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Direct linkSchofield, Thomas J; Martin, Monica J.; Conger, Katherine J.; Neppl, Tricia M.; Donnellan, M. Brent; Conger, Rand D. – Child Development, 2011
The interactionist model (IM) of human development (R. D. Conger & M. B. Donellan, 2007) proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). Using a…
Descriptors: Socioeconomic Status, Individual Development, Models, Individual Characteristics
Blackwell, Lisa S.; Trzesniewski, Kali H.; Dweck, Carol Sorich – Child Development, 2007
Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory)…
Descriptors: Grade 7, Intervention, Experimental Groups, Mathematics Achievement
Peer reviewedOpfer, John E.; Gelman, Susan A. – Child Development, 2001
Two studies examined models that preschoolers, fifth-graders, and adults use to guide predictions of self-beneficial, goal-directed action. Found that preschoolers' predictions were consistent with an animal-based model, fifth-graders' with biology-based and complexity-based models, and adults' predictions with a biology-based model. All age…
Descriptors: Adults, Age Differences, Children, Comparative Analysis
