Middle childhood: Socialization and social contexts.

Abstract

Peer networks and siudents' classroom engagement during childhood and adolescence. In K. Wentzel & J. Juvonen (Eds.), Social motivation: Understanding children's school adjustment (pp. 279312). New York: Cambridge llniversity Press. Leaper, C. (1994). Exploring the consequences of gender segregation on social relationships. In C. Leaper (Ed.), Childhood gender segregation: Causes and consequences (pp. 67-86). San Francisco: Jossey-Bass.

Effects of methylphenidate and expectancy on performance, self-evaluations, persistence, and attributions on a social task in boys with ADHD.

“…Therefore, the impact of MPH on cognitive–motivational styles may also differ across these factors. Second, children may be more highly motivated by social tasks than by other tasks (Hartup, 1983, 1996). If so, then an increased motivation to perform well may lead to a different pattern of persistence, attributions, and self-evaluations in response to social success and failure as compared with academic success or failure.…”

What children say when the teacher is not around: Conflicting goals in social comparison and performance assessment in the classroom.

“…In the preschool years, the significant people in a child's life are largely found within the family. With the child's entry into school comes a sharp increase in extrafamilial norms, those of teachers and peers in particular (Costanzo & Shaw, 1966; Hartup, 1983). In addition, schoolwork imparts a new level of significance to success and failure, and there are distinct changes in the means available for evaluating achievement.…”

The social concomitants of competitive and impatient/aggressive components of the Type A behavior pattern in preschool children: Peer responses and teacher utterances in a naturalistic setting.

“…Negative social concomitants such as these, if found in very young children, could have serious effects on their social and emotional development (Asher & Renshaw, 1981; Hartup, 1983). Yet only two studies were found that examined the issue in young children.…”

“…Negative social factors not only exacerbate Type A behaviors (cf. Matthews, 1982) but, according to a large body of evidence, can have adverse effects on children's social development (for a review, see Asher & Renshaw, 1981) and on their emotional adjustment in later life (see Hartup, 1983; Putallaz & Gottman, 1982). Teacher utterances were chosen because of their potential to affect the quality of the child's preschool experience (Phillips, 1987).…”