|
References Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 199-225). Cambridge: Cambridge University Press. Bugental, D. B., & Goodnow, J. J. (1998). Socialization processes. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (Vol. 3, pp. 389-462). New York: John Wiley. Clark, K. E., & Ladd, G. W. (2000). Connectedness and autonomy support in parent-child relationships: Links to children's socioemotional orientation and peer relationships. Developmental Psychology, 36(4), 485-498. Eccles, J. S., Jacobs, J. E., & Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents' socialization of gender differences. Journal of social issues, 46(2), 183-201. Ellis, S., & Gauvain, M. (1992). School and cultural influences on children's collaborative behavior. In L. Winegar & J. Valsiner (Eds.), Children's development within social context (Vol. 2, Research and methodology, pp. 155-180). Hillsdale, NJ: Erlbaum. Gutierrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25. Hartup, W. W. (1996). Cooperation, close relationships, and cognitive development. In W. M. Bukowski, A. F. Newcomb & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence. Cambridge: Cambridge University Press. Haviland, J. M., & Walker-Andrews, A. S. (1992). Emotion socialization: A view from development and biology. In V. B. Van Hasselt & M. Hersen (Eds.), Handbook of social development: A lifespan perspective. New York: Plenum Press. Hodges, E. V. E., Malone, M. J., & Perry, D. G. (1997). Individual risk and social risk as interacting determinants of victimization in the peer group. Developmental Psychology, 33(6), 1032-1039. Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of school psychology, 39(4), 289-301. Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive vs withdrawn unpopular children: Variations in peer and self-perceptions in multiple domains. Child Development, 64, 879-896. Katz, P. A., & Ksansnak, K. R. (1994). Developmental aspects of gender role flexibility and traditionality in middle childhood and adolescence. Developmental Psychology, 30(2), 272-282. Kreppner, K. (1992). Development in a developing context: Rethinking the family's role for children's development. In L. Winegar & J. Valsiner (Eds.), Children's development within social context (Vol. 2: Research and methodology, pp. 161-182). Hillsdale, NJ: Earlbaum. Lewis, S. (2000). Michael Huang: From Vietnam to America. In D. Sattler, G. Kramer, V. Shabatay & D. Bernstein (Eds.), Child development in context: Voices and perspectives (pp. 111-115). Boston: Houghton Mifflin. Maccoby, E. (1990). Gender and relationships: A developmental account. American psychologist, 45(4), 513-520. Nasir, N. i. S., & Saxe, G. B. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tentions and their management in the lives of minority students. Educational Researcher, 32(5), 14-18. NICHHD Early Child Care Research Network. (2003). Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences. Child Development, 74(6), 1639-1662. Paley, V. (1984). Boys and girls: Superheroes in the doll corner. Cambridge, MA: Harvard University Press. Parke, R. D., Neville, B., Burks, V. M., Boyum, L. A., & Carson, J. L. (1994). Family-peer relationships: A tripartite model. In R. D. Park & S. G. Kellam (Eds.), Exploring family relationships with other social contexts (pp. 115-145). Hillsdale, NJ: Erlbaum. Parkhurst, J. T., & Asher, S. R. (1992). Peer rejection in middle school: Subgroup differences in behavior loneliness, and interpersonal concerns. Developmental Psychology, 28(2), 231-241. Pittman, L. D., & Chase-Lansdale, P. L. (2001). African American adolescent girls in impoverished communities: Parenting style and adolescent outcomes. Journal of research on adolescence, 11(2), 199-224. Price, J. M., & Dodge, K. A. (1989). Peers' contributions to children's social maladjustment. In T. J. Berndt & G. W. Ladd (Eds.), Peer relationhships in child development (pp. 341-370). New York: John Wiley. Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36(1), 14-24. Rodriguez, R. (2000). A bilingual childhood. In D. Sattler, G. Kramer, V. Shabatay & D. Bernstein (Eds.), Child development in context: Voices and perspectives (pp. 76-80). Boston: Houghton Mifflin. Rubin, K. H., & Rose-Krasnor, L. (1992). Interpersonal problem solving and social competence in children. In V. B. Van Hasselt & M. Hersen (Eds.), Handbook of social development: A lifespan perspective. New York: Plenum Press. Rueter, M. A., & Conger, R. D. (1998). Reciprocal influences between parenting and adolescent problem-solving behavior. Developmental Psychology, 34(6), 1470-1482. Sameroff, A. (1995). General systems theories and developmental psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology. New York: John Wiley. Sandstrom, M. J., & Coie, J. D. (1999). A developmental perspective
on peer rejection. Child Development, 70(4), 955-966. Zahn-Waxler, C., & Smith, K. D. (1992). The development of prosocial
behavior. In V. B. Van Hasselt & M. Hersen (Eds.), Handbook of social
development: A lifespan perspective. New York: Plenum Press. |