The positive affect (PA) and negative affect (NA) framework that is embodied in the tripartite model of anxiety and depression has proved useful with adult populations; however, there is as yet little investigation with children concerning either the measurement of PA and NA or the relation between PA and NA and levels of adjustment. A confirmatory factor analysis was used in this study to examine the structure of self-reported affect and its relation to depressive and anxious symptoms in school children (4th to 11th grade). Results supported a 2-factor orthogonal model that was invariant across age and sex. Support for the expected pattern of relations between NA and PA with symptoms of depression and anxiety was strong for the older sample (M = 14.2 years) but weaker for the younger sample (M = 10.3 years). Results also provide preliminary support for the reliability and validity of the Positive and Negative Affect Schedule for children.

Research has shown that learning disabled (LD) children are likely to develop a maladaptive pattern of causal attributions. However, it is unclear whether LD children are more likely to differ from their peers in terms of a greater tendency to attribute their difficulties to insufficient ability or in terms of a greater tendency to blame external factors. The present study found that LD girls were significantly more likely than nondisabled girls to attribute their difficulties to insufficient ability, but they did not differ in their tendency to attribute their difficulties to external factors. In contrast, LD boys were significantly more likely than nondisabled boys to attribute their difficulties to external factors, but they did not differ from nondisabled boys in their tendency to attribute their difficulties to insufficient ability. The present study also examined the differential implications of these two attributional tendencies. Although the tendency to blame one's ability was negatively related to persistence on a reading task administered by a novel adult, the tendency to attribute one's difficulties to external factors did not show this negative relation.

Response to peers' distress for which they were (target-caused) or were not (bystander) the cause were coded for 11 abused and nonabused preschoolers between the ages of 35 and 67 months. Each child was observed on a playground for an average of 1 IS min. Consistent with results of research with toddlers, abused preschoolers exhibited more inappropriate responses (aggression and withdrawal) toward distressed peers (bystander incidents) than did nonabused preschoolers. Also, abused children were more likely to cause distress of peers. These findings suggest that even among abused children who have had opportunities to interact with nonabusive caregivers and peers (i.e., regularly attended day care), differences in responses to peers' distress are obtained.

Describes partial support found for the downward extension of Nolen-Hoeksema's response styles theory of depression to preadolescents (N = 201). A self-report measure of response styles was developed. Evidence for the multidimensionality and independence of rumination and distraction is provided, as well as support for the reliability and validity of the new measure. Results supported 2 primary tenets of the theory: sex differences in ruminatory tendencies and associations between response styles and self-reported depressive symptoms. Implications of the findings for understanding depression in preadolescents are discussed, in addition to directions for advancing this knowledge area.

Describes partial support found for the downward extension of Nolen-Hoeksema's response styles theory of depression to preadolescents (N = 201). A self-report measure of response styles was developed. Evidence for the multidimensionality and independence of rumination and distraction is provided, as well as support for the reliability and validity of the new measure. Results supported 2 primary tenets of the theory: sex differences in ruminatory tendencies and associations between response styles and self-reported depressive symptoms. Implications of the findings for understanding depression in preadolescents are discussed, in addition to directions for advancing this knowledge area.

Used children's peer relationships (social preference, aggression, and withdrawal) to predict educational outcomes in a 10-year longitudinal study of 524 students in Grades 3 to 5. Consistent with prior research, lower social preference and elevated aggression and withdrawal were each associated with lower graduation rates; however, only aggression uniquely predicted outcomes. Ethnicity and socioeconomic status (SES) predicted educational outcomes and moderated the association between peer acceptance and outcomes. Social preference predicted educational outcomes of Caucasian and middle SES students but not African American and low SES students; when ethnicity and SES were included in the same model, only the moderating effect of SES was a significant predictor of educational outcome. Ethnicity also interacted with social withdrawal such that withdrawal predicted more negative educational outcomes for African American but not Caucasian students. When academic achievement scores and being over-age for grade were included in our model, only peer-rated aggression significantly added to the prediction of educational outcomes.

Peer preferences (determined by both positive and negative sociometric choices) and perceptions of African-American and White children attending either majority White or majority African-American classrooms were examined. Results indicate that classroom racial minority status (i.e., being in a classroom in which most classmates are of a different race) is associated with peer rejection of girls but not of boys. Correlates of peer preferences differed for children in majority White versus African-American classes, providing support for the subjective culture hypothesis. Implications of these findings for girls' peer relations and for educational practices regarding classroom racial proportions are discussed.Studies of children's social interactions in racially integrated peer groups have consistently reported greater preferences for peers of the same race

This study compared subgroups of juvenile sex offenders (JSOs) who victimized children (child offenders), peers (peer offenders), or both children and peers (mixed offenders) on sexual and nonsexual offense history, treatment outcomes, and recidivism to determine if these are distinct and valid subgroups. Though the group of mixed offenders was small, results showed that they exhibited a more diverse and more physically intrusive sexual offense history than the other JSOs and were less likely to successfully complete treatment. Sexual and nonsexual recidivism rates of mixed offenders did not differ from the other subgroups despite subgroup differences in juvenile sexual and nonsexual criminal records. However, differences in sexual recidivism rates of child versus peer offenders were found when the mixed offenders were either excluded from the sample or combined with child offenders. The results highlight the need to include mixed offenders in future research examining the etiology of sexual offending, treatment, and recidivism of JSOs.