Instrumental and reactive functions and overt and relational forms of aggression

2013 ◽  
Vol 37 (6) ◽  
pp. 514-517 ◽  
Author(s):  
Tiina Ojanen ◽  
Sarah Kiefer
Keyword(s):  
Middle School ◽  
Relational Aggression ◽  
Growth Modeling ◽  
Instrumental Aggression ◽  
Relational Form ◽  
Over Time ◽  
Overt Form ◽  
Instrumental Reasons

This study examined the development of adolescent self-reported instrumental-overt, instrumental-relational, reactive-overt, and reactive-relational aggression during middle school ( N = 384; 12–14 years; 53% boys). Growth modeling indicated average increases in instrumental-relational aggression, and decreases in reactive-overt and reactive-instrumental aggression over time. Further, overt and relational aggression driven by reactive reasons (functions) predicted gains in aggression driven by instrumental reasons, and overt form of aggression predicted increases in relational form of aggression across time.

Mapping developmental changes in perceived parent–adolescent relationship quality throughout middle school and high school

2018 ◽  
Vol 31 (04) ◽  
pp. 1541-1556 ◽  
Author(s):  
Ashley M. Ebbert ◽  
Frank J. Infurna ◽  
Suniya S. Luthar
Keyword(s):  
High School ◽  
Middle School ◽  
New England ◽  
Relationship Quality ◽  
Developmental Changes ◽  
Mothers And Fathers ◽  
Adolescent Relationships ◽  
Adolescent Relationship ◽  
Over Time

AbstractThis study examined changes in adolescents’ perceived relationship quality with mothers and fathers from middle school to high school, gender differences, and associated mental health consequences using longitudinal data from the New England Study of Suburban Youth cohort (n = 262, 48% female) with annual assessments (Grades 6–12). For both parents, alienation increased, and trust and communication decreased from middle school to high school, with greater changes among girls. Overall, closeness to mothers was higher than with fathers. Girls, compared to boys, perceived more trust and communication and similar levels of alienation with mothers at Grade 6. Girls perceived stronger increases in alienation from both parents and stronger declines in trust with mothers during middle school. Increasing alienation from both parents and less trust with mothers at Grade 6 was associated with higher levels of anxiety at Grade 12. Less trust with both parents at Grade 6 and increasing alienation and decreasing trust with mothers in high school were associated with higher levels of depressive symptoms at Grade 12. Overall, girls reported having higher levels of anxiety at Grade 12 compared to boys. Findings on the course of the quality of parent–adolescent relationships over time are discussed in terms of implications for more targeted research and interventions.

Changes in Middle School Students’ Motivation Toward Physical Education Over One School Year

2009 ◽  
Vol 28 (4) ◽  
pp. 378-399 ◽  
Author(s):  
Zan Gao ◽  
Amelia M. Lee ◽  
Melinda A. Solmon ◽  
Tao Zhang
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Self Efficacy ◽  
Educational Practice ◽  
Future Research ◽  
School Students ◽  
Task Values ◽  
The Mean ◽  
Over Time

This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented.

scholarly journals Are personality disorder dimensions related over time? An examination over the course of ten years using multivariate growth modeling

2015 ◽  
Vol 58 ◽  
pp. 11-17
Author(s):  
Rachel Hershenberg ◽  
Thomas M. Olino ◽  
Margaret W. Dyson ◽  
Joanne Davila ◽  
Daniel N. Klein
Keyword(s):  
Personality Disorder ◽  
Growth Modeling ◽  
Over Time

Acute and Long-Term Services for Elementary and Middle School Children With Early Childhood Brain Injury

2021 ◽  
Vol 30 (2S) ◽  
pp. 908-919
Author(s):  
Jessica Salley ◽  
Libby Crook ◽  
Taylor Iske ◽  
Angela Ciccia ◽  
Jennifer P. Lundine
Keyword(s):  
Middle School ◽  
Special Education ◽  
Early Childhood ◽  
Brain Injury ◽  
Acute Care ◽  
Rehabilitation Services ◽  
Elementary And Middle School ◽  
Specific Education ◽  
Over Time

Purpose The purpose of this study was to investigate the rates of referral to and receipt of acute and long-term services and identify factors that could impact these rates for children who experienced an acquired brain injury (ABI) during early childhood who are now in elementary and middle school. Method This was a retrospective chart review and prospective phone survey of 29 caregivers of children with ABIs. Results Acutely, two thirds of this sample received hospital-based rehabilitation services, but only 44.8% of families reported receiving ABI-specific education or a referral to educational or rehabilitation services at the time of discharge. At an average of 8.5 years postinjury, children in this sample were largely reported to be performing positively in school. While special education rates did not change significantly over time, 20.7% of the sample reported having unmet educational needs. Additionally, service receipt decreased over time. Various injury and educational factors influenced rates of long-term special education and service receipt. Conclusions This study contributes to the emerging literature focusing on long-term outcomes of children with ABI. The results reinforce that children who experience an ABI in early childhood are unlikely to receive ABI-specific education or referrals to educational and rehabilitation services during their acute-care stay and, in the chronic stages of recovery, present with educational and therapy needs that can go unmet. To improve long-term service access for children who experience an early ABI, pathways need to be established within the acute-care setting for education and referrals that connect the child and family to treatment within early intervention and educational systems. Maintaining these pathways long term, particularly for potential social-behavioral and cognitive-communication concerns, could increase access to appropriate services and, thus, decrease unmet needs for children with ABI.

Children's treatment by peers: Victims of relational and overt aggression

1996 ◽  
Vol 8 (2) ◽  
pp. 367-380 ◽  
Author(s):  
Nicki R. Crick ◽  
Jennifer K. Grotpeter
Keyword(s):  
Relational Aggression ◽  
Psychological Adjustment ◽  
Past Research ◽  
Sixth Grade ◽  
Relational Victimization ◽  
Self Report ◽  
Overt Aggression ◽  
Social Psychological ◽  
Adjustment Difficulties ◽  
Relational Form

AbstractPast research on peer victimization has focused on maltreatment through overtly aggressive behaviors. Although a relational form of aggression has been identified in recent research, studies of the victims of relational aggression have not yet been conducted. The present research was designed as a first attempt to address this issue. Four goals were pursued (n = 474; third- through sixth-grade children): (a) development of a self-report measure of victimization through relational and overt aggression; (b) assessment of the relation between overt victimization and relational victimization; (c) assessment of gender, grade, and sociometric status group differences in victimization; and (d) evaluation of the relation between victimization and social-psychological adjustment. Results showed that the newly developed victimization measure had favorable psychometric properties and that most of the identified victims were the targets of cither relational or overt aggression, but not both. Further, rejected children were more relationally and overtly victimized than their better accepted peers, and boys were more overtly victimized than girls. Finally, relational victimization, overt victimization, and the lack of prosocial treatment by peers were all significantly related to social-psychological adjustment difficulties (e.g., depression, loneliness).

Inquiry-Based Laboratory Experiences Using Ecosystem Microcosms

2017 ◽  
Vol 79 (6) ◽  
pp. 466-472
Author(s):  
Roger Sauterer
Keyword(s):  
Middle School ◽  
Cooperative Learning ◽  
Seasonal Changes ◽  
Natural Ecosystems ◽  
Nutrient Runoff ◽  
Laboratory Experiences ◽  
Changes Over Time ◽  
Oral Presentations ◽  
Design Experiments ◽  
Over Time

Self-sustaining ecosystem microcosms, called ecosystem jars, can easily be collected from local ponds, streams, or lakes. Sealed and exposed to sunlight, these miniature ecosystems can sustain themselves for a decade or more. Unlike Winogradsky columns, ecosystem jars are optimized for protist, animal, and plant observations and experiments, and are not altered by addition of sulfur, carbon, or cellulose sources, more accurately representing natural ecosystems. Ecosystem jars can support a variety of inquiry-based experiments, including student-designed projects, from middle school to college levels. Students, with instructor assistance, formulate hypotheses, design experiments, observe and catalog organisms by microscopy, then record their data in tables and graphs and draw conclusions. Students present their data in a paper or poster format or as oral presentations to the class. Potential experiments include examining biotic changes over time, the effects of added pollutants or nutrients, biotic differences between watershed types, or seasonal changes in biota. These investigations not only provide students with cooperative learning, inquiry-based lab experiences, but also help them gain appreciation for the effects of pollution or nutrient runoff on ecosystems.

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