Peer contextual influences on the growth of authority-acceptance problems in early elementary school

dc.contributor.authorStearns, Elizabeth
dc.contributor.authorDodge, Kenneth A.
dc.contributor.authorNicholson, Melba
dc.contributor.authorConduct Problems Prevention Res Gr
dc.contributor.otherUniversity of North Carolina
dc.contributor.otherUniversity of North Carolina Charlotte
dc.contributor.otherDuke University
dc.contributor.otherNorthwestern University
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2021-03-30T20:48:36Z
dc.date.available2021-03-30T20:48:36Z
dc.date.issued2008-04
dc.description.abstractThis study investigated the effects of the peer social context and child characteristics on the growth of authority-acceptance behavior problems across first, second, and third grades, using data from the normative sample of the Fast Track Project. Three hundred sixty-eight European American and African American boys and girls (51% male; 46% African American) and their classmates were assessed in each grade by teacher ratings on the the Teacher Observation of Child Adaptation-Revised. Children's growth in authority-acceptance behavior problems across time was partially attributable to the level of disruptive behavior in the classroom peer context into which they were placed. Peer-context influences, however, were strongest among some-gender peers. Findings held for both boys and girls, both European Americans and African Americans, and nondeviant, marginally deviant, and highly deviant children. Findings suggest that children learn and follow behavioral norms from their same-gender peers within the classroom.en_US
dc.format.mimetypeapplication/pdf
dc.identifier.citationStearns, E., Dodge, K., Nicholson, M., The Conduct Problems Prevention Research Group (2008): Peer Contextual Influences on the Growth of Authority-Acceptance Problems in Early Elementary School. Merrill-Palmer Quarterly, 54(2).
dc.identifier.doi10.1353/mpq.2008.0018
dc.identifier.orcidhttps://orcid.org/0000-0002-4034-5818
dc.identifier.urihttp://ir.ua.edu/handle/123456789/7480
dc.languageEnglish
dc.language.isoen_US
dc.publisherWayne State University Press
dc.subjectAGGRESSIVE-BEHAVIOR
dc.subjectCLASSROOM ENVIRONMENT
dc.subject1ST-GRADE CLASSROOM
dc.subjectCONDUCT PROBLEMS
dc.subjectFAMILY-STRUCTURE
dc.subjectEARLY-CHILDHOOD
dc.subjectYOUNG-CHILDREN
dc.subjectSOCIAL-STATUS
dc.subjectCONSEQUENCES
dc.subjectLEVEL
dc.subjectPsychology, Developmental
dc.subjectPsychology
dc.subject.lcshChild psychology
dc.subject.lcshBehavioral assessment of children
dc.subject.lcshPeer pressure in children
dc.titlePeer contextual influences on the growth of authority-acceptance problems in early elementary schoolen_US
dc.typetext
dc.typeArticle
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