According to developmental psychologists, more supportive and less conflictual relationships with teachers play a positive role in children's social behavior with peers both concurrently and in the future. This meta-analysis examined the association between teacher-student relationship quality, as measured by the Student-Teacher Relationship Scale…

This study aimed to investigate how children with attention deficit hyperactivity disorder (ADHD) adjust to school when compared to typically developing students. The convenience sample consisted of 135 children--27 with ADHD and 108 in the control group--and 19 prevalent teachers from 6 primary and secondary schools in Northwest Italy. Children…

A primary motivation for people to behave as they do is the need to belong socially to a group and to have relevance. A positive learning environment for young students is created when students are recognized and accepted by their peers and their teachers, and studies reveal that in such environments, students perform better academically and tend…

Research Findings: In this examination of associations between sibling interaction patterns and later social outcomes in single- and 2-parent families, 113 kindergarteners took part in naturalistic observations at home with siblings, classmates participated in sociometric interviews, and teachers completed behavior ratings. Sibling interactions…

This research investigated the role of children's implicit theories of peer relationships in their psychological, emotional, and behavioral adjustment. Participants included 206 children (110 girls; 96 boys; M age = 10.13 years, SD = 1.16) who reported on their implicit theories of peer relationships, social goal orientation, need for approval,…

This study investigated the entry behavior and temperamental characteristics of aggressive/rejected and nonaggressive/popular kindergarten and first-grade children. An analog entry situation was used to assess children's entry skills. Aggressive/rejected children had more difficulty than nonaggressive/popular children delivering their entry bids…

Examined academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. Suggests that all levels of rejection were associated with greater absenteeism from school, and more chronic and proximal experiences of rejection were associated with elevated externalizing behavior…

Gender segregation in the classroom is advocated as academically beneficial, particularly for girls. However, the social impact for children has received little attention. The present study compared children's peer relations following the transition from mixed-sex fourth-grade classrooms to same-sex fifth-grade classrooms, and beyond into same-sex…

This article presents a scenario which is a classic example of a student becoming frustrated because her needs are not being met. Unequipped to advocate for herself in a socially acceptable manner, Marcy, a 12-year-old, sixth-grade student diagnosed with an emotional and behavioral disorder (EBD), used the most effective strategy in her…

Used social behavior ratings from observers, teachers, and parents to predict kindergartners' perceptions of peer acceptance. Found that friendship skill predicted parent- and child-reported peer acceptance. Shyness/withdrawal inversely predicted teacher-reported peer acceptance. Aggression did not predict peer acceptance. Girls were rated as more…

Many children are targets of verbal and physical abuse or social ostracism at some point during their school careers, and a minority are repeatedly victimized by their peers. This volume brings together leading investigators to present the latest psychological research on chronically victimized children and adolescents. The book's introduction…

The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children's self-reports. Information about social behaviours, peer acceptance, and school achievement was…

We examined the effectiveness of the PATHS curriculum in a magnet elementary school serving a distressed urban area. Aspects of social-emotional competence were examined for second graders who had, and had not, received the PATHS intervention. The intervention groups differed, with the control group having lower social-emotional competence than…