S
Stephen G. West
Researcher at Arizona State University
Publications - 226
Citations - 98657
Stephen G. West is an academic researcher from Arizona State University. The author has contributed to research in topics: Personality & Regression analysis. The author has an hindex of 78, co-authored 220 publications receiving 95169 citations. Previous affiliations of Stephen G. West include Emory University & Northwestern University.
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Journal ArticleDOI
Effect of Grade Retention in First Grade on Psychosocial Outcomes
TL;DR: Retention had a positive short-term effect on children's perceived school belonging and a positive longer term effect on perceived academic self-efficacy and longer term detrimental effects on social acceptance may lead to the documented longer term negative effects of retention.
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Relations of effortful control, reactive undercontrol, and anger to Chinese children's adjustment
TL;DR: Examination of the zero-order and unique relations of effortful attentional and behavioral regulation, reactive impulsivity, and anger/frustration to Chinese first and second graders' internalizing and externalizing symptoms revealed unique prediction from effortful and reactive control.
Journal ArticleDOI
Using virtual worlds for collaborative business process modeling
TL;DR: The paper describes the design of an innovative prototype collaborative process modeling approach, implemented as a 3D Business Process Modeling Notation (BPMN) modeling environment in Second Life.
Book ChapterDOI
Some effects of violent and nonviolent movies on the behavior of juvenile delinquents.
TL;DR: A review and critique of previous field experimental studies of movie violence in a naturalistic setting is presented in this article, where adolescent boys are exposed to several full-length unedited commercial films in their usual environment and observed interpersonal aggression formed the basis for the dependent indices.
Journal ArticleDOI
Appraisals of Negative Events by Preadolescent Children of Divorce
TL;DR: Evidence for convergent and discriminant validity of the self-report measure of appraisal was found with scores derived from children's open-ended descriptions of their appraisals, and confirmatory factor analysis of this scale found support for a 3-dimensional model.