Value Profiles During Middle Childhood: Developmental Processes and Social Behavior

2020 ◽  
Vol 91 (5) ◽  
pp. 1615-1630
Author(s):  
Ella Daniel ◽  
Maya Benish‐Weisman ◽  
Joanne N. Sneddon ◽  
Julie A. Lee
Keyword(s):  
Social Behavior ◽  
Middle Childhood ◽  
Developmental Processes

Gender, Adult Structuring of Activities, and Social Behavior in Middle Childhood

1986 ◽  
Vol 57 (5) ◽  
pp. 1200 ◽  
Author(s):  
Aletha C. Huston ◽  
C. Jan Carpenter ◽  
Jane B. Atwater ◽  
Lisa M. Johnson
Keyword(s):  
Social Behavior ◽  
Middle Childhood

Heterogeneity among peer-rejected boys across middle childhood: Developmental pathways of social behavior.

2002 ◽  
Vol 38 (3) ◽  
pp. 446-456 ◽  
Author(s):  
Gerbert J. T. Haselager ◽  
Antonius H. N. Cillessen ◽  
Cornelis F. M. Van Lieshout ◽  
J. Marianne A. Riksen-Walraven ◽  
Willard W. Hartup
Keyword(s):  
Social Behavior ◽  
Middle Childhood ◽  
Developmental Pathways

The Effect of Family Communication Environments on Children's Social Behavior During Middle Childhood

1996 ◽  
Vol 23 (4) ◽  
pp. 379-406 ◽  
Author(s):  
MARY ANNE FITZPATRICK ◽  
LINDA J. MARSHALL ◽  
TIMOTHY J. LEUTWILER ◽  
MARINA KRCMAR
Keyword(s):  
Social Behavior ◽  
Family Communication ◽  
Middle Childhood ◽  
Communication Environments

Social goals, social behavior, and social status in middle childhood.

2013 ◽  
Vol 49 (6) ◽  
pp. 1139-1150 ◽  
Author(s):  
Philip C. Rodkin ◽  
Allison M. Ryan ◽  
Rhonda Jamison ◽  
Travis Wilson
Keyword(s):  
Social Behavior ◽  
Social Status ◽  
Middle Childhood ◽  
Social Goals

Relation of Parental Attitudes toward Child Rearing and Patterns of Social Behavior in Middle Childhood

1969 ◽  
Vol 24 (2) ◽  
pp. 575-579 ◽  
Author(s):  
S. Thomas Friedman
Keyword(s):  
Social Behavior ◽  
Middle Childhood ◽  
Parental Attitudes ◽  
Child Rearing ◽  
Parental Attitude ◽  
Behavior Characteristics ◽  
Trust Scale

76 Ss who spent 4 wk. in a private camp setting were ranked by peers and participant observers on a variety of social behavior characteristics, leadership, conformity, anxiety, aggression, etc. Parents of the 76 children completed Hereford's 75-item, 5-scale parental attitude form. Scores for mothers, fathers, and agreement scores between each set of parents were correlated with children's social behavior as assessed in the camp setting. Leadership was significantly related to parental agreement on the child trust scale, the degree to which the parents agreed on their perception of the child as an autonomous individual. While other correlations approached significance, no important patterns of relationships emerged.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

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