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Direct linkShi, Qinxin; Ettekal, Idean; Liew, Jeffrey; Woltering, Steven – International Journal of Behavioral Development, 2021
The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income…
Descriptors: Prosocial Behavior, Child Development, Elementary Secondary Education, Predictor Variables
Lindsey, Eric W. – Early Education and Development, 2014
Research Findings: Two forms of exercise play (toy mediated and non-mediated) and 2 forms of rough-and-tumble (R&T) play (chase and fighting) were examined in relation to preschoolers' peer competence. A total of 148 preschoolers (78 boys, 89 Euro-Americans) were observed during free play at their university-sponsored child care center. The…
Descriptors: Preschool Children, Play, Toys, Child Care Centers
Gleason, Katie A.; Kwok, Oi-man; Hughes, Jan N. – Elementary School Journal, 2007
Using latent variable structural equation modeling, we tested a theoretical model positing that grade retention has a positive effect on children's teacher- and peer-rated academic competencies and on sociometric measures of peer acceptance. We also expected that the positive effect of grade retention on peer acceptance would be mediated by…
Descriptors: Grade 1, Grade 2, Peer Acceptance, Grade Repetition
