Social Development and Social Relationships in Middle Childhood

Grusec, Joan E.; Chaparro, Maria Paula; Johnston, Megan; Sherman, Amanda

doi:10.1002/9781118133880.hop206010

Cited by 14 publications

(14 citation statements)

References 127 publications

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“…In addition, emerging research shows that problem‐solving skills, especially those entailing coping actions, also influence school success. Notably, these types of self‐regulatory skills continue to develop and are refined during adolescence (Grusec, Chaparro, Johnston, & Sherman, ). Like strong executive functioning and self‐regulatory behaviors in general, problem‐solving skills are linked to intellectual accomplishments, as represented by GPA (Adachi & Willoughby, ; Samuels, Tournaki, Blackman, & Zilinski, ; Wentzel, ).…”

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confidence: 99%

Brief Report on PROSPER Academic Outcomes: Extended Model of Crossover Effects on Young Adult College Success

et al. 2019

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This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem‐solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT) evaluating a multicomponent intervention conducted in 28 school districts with middle school students. At age 19, study participants (N = 1,488) enrolled in college reported on college grades. The model fit the data, supporting hypothesized pathways of intervention impacts. Inclusion of a significant direct effect on college grades further improved model fit. Results support the potential for universal substance misuse preventive interventions delivered by community partnerships during middle school to yield effects on long‐term academic success.

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confidence: 99%

Brief Report on PROSPER Academic Outcomes: Extended Model of Crossover Effects on Young Adult College Success

et al. 2019

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“…Indeed, from a developmental perspective, middle childhood provides a critical window on social relationships, because of the growing importance of peer relationships and friendship at that age (Grusec, Chaparro, Johnston, & Sherman, 2013; Parker & Gottman, 1987). A recent study indicated that social relationships in middle childhood were associated with self-esteem and well-being (Guhn et al, 2013).…”

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confidence: 99%

Children with traumatic brain injury: Associations between parenting and social adjustment

Root

Wimsatt

Rubin

et al. 2016

Journal of Applied Developmental Psychology

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Similarities and differences in parenting practices of children (Mage = 10; range 8-13 years) with traumatic brain injury (TBI) and socially-typical controls were examined. In addition, parenting practices were examined as moderators between injury group status (TBI or socially-typical) and social adjustment in the peer group. Mothers completed assessments of parenting practices; children's peers reported about children's social adjustment. The mothers of children with TBI reported significantly lower levels of nurturance and significantly higher levels of restrictiveness than mothers of socially-typical children. In addition, mothers’ nurturance moderated the relation between injury group and peer rejection, such that children with TBI were more rejected by classmates compared to their socially-typical peers at low levels of maternal nurturance. The findings are interpreted as supporting the important role parents play in the development of children with a history of TBI, as well as the implications for family-level interventions.

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“…If a child feels protected by his or her parent or caregiver when afraid, the child develops the ability to soothe himself or herself and others. Helping the child develop a strong sense of self in relationship to fear is important for self-esteem and adaptation, and helps the child’s ability to regulate his or her emotions (Grusec, Chaparro, Johnston, & Sherman, 2013).…”

Section: Current Trends In Prosocial Educationmentioning

confidence: 99%

Fostering Heroism in Fourth- and Fifth-Grade Students

Heiner

2018

Journal of Humanistic Psychology

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This study empirically evaluated the potential effect of a training program created by The Hero Construction Company designed to foster heroism in children. The presentation was geared toward encouraging young children to think about taking action when faced with moral dilemmas. The intention of the material is to encourage heroic acts and prosocial behavior. Student participants learn about heroism, and are asked to imagine themselves behaving heroically, and to think about who their heroes are and why. The curriculum asks students to consider their reactions to morally complex situations, and seeks to empower them with the idea that they are “heroes in waiting,” and can stand up to injustices they may witness, such as bullying. Hypotheses were developed to evaluate the potential effect The Hero Construction Company’s presentation has on courage levels in children who participate in the training. The study sought to answer the primary question: Can heroism be learned, remembered, and then utilized over the child’s lifetime? Sixty-two fourth- and fifth-grade students in Michigan attended the Hero Construction Company’s presentation. They were administered the Courage Measure for Children (CM-C) immediately prior to the presentation (Time 1), immediately following (Time 2), and 30 days following (Time 3). The researcher hypothesized that the students’ self-reported levels of courage would increase between prepresentation and postpresentation, and prepresentation and 30 days postpresentation. Results indicated a significant increase in the children’s courage levels for both time points.

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Social Development and Social Relationships in Middle Childhood

Cited by 14 publications

References 127 publications

Brief Report on PROSPER Academic Outcomes: Extended Model of Crossover Effects on Young Adult College Success

Brief Report on PROSPER Academic Outcomes: Extended Model of Crossover Effects on Young Adult College Success

Children with traumatic brain injury: Associations between parenting and social adjustment

Fostering Heroism in Fourth- and Fifth-Grade Students

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