Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families.

Eccles, Jacquelynne S.; Midgley, Carol; Wigfield, Allan; Buchanan, Christy M.; Reuman, David A.; Flanagan, Constance A.; Iver, Douglas Mac

doi:10.1037/0003-066x.48.2.90

Cited by 2,437 publications

(2,316 citation statements)

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“…Higher levels of anxiety disorders and somatization symptoms have been consistently documented among Hispanic adults, and it is likely that increases in these symptoms in this group first occurs during adolescence. Early adolescence is associated with a number of social and biological stressors (e.g., Eccles et al 1993) that, paired with increased conflict between traditional and mainstream cultural values, may place Hispanic adolescents, particularly females, at higher risk for developing anxiety symptomatology during this period. …”

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confidence: 99%

“…Early adolescence represents a particularly important age group in which to make such comparisons. The transition to middle school or junior high is well-documented to be a trigger for the emergence of psychopathology and maladjustment (Eccles et al 1993;Robinson et al 1995;Seidman et al 1994) given the many academic and social stressors and biological changes that occur during this time period. Moreover, an increase in rates of major depression in females is consistently documented to occur between the ages of 13 and 15 (see Twenge and Nolen-Hoeksema 2002), and the gender difference in depression is first observable during this period (Hankin et al 1998).…”

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confidence: 99%

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Racial/Ethnic Differences in Internalizing and Externalizing Symptoms in Adolescents

McLaughlin

Hilt

Nolen–Hoeksema

2007

J Abnorm Child Psychol

325

182

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The prevalence of most adult psychiatric disorders varies across racial/ethnic groups and has important implications for prevention and intervention efforts. Research on racial/ethnic differences in the prevalence of internalizing and externalizing symptoms and disorders in adolescents has been less consistent or generally lacking. The current study examined the prevalence of these symptom groups in a large sample of sixth, seventh, and eighth graders in which the three major racial/ethnic groups in the U.S. (White, Black, and Hispanic/Latino) were well-represented. Hispanic females reported experiencing higher levels of depression, anxiety, and reputational aggression than other groups. Black males reported the highest levels of overtly aggressive behavior and also reported higher levels of physiologic anxiety and disordered eating than males from other racial/ethnic groups. Hispanic females also exhibited higher levels of comorbidity than other racial/ethnic groups. KeywordsRacial/ethnic differences; Adolescence; Anxiety; Depression; Eating pathology; Aggression Racial/ethnic differences in the prevalence of symptoms of depression (Blazer et al. 1994;Kessler et al. 1994), anxiety (Brown et al. 1990), and eating disorders (Striegel-Moore et al. 2003) have been documented in a number of studies utilizing adult samples. There has been substantially less work examining racial/ethnic differences in the prevalence of psychopathology in adolescents. Large epidemiologic studies of adolescent psychopathology have typically not focused on racial/ethnic group differences in symptoms or have not included substantial numbers of ethnic minorities. For example, in the Oregon Adolescent Depression Project (Lewinsohn et al. 1993) over 90% of participants were White. Similarly, in the Dunedin Multidisciplinary Health and Development Study the vast majority of participants were White (e.g., McGee et al. 1990). Understanding racial/ethnic differences in psychopathology is important for the identification of at-risk groups and targets for prevention efforts, improvement of mental health services, and as a first step in understanding the mechanisms by which risk factors confer vulnerability to psychopathology differentially on various segments of the population.The research that has been conducted examining race/ethnicity differences in adolescent psychopathology has yielded inconsistent findings about differences in the prevalence of symptoms of depression, anxiety, eating disorders, and aggression. Some studies document significant group differences (e.g., Roberts and Chen 1995;Austin and Chorpita 2004) while others have reported no differences in symptoms across groups (e.g., Cole et al. 1998).Correspondence to: Katie A. McLaughlin, katie.mclaughlin@yale.edu. Another explanation for disparate findings in studies comparing rates of symptoms in different racial/ethnic groups involves the inclusion of children and adolescents from different age groups (e.g., Kistner et al. 2003;Ollendick et al. 1996). The prevalence of inte...

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mentioning

confidence: 99%

mentioning

confidence: 99%

Racial/Ethnic Differences in Internalizing and Externalizing Symptoms in Adolescents

McLaughlin

Hilt

Nolen–Hoeksema

2007

J Abnorm Child Psychol

325

182

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“…Većina istraživanja u domenu motivacionih aspekata uspjeha ukazuje da postoje značajne promjene u motivaciji za učenje prilikom prelaska iz rane u srednju adolescenciju. Stariji adolescenti imaju nižu motivaciju za školske sadržaje i slabiji uspjeh što može biti objašnjeno razvojno-dinamičkim procesima [5]. Каdа је riječ о polnim razlikama u ispoljenosti mоtivacije zа školsko učenje, dosadašnji istraživački nalazi nisu kоnzistentni [6].…”

Section: Diskusijaunclassified

“…Opadanje školskog uspjeha sa uzrasom moguće je pripisati manjem zalaganju i opadanju motivacije za postignućem kod starijih učenika [5]. Van Wersch i sar.…”

Section: Diskusijaunclassified

Motivacija za učenje u zavisnosti od pola i uzrasta učenika

Perućica

2017

Biomedicinska istraž.

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Kratak sadržajUvod. Za svako učenje, pa i školsko, motivacija je sastavni i neophodni činilac. Od nje zavisi koliko će se učenici posvetiti učenju, odnosno kakve će rezultate postići. U ovom empirijskom radu ispitali smo koliko motivacija za učenje kod učenika zavisi od njihovog pola i uzrasta Metode. Istraživanje je obuhvatilo 611 učenika završnih razreda osnovnih škola iz Sarajevsko-romanijske regije, od toga 315 učenika muškog pola. Koristili smo metodu empirijskog neeksperimentalnog istraživanja (servej metod), tehnike skaliranja i anketiranja, i instrumente upitnik za ispitivanje socio-demografskih karakteristika (pol, uzrast), i skalu za mjerenje motivacije za učenje konstruisanu za potrebe ovog istraživanja.Rezultati. Analiza rezultata je pokazala da ne postoji statistički značajna razlika u motivaciji za učenje u zavisnosti od pola učenika: aritmetička sredina skorova učenika ženskog pola iznosila je 14,07, a muškog 14,46 (p=0,071). Postoji statistički značajna razlika u motivaciji za učenje između učenika sedmog razreda i učenika devetog razreda (p= 0,005), a ne postoji razlika između učenika sedmog i osmog razreda (p=0,354), i učenika osmog i devetog razreda (p=0,065). To pokazuje da motivacija za učenje zavisi od uzrasta učenika: učenici nižih razreda osnovne škole pokazuju veću motivaciju za učenje od učenika viših razreda osnovne škole.Zaključak. Na osnovu dobijenih rezultata zaključili smo da motivacija za učenje učenika osnovne škole ne zavisi od pola ali zavisi od uzrasta učenika.Ključne riječi: motivacija za učenje, učenici, pol, uzrast UvodVeć je odavno poznato da je motivacija glavna pokretačka snaga u radu, nastavi i učenju. Od motivacije zavisi koliko će učenici učestvovati i koliko će se angažo-vati ne samo na času, nego kolika će im biti želja da nešto nauče, prošire svoja znanja i razviju svoje sposobnosti. Motivacija zavisi od mnogih faktora: od ličnosti samog učenika, socijalne sredine, porodičnog okruženja, potrebe za uspjehom, školom, pola učenika, uzrasta i slično. Među najvažnije

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“…The authors suggested that it was unclear why this "wave-like pattern" of the magnitude of the effect size occurred across ages. Some additional evidence suggests that the age range between 9 and 12 has been linked to a number of variables including decreases in parental monitoring and increases in the hostility of the school environment, child autonomy within the school environment, and peer influence on children (Blyth et al, 1978;Eccles et al, 1993;Fite et al, 2006). Research has indicated that the role of peer influence on children also shows a curvilinear pattern in which children's conformity with their peers peaks during the middle-school years (Berndt, 1979 (Leff et al, 2006;Lochman & Dodge, 1994;Weiss, Dodge, Bates, & Pettit, 1992).…”

Section: Reactive Vs Proactive Aggressionmentioning

confidence: 99%

Real‐time hostile attribution measurement and aggression in children

Yaros

Lochman

Rosenbaum

et al. 2014

Aggressive Behavior

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Hostile attributions are acknowledged as an important part of maladaptive social information-processing that results in aggression in children. Literature suggests the largest effect size between aggressive behavior and hostile attributions is found when hostile attributions are measured using staged situations rather than commonly used vignette-based measures (Orobio de Castro et al., 2002), but few, if any, studies have investigated hostile attributions as they occur in real-time. The current study uses an interactive, video racing game along with a verbal and nonverbal response procedure to measure hostile attributions while children are playing against a presumed peer. A sample of 75 children between the ages of 10 and 13 played the game while their parents were asked to rate their child's reactive and proactive aggression. It was expected that the new real-time measure of hostile attributions would predict reactive aggression, but not proactive aggression. The predictive ability of the new measure was compared with that of the traditional, vignette-based measure of hostile attributions.Participants played a computer video game created for this study by racing their car against a presumed peer, though the opponent's car was actually computer-operated and preprogrammed to ambiguously provoke participants by crashing into their car. A visual prompt appeared on screen to elicit real-time attribution responses, either verbally or nonverbally, after each of eight crashes and at eight non-crash moments.iii Participants' hostile attributions using the nonverbal and verbal response procedures were significantly positively related to parent-rated reactive aggression, when controlling for proactive aggression. Multiple regression indicated that the real-time measure was a significant predictor of reactive aggression, while the vignette-based measure was not. The results of this study illustrate how hostile attributions in real-time occur quickly and simultaneously with social interaction, which differs from the deliberative, controlled appraisal process described in previous literature. These findings can be used to identify specific appraisal deficits in children at risk for aggressive behavior, which could enhance preventive interventions by more precisely targeting these cognitions and more effectively preventing aggression. iv LIST OF ABBREVIATIONS AND SYMBOLS αCronbach's index of internal consistency; probability of a Type I error

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Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families.

Cited by 2,437 publications

References 43 publications

Racial/Ethnic Differences in Internalizing and Externalizing Symptoms in Adolescents

Racial/Ethnic Differences in Internalizing and Externalizing Symptoms in Adolescents

Motivacija za učenje u zavisnosti od pola i uzrasta učenika

Real‐time hostile attribution measurement and aggression in children

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