and eighth-grade youth included both descriptive accounts of youth experience in these contexts and testedfor various models predicting independent and interactive effects among contexts on youth functioning. Findings showed that connection, regulation, and autonomy were meaningful dimensions of socialization experience in the four contexts, thatfamily and peers were primary socialization domains, and that discrete aspects of youth functioning were related to specific contexts. There was some evidence that deficits in experience in one context can be compensatedfor by experience in other contexts.

Socialization in Context Connection, Regulation, and Autonomy in the Family, School, and Neighborhood, and with Peers

Structural equation modeling (SEM) can be adapted in a relatively straightforward fashion to analyze data from interchangeable dyads (i.e., dyads in which the 2 members cannot be differentiated). The authors describe a general strategy for SEM model estimation, comparison, and fit assessment that can be used with either dyad-level or pairwise (double-entered) dyadic data. They present applications illustrating this approach with the actor-partner interdependence model, confirmatory factor analysis, and latent growth curve analysis.

Structural equation modeling with interchangeable dyads.

This study assessed the combined and differential contributions of Chinese mothers and fathers (in terms of spouse-reported physically coercive and psychologically controlling parenting) to the development of peer-reported physical and relational aggression in their preschool-age children (mean age of 5 years). Results of the two-group (boys and girls) latent sum and difference structural equation model showed that combined parenting effects were slightly more prevalent than differential effects in predicting aggression. Furthermore, physical coercion was predictive of aggression in boys whereas psychological control was primarily associated with aggression in girls. Findings extend our understanding of relational aggression and the meaning of aversive parenting, particularly within the Chinese cultural context.

/pdf/aversive-parenting-in-china-associations-with-child-physical-50imjssg2b.pdf

Joseph A. Olsen

Papers

Parental support, psychological control, and behavioral control: assessing relevance across time, culture, and method.

Assessing the Transitions to Middle and High School

Socialization in Context Connection, Regulation, and Autonomy in the Family, School, and Neighborhood, and with Peers

Structural equation modeling with interchangeable dyads.

Aversive Parenting in China: Associations With Child Physical and Relational Aggression