The Development of Competence in Favorable and Unfavorable Environments: Lessons from Research on Successful Children

American Psychologist

Volumn 53, Issue 2, 1998, Pages 205-220

  Masten, Ann S ^a   Coatsworth, J Douglas ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADAPTIVE BEHAVIOR; ADOLESCENT; CHILD; CHILD DEVELOPMENT; HUMAN; INFANT; PRESCHOOL CHILD; REVIEW; SOCIAL ADAPTATION; SOCIAL ENVIRONMENT; SOCIAL WORK; UNITED STATES;

ACHIEVEMENT; ADAPTATION, PSYCHOLOGICAL; ADOLESCENT; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; HUMANS; INFANT; SOCIAL ADJUSTMENT; SOCIAL ENVIRONMENT; SOCIAL WORK; UNITED STATES;

EID: 0031991045     PISSN: 0003066X     EISSN: None     Source Type: Journal    
DOI: 10.1037/0003-066X.53.2.205     Document Type: Article

References (183)

1. Ainsworth, M. D., & Bell, S. M. (1974). Mother-infant interaction and the development of competence. In K. Connolly & J. Bruner (Eds.), The growth of competence (pp. 97-118). New York: Academic Press.
2. Anthony, E. J. (1974). The syndrome of the psychologically invulnerable child. In E. J. Anthony & C. Koupernik (Eds.), The child in his family: Children at psychiatric risk (pp. 529-545). New York: Wiley.
3. Bachman, J. G., & Schulenberg, J. (1993). How part-time work intensity relates to drug use, problem behavior, time use, and satisfaction among high school seniors: Are these consequences or merely correlates? Developmental Psychology, 29, 220-235.
4. Baldwin, A. L., Baldwin, C., & Cole, R. E. (1990). Stress-resistant families and stress-resistant children. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintraum (Eds.), Risk and protective factors in the development of psychopathology (pp. 257-280). New York: Cambridge University Press.
5. Barkley, R. A. (1996). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65-94.
6. Baumrind, D. (1978). Parental disciplinary patterns and social competence in children. Youth and Society, 9, 229-276.
7. Benson, P. L., Galbraith, J., & Espeland, P. (1995). What kids need to succeed. Minneapolis, MN: Free Spirit.
8. Berndt, T. J. (1989). Obtaining support from friends during childhood and adolescence. In D. Belle (Ed.), Children's social networks and social supports (pp. 308-331). New York: Wiley.
9. Berrueta-Clement, J. R., Schweinhart, L. J., Barnett, M. W., Epstein, A. S., & Weikart, D. P. (1984). Changed lives: The effects of the Perry Preschool Program on youths through age 19. Ypsilanti, MI: Hi/Scope Educational Research Foundation.
10. Block, J. H., & Block, J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In A. W. Collins (Ed.), The Minnesota Symposia on Child Psychology: Vol. 13. Development of cognition, affect, and social relations (pp. 39-101). Hillsdale, NJ: Erlbaum.
11. Booth, A., & Dunn, J. F. (1996). Family-school links: How do they affect educational outcomes. Mahwah, NJ: Erlbaum.
12. Botvin, G. J., & Tortu, S. (1988). Preventing adolescent substance abuse through life skills training. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention: A casebook for practitioners (pp. 98-110). Washington, DC: American Psychological Association.
13. Braddock, J. H., Royster, D. A., Winfield, L. F., & Hawkins, R. (1991). Bouncing back: Sports and academic resilience among African-American males. Education and Urban Society, 24(1), 113-131.
14. Brown, B. B., & Huang, G. -H. (1995). Examining parenting practices in different peer contexts: Implications for adolescent trajectories. In L. J. Crockett & A. C. Crouler (Eds.), Pathways through adolescence: Relation to social contexts (pp. 151-174). Mahwah, NJ: Erlbaum.
15. Burton, L. M., Allison, K. W., & Obeidallah, D. (1995). Social context and adolescence: Perspectives on development among inner-city African-American teens. In L. J. Crockett & A. C. Crouter (Eds.), Pathways through adolescence: Individual development in relation to social context (pp. 119-138). Hillsdale, NJ: Erlbaum.
16. Burton, L. M., Obeidallah, D. A., & Allison, K. (1996). Ethnographic insights on social context and adolescent development among inner-city African-American teens. In R. Jessor, A. Colby, & R. A. Shweder (Eds.), Ethnography and human development: Context and meaning in social inquiry (pp. 395-418). Chicago: University of Chicago Press.
17. Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early school dropout: Configurations and determinants. Child Development, 60, 1437-1452.
18. Cairns, R. B., Cairns, B. D., Neckerman, H. J., Gest, S. D., & Gariepy, J. -L. (1988). Peer networks and aggressive behavior: Peer support or peer rejections? Developmental Psychology, 24, 815-823.
19. Carlson, E. A., & Sroufe, L. A. (1995). Contribution of attachment theory to developmental psychology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology, Vol. 1: Theory and methods (pp. 581-617). New York: Wiley.
20. Catalano, R. F., & Hawkins, J. D. (1996). The social development model: A theory of antisocial behavior. In J. D. Hawkins (Ed.), Delinquency and crime: Current theories (pp. 149-197). New York: Cambridge University Press.
21. Cicchetti, D., & Bukowski, W. M. (Eds.). (1995). Developmental processes in peer relations and psychopathology [Special issue]. Development and Psychopathology, 7(4).
22. Cicchetti, D., Rogosch, F. A., Lynch, M., & Holt, K. D. (1993). Resilience in maltreated children: Processes leading to adaptive outcome. Development and Psychopathology, 5, 629-647.
23. Cicchetti, D., & Toth, S. L. (1992). The role of developmental theory in prevention and intervention. Developmental and Psychopathology, 4, 489-493.
24. Cicchetti, D., & Tucker, D. (Eds.). (1994). Neural plasticity, sensitive periods, and psychopathology [Special issue]. Development and Psychopathology, 6(4).
25. Clark, R. M. (1993). Homework-focused parenting practices that positively affect student achievement. In N. F. Chavkin (Ed.), Families and schools in a pluralistic society. Albany. NY: State University of New York Press.
26. Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 779-862). New York: Wiley.
27. Coie, J. D., & Jacobs, M. R. (1993). The role of social context in the prevention of conduct disorder. Development and Psychopathology, 5, 263-275.
28. Coie, J. D., Watt, N. F., West, S., Hawkins, J. D., Asamow, J. R., Markman, H. J., Ramey, S. L., Shure, M. B., & Long, B. (1993). The science of prevention. American Psychologist, 48, 1013-1022.
29. Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94 (Suppl.), S95-S120.
30. Coll, C. G., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., Garcia, H. V., & McAdoo, H. P. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891-1914.
31. Collins, W. A., & Laursen, B. (Eds.). (in press). The Minnesota Symposia on Child Development: Vol. 30. Relationships as developmental contexts. Hillsdale, NJ: Erlbaum.
32. Cowen, E. L. (1973). Social and community interventions. Annual Review of Psychology, 24, 423-472.
33. Cowen, E. L. (1980). The wooing of primary prevention. American Journal of Community Psychology, 8, 258-284.
34. Cowen, E. L. (1985). Person centered approaches to primary prevention in mental health: Situation-focused and competence enhancement. American Journal of Community Psychology, 13, 31-48.
35. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
36. de Vries, M. W. (1984). Temperament and infant mortality among the Masai of East Africa. American Journal of Psychiatry, 141, 1189-1194.
37. Dishion, T. J., Andrews, D. W., & Crosby, L. (1995). Antisocial boys and their friends in early adolescence: Relationship characteristics, quality, and interactional process. Child Development, 66, 139-151.
38. Dishion, T. J., Patterson, G. R.. Stoolmiller, M., & Skinner, M. L. (1991). Family, school, and behavioral antecedents to early adolescent involvement with antisocial peers. Developmental Psychology, 27, 172-180.
39. Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter (Ed.), The Minnesota Symposia in Child Psychology: Vol. 18. Cognitive perspectives on children's social and behavioral development (pp. 77-125). Hillsdale. NJ: Erlbaum.
40. Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., & Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Development, 58, 1244-1257.
41. Dryfoos, J. G. (1990). Adolescents at risk: Prevalence and prevention. New York: Oxford University Press.
42. Eccles, J. L., & Barber, B. L. (1995. May). Adolescents activity involvement: Predictors and longitudinal consequences. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Indianapolis, IN.
43. Eder, D. (1985). The cycles of popularity: Interpersonal relations among female adolescents. Sociology of Education, 58, 154-165.
44. Eder, D., & Parker, S. (1987). The cultural production and reproduction of gender: The effect of extracurricular activities on peer-group culture. Sociology of Education, 60, 200-214.
45. Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 701-778). New York: Wiley.
46. Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Guthrie, I. K., Jones, S., Friedman, J., Poulin, R., & Maszk, P. (1997). Contemporaneous and longitudinal prediction of children's social functioning from regulation and emotionality. Child Development, 68, 642-664.
47. Eisenberg, N., Guthrie, I. K., Fabes, R. A., Reiser, M., Murphy, B. C. Homgren, R., Maszk, P., & Losoya, S. (1997). The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children. Child Development, 68, 295-311.
48. Elicker, J., Englund, M., & Sroufe, L. A. (1992). Predicting peer competence and peer relationships in childhood from early parent-child relationships. In R. D. Parke & G. W. Ladd (Eds.). Family-peer relationships: Modes of linkage (pp. 77-106). Hillsdale, NJ: Erlbaum.
49. Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 65, 95-113.
50. Epstein, J. L. (1983). Longitudinal effects of family-school-person interactions on student outcomes. In A. Kerckhoff (Ed.), Research in sociology of education and socialization (Vol. 4, pp. 101-128). Greenwich, CT: JAI.
51. Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.
52. Erikson, E. H. (1968). Identity, youth and crisis. New York: Norton.
53. Finch, M. D., Shanahan, M. J., Mortimer, J. T., & Ryu, S. (1991). Work experience and control orientation in adolescence. American Sociological Review, 56, 597-611.
54. Florsheim, P., Tolan, P. H., & Gorman-Smith, D. (1996). Family processes and risk for externalizing behavior problems among African American and Hispanic boys. Journal of Consulting and Clinical Psychology, 64, 1222-1230.
55. Garmezy, N. (1974). The study of competence in children at risk for severe psychopathology. In E. J. Anthony & C. Koupernik (Eds.), The child in his family: Vol. 3. Children at psychiatric risk (pp. 77-97). New York: Wiley.
56. Garmezy, N. (1985). Stress-resistant children: The search for protective factors. In J. E. Stevenson (Ed.), Recent research in developmental psvchopathology: Journal of Child Psychology and Psychiatry Book Supplement 4 (pp. 213-233). Oxford: Pergamon Press.
57. Garmezy, N., & Masten, A. S. (1994). Chronic adversities. In M. Rutter, L. Herzov, & E. Taylor (Eds.), Child and adolescent psychiatry (pp. 191-208). Oxford, England: Blackwell Scientific.
58. Glantz, M. D., Johnson, J., & Huffman, L. (Eds.), (in press). Resilience and development: Positive life adaptations. New York: Plenum.
59. Goldsmith, H. H., & Harman, C. (1994). Temperament and attachment: Individuals and relationships. Current Directions in Psychological Science, 3, 53-57.
60. Gralinski, J. H., & Kopp, C. B. (1993). Everyday rules for behavior: Mothers' requests to young children. Developmental Psychology, 29, 573-584.
61. Greenberger, E., & Steinberg, L. D. (1986). When teenagers work: The psychological and social costs of adolescent employment. New York: Basic Books.
62. Greene, B. A., & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability and cognitive engagement. Contemporary Educational Psychology, 21, 181-192.
63. Grusec, J. E., & Lytton, H. (1988). Social development: History, theory, and research. New York: Springer-Verlag.
64. Haggerty, R. J., Sherrod, L. R., Garmezy, N., & Rutter, M. (1994). Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions. New York: Cambridge University Press.
65. Hamburg, D. A. (1992). Today's children: Creating a future for a generation in crisis. New York: Random House.
66. Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
67. Hartup, W. W. (1983). Peer relations. In P. J. Mussen (Series Ed.) & E. M. Hetherington (Vol. Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (pp. 103-196). New York: Wiley.
68. Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67, 1-13.
69. Hartup, W. W., & van Lieshout, C. F. M. (1995). Personality development in social context. Annual Review of Psychology, 46, 655-687.
70. Havighurst, R. J. (1972). Developmental tasks and education (3rd ed.). New York: David McKay.
71. Hawkins, J. D., Catalano, R. F., Morrison, D. M., O'Donnell, J., Abbot, R. D., & Day, L. E. (1992). The Seattle Social Development Project: Effects of the first four years on protective factors and problem behavior. In J. McCord & R. E. Tremblay (Eds.), Preventing antisocial behavior: Interventions from birth through adolescence (pp. 139-161). New York: Guilford Press.
72. Henderson, V. L., & Dweck, C. S. (1990). Motivation and achievement. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 308-329). Cambridge, MA: Harvard University Press.
73. Hill, J. (1980). Understanding early adolescence: A framework. Chapel Hill, NC: Center for Early Adolescence.
74. Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.
75. Hinshaw, S. P., & Melnick, S. M. (1995). Peer relationships in boys with attention-deficit hyperactivity disorder with and without comorbid aggression. Development and Psychopathology; 7, 627-647.
76. Hinshaw, S. P., Zupan, B. A., Simmel, C., Nigg, J. T. & Melnick, S. (1997). Peer status in boys with and without attention-deficit hyperactivity disorder: Predictions from overt and covert antisocial behavior, social isolation, and authoritative parenting beliefs. Child Development, 64, 880-896.
77. Hughes, J. N., Cavell, T. A., & Grossman, P. B. (1997). A positive view of self: Risk or protection for aggressive children? Development and Psychopathology, 9, 75-94.
78. Huston, A. C. (Ed.). (1991). Children in poverty: Child development and public policy. New York: Cambridge University Press.
79. Institute of Medicine. (1994). Reducing risks for mental disorders: Frontiers for preventive intervention research. Washington, DC: National Academy Press.
80. Jacobvitz, D., & Sroufe, L. A. (1987). The early caregiver-child relationship and attention-deficit disorder with hyperactivity in kindergarten: A prospective study. Child Development, 58, 1488-1495.
81. Johnson, D. L. (1988). Primary prevention of behavior problems in young children: The Houston Parent-Child Development Center. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention: A casebook for practitioners (pp. 44-52). Washington, DC: American Psychological Association.
82. Kagan, J. (1984). The nature of the child. New York: Basic Books.
83. Kandel, E., Mednick, S. A., Kirkegaard-Sorenson, L., Hutchings, B., Knop, J., Rosenberg, R., & Schulsinger, F. (1988). IQ as a protective factor for subjects at high risk for antisocial behavior. Journal of Consulting and Clinical Psychology, 56, 224-226.
84. Kellam, S. G., & Rebok, G. W. (1992). Building developmental and etiological theory through epidemiologically based preventive intervention trials. In J. McCord & R. E. Tremblay (Eds.), Preventing antisocial behavior: Interventions from birth through adolescence (pp. 162-195). New York: Guilford Press.
85. Klaczynski, P. A. (1990). Cultural-developmental tasks and adolescent development: Theoretical and methodological considerations. Adolescence, 25, 811-823.
86. Kochanska, G. (1995). Children's temperament, mothers' discipline, and security of attachment: Multiple pathways to emerging internalization. Child Development, 66, 597-615.
87. Kolvin, I., Miller, F. J. W., Fleeting, M., & Kolvin, P. A. (1988). Risk/protective factors for offending with particular reference to deprivation. In M. Rutter (Ed.), Studies of psychosocial risk: The power of longitudinal data (pp. 77-95). New York: Cambridge University Press.
88. Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment? Child Development, 61, 1081-1100.
89. Ladd, G. W., Kochenderfer, B. J., & Colemen, C. C. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67, 1103-1118.
90. Lally, J. R., Mangione, P. L., Honig, A. S., & Wittner, D. S. (1988, April). More pride, less delinquency: Findings from the ten year follow-up of the Syracuse University Family Development Research Program. Zero to Three, 8, 13-18.
91. Lerner, R. M. (1995). America's youth in crisis: Challenges and options for programs and policies. Thousand Oaks, CA: Sage.
92. Levine, D., & Lezotte, L. (1990). Unusually effective schools: A review of research and practice. Madison, WI: National Center for Effective Schools Research and Development.
93. Loeber, R. (1982). The stability of antisocial and delinquent child behavior: A review. Child Development, 53, 1431-1446.
94. Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10, 1-41.
95. Loeber, R., & Stouthamer-Loeber, M. (1987). Prediction. In H. C. Quay (Ed.), Handbook of juvenile delinquency (pp. 325-382). New York: Wiley.
96. Luthar, S. S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62, 600-616.
97. Luthar, S. S., Doernberger, C. H., & Zigler, E. (1993). Resilience is not a unidimensional construct: Insights from a prospective study of inner-city adolescents. Development and Psychopathology, 5, 703-717.
98. Luthar, S. S., & Zigler, E. (1991). Vulnerability and competence: A review of research on resilience in childhood. Journal of American Orthopsychiatry, 61, 6-22.
99. Lynam, D. R. (1996). Early identification of chronic offenders: Who is the fledgling psychopath? Psychological Bulletin, 120, 209-234.
100. Maccoby, E. E. (1980). Social development: Psychological growth and the parent-child relationship. San Diego. CA: Harcourt Brace Jovanovich.
101. Maguin, E., & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (Ed.), Crime and Justice: A review of research (Vol. 20, pp. 145-264). Chicago: University of Chicago Press.
102. Mahoney, J. L. (1994). The role of extracurricular activities in adolescent peer relations and social adjustments. Unpublished doctoral dissertation, University of North Carolina, Chapel Hill.
103. Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33, 241-253.
104. Marjoribanks, K. (1987). Ability and attitude correlates of academic achievement: Family group differences. Journal of Educational Psychology, 79, 171-178.
105. Masten, A. S. (1992). Homeless children in the United States: Mark of a nation at risk. Current Directions in Psychological Science, 1, 41-44.
106. Masten, A. S. (1994). Resilience in individual development: Successful adaptation despite risk and adversity. In M. Wang & H. Gordon (Eds.), Risk and resilience in inner dry America: Challenges and prospects (pp. 3-25). Hillsdale, NJ: Erlbaum.
107. Masten, A. S. (in press-a). The promise and perils of resilience research as a guide to preventive interventions: Comments on Rolf and Johnson. In M. D. Glantz, J. Johnson, & L. Huffman (Eds.), Resilience and development: Positive life adaptations. New York: Plenum.
108. Masten, A. S. (in press-b). Resilience comes of age: Reflections on the past and outlook for the next generation of research. In M. D. Glantz, J. Johnson, & L. Huffman (Eds.), Resilience and development: Positive life adaptations. New York: Plenum.
109. Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2, 425-444.
110. Masten, A. S., & Braswell, L. (1991). Developmental psychopathology: An integrative framework. In P. R. Martin (Ed.), Handbook of behavior therapy and psychological science: An integrative approach (pp. 35-56). New York: Pergamon Press.
111. Masten, A. S., & Coatsworth, J. D. (1995). Competence, resilience, & psychopathology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology: Vol 2. Risk, disorder, and adaptation (pp 715-752). New York: Wiley.
112. Masten, A. S., Coatsworth, J. D., Neemann, J., Gest, S. D., Tellegen, A., & Garmezy, N. (1995). The structure and coherence of competence from childhood through adolescence. Child Development, 66, 1635-1659.
113. Masten, A. S., Hubbard, J. J., Gest, S. D., Tellegen, A., Garmezy, N., & Ramirez, M. (in press). Adaptation in the context of adversity: Pathways to resilience and maladaptation from childhood to late adolescence. Development and Psychopathology.
114. Masten, A. S., Morison, P., & Pellegrini, D. S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21, 523-533.
115. Masten, A. S., & Wright, M. O. (in press). Cumulative risk and protection models of child maltreatment. In B. B. R. Rossman & M. S. Rosenberg (Eds.), Multiple victimization of children: Conceptual, developmental, research and treatment issues. Binghamton, NY: Haworth.
116. McNeal, R. B. (1995). Extracurricular activities and high school drop-outs. Sociology of Education, 68, 62-81.
117. Miliotis, D. M. (1996). Parenting and children's educational outcomes in homeless families. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
118. Mortimer, J. T., & Finch, M. D. (1996). Work, family and adolescent development. In J. T. Mortimer & M. D. Finch (Eds.), Adolescents, work and family: An intergenerational developmental analysis (pp. 1-24). Thousand Oaks: Sage.
119. Mortimer, J. T., & Shanahan, M. J. (1994). Adolescent work experience and family relationships. Work and Occupations, 21, 369-384.
120. Mortimore, P. (1995). The positive effects of schooling. In M. Rutter (Ed.), Psychosocial disturbances in young people: Challenges for prevention (pp. 333-363). New York: Cambridge University Press.
121. Mounts, N. S., & Steinberg, L. (1995). An ecological analysis of peer influence on adolescent grade point average and drug use. Developmental Psychology, 31, 915-922.
122. Murphy, L. B., & Moriarty, A. E. (1976). Vulnerability, coping, and growth: From infancy to adolescence. New Haven, CT: Yale University Press.
123. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: Department of Education.
124. National Research Council. (1993a). Losing generations: Adolescents in high risk settings. Washington, DC: National Academy Press.
125. National Research Council. (1993b). Understanding child abuse and neglect. Washington, DC: National Academy Press.
126. Neighbors, B., Forehand, R., & McVicar, D. (1993). Resilient adolescents and interparental conflict. American Journal of Orthopsychiatry, 63, 462-471.
127. Nelson, C. A. (in press). The neurobiological bases of early intervention. In S. J. Meisels & J. P. Shonkoff (Eds.), Handbook of early childhood intervention (2nd ed.). Cambridge, MA: Cambridge University Press.
128. Nelson, C. A., & Bloom, F. E. (1991). Child development and neuroscience. Child Development, 68, 970-987.
129. Nettles, S. M. (1991). Community involvement and disadvantaged students: A review. Review of Educational Research, 61(3), 379-406.
130. Newcomb, A. F. Bukowski, W. M., & Bagwell, C. L. (in press). Knowing the sounds: Friendship as a developmental context. In W. A. Collins & B. Laursen (Eds.), The Minnesota Symposia on Child Development: Vol. 30. Relationships as developmental contexts Hillsdale, NJ: Erlbaum.
131. Newcomb, A. F. Bukowski, W. M., & Pattee, L. (1993). Children's peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99-128.
132. Newman, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). Taking students seriously. In F. M. Newman (Ed.), Student engagement and achievement in American secondary schools. New York: Teachers College, Columbia University.
133. Oerter, R. (1986). Developmental tasks through the life span: A new approach to an old concept. In P. B. Baltes, D. L. Featherman, & R. M. Lerner (Eds.), Life-span development and behavior (Vol. 7, pp. 233-269). Hillsdale, NJ: Erlbaum.
134. Ogbu, J. U. (1981). Origins of human competence: A cultural-ecological perspective. Child Development, 52, 413-429.
135. Ogbu, J. U. (1986). The consequences of the American caste system. In U. Neisser (Ed.), The school achievement of minority children: New perspectives (pp. 19-56). Hillsdale, NJ: Erlbaum.
136. Olweus, D. (1979). Stability of aggressive reaction patterns in males: A review. Psychological Bulletin, 86, 852-875.
137. Parker, J. G., Rubin, K. H., Price, J. M., & DeRosier, M. E. (1995). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Vol. 2. Risk, disorder, and adaptation (pp. 96-161). New York: Wiley.
138. Patterson, G. (1986). Performance models for antisocial boys. American Psychologist, 44, 432-444.
139. Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). A social learning approach: Vol. 4. Antisocial boys. Eugene, OR: Castaglia.
140. Pennington, B. F., & Welsh. M. (1995). Neuropsychology and developmental psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Vol. 2. Risk, disorder, and adaptation (pp. 254-290). New York: Wiley.
141. Ramirez, M.-L. A. (1997). A closer look at parenting and parent qualities as protective factors in childhood and adolescence. Unpublished doctoral dissertation. University of Minnesota, Minneapolis.
142. Reynolds, A. J., & Wahlberg, H. J. (1991). A structural model of science achievement. Journal of Educational Psychology 83, 97-107.
143. Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 105-176). New York: Wiley.
144. Rotheram-Borus, M. J. (1988). Assertiveness training with children. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention: A casebook for practitioners (pp. 83-97). Washington, DC: American Psychological Association.
145. Rutter, M. (1979). Protective factors in children's responses to stress and disadvantage. In M. W. Kent & J. E. Rolf (Eds.), Primary prevention of psychopathology: Vol. 3. Social competence in children (pp. 49-74). Hanover, NH: University Press of New England.
146. Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 181-1214). New York: Cambridge University Press.
147. Ryan, B. A., Adams, G. R., Gullotta, T. P., Weissberg, R. P., & Hampton, R. L. (1995). The family-school connection: Theory, research and practice. Thousand Oaks, CA: Sage.
148. Schaffer, H. R. (1996). Social development. Oxford, England: Blackwell.
149. Scott-Jones, D. (1995). Parent-child interactions and school achievement. In B. A. Ryan, G. R. Adams, T. P. Gullotta, R. P. Weissberg, & R. L. Hampton (Eds.), The family-school connection: Theory, research and practice (Vol. 2, pp. 75-107). Thousand Oaks, CA: Sage.
150. Seitz, V., Rosenbaum, L. K., & Apfel, N. H. (1985). Effects of family support intervention: A ten-year follow-up. Child Development, 56, 376-391.
151. Skinner, E. A. (1995). Perceived control, motivation, and coping. Thousand Oaks, CA: Sage.
152. Spivack, G., & Shure, M. B. (1974). Social adjustment of young children: A cognitive approach to solving real-life problems. San Francisco: Jossey-Bass.
153. Sroufe, L. A. (1979). The coherence of individual development: Early care, attachment, and subsequent developmental issues. American Psychologist, 34, 834-841.
154. Sroufe, L. A. (1996). Emotional development: The organization of emotional life in the early years. New York: Cambridge University Press.
155. Sroufe, L. A., Egeland, B., & Carlson, E. A. (in press). One social world: The integrated development of parent-child and peer relationships. In W. A. Collins & B. Laursen (Eds.), The Minnesota Symposia on Child Development: Vol. 30. Relationships as development. Hillsdale, NJ: Erlbaum.
156. Steinberg, L. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon & Schuster.
157. Steinberg, L., Darling, N., Fletcher, A. C., Brown, B. B., & Dornbusch, S. M. (1995). Authoritative parenting and adolescent adjustment: An ecological journey. In P. Moen, G. H. Elder, & K. Luscher (Eds.), Examining lives in context (pp. 423-466). Washington, DC: American Psychological Association.
158. Steinberg, L., & Dornbusch, S. M. (1991). Negative correlates of part-time employment during adolescence: Replication and elaboration. Developmental Psychology, 27, 304-313.
159. Steinberg, L., Lambom, S. D., Dombusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266-1281.
160. Steinberg, L., Mounts, N. S., Lamborn, S. D., & Dornbusch, S. M. (1991). Authoritative parenting and adolescent adjustment across varied ecological niches. Journal of Research on Adolescence, 1, 19-36.
161. Stevenson, H. W., Chen, C., & Lee, S. Y. (1993). Mathematics achievement of Chinese, Japanese, and American children: Ten years later. Science, 259, 53-58.
162. Stevenson, H., & Stigler, J. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Simon & Schuster.
163. Stipek, D., & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88(3), 397-407.
164. Sylva, K. (1994). School influences on children's development. Journal of Child Psychology and Psychiatry, 35, 135-170.
165. van den Boom, D. C. (1994). The influence of temperament and mothering on attachment and exploration: An experimental manipulation of sensitive responsiveness among lower-class mothers with irritable infants. Child Development, 65, 1457-1477.
166. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
167. Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 3, 79-97.
168. Wehlage, G. G., & Rutter, R. A. (1986). Dropping out: How much do schools contribute to the problem? Teachers College Record, 87, 374-392.
169. Weissberg, R. P., Caplan, M. Z., & Harwood, R. L. (1991). Promoting competence enhancing environments: A systems-based perspective on primary prevention. Journal of Consulting and Clinical Psychology, 59, 830-841.
170. Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A study of resilient children. New York: McGraw-Hill.
171. Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press.
172. White, J. L., Moffitt, T. E., & Silva, P. A. (1989). A prospective replication of the protective effects of IQ in subjects at high risk for juvenile delinquency. Journal of Consulting and Clinical Psychology, 57, 719-724.
173. White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
174. William T. Grant Foundation Commission on Work, Family and Citizenship. (1988). The forgotten half: Pathways to success for America's youth and young families. Washington, DC: Author.
175. Winfield, L. F. (1995). The knowledge base on resilience in African-American adolescents. In L. J. Crockett & A. C. Crouter (Eds.), Pathways through adolescence: Relation to social contexts (pp. 87-118). Mahwah, NJ: Erlbaum.
176. Wright, M. O., & Masten, A. S. (1997). Vulnerability and resilience in young children. In J. D. Noshpita (Series Ed.) & S. Greenspan, S. Weider, & J. Osofsky (Vol. Eds.), Handbook of child and adolescent psychiatry: Vol. 1. Infants and preschoolers: Development and syndromes (pp. 202-224). New York:
177. Wright, M. O., Masten, A. S., Northwood, A., & Hubbard, J. J. (in press). Long-term effects of massive trauma: Developmental and psychobiological perspectives. In D. Cicchetti & S. L. Toth (Eds.), Rochester Symposium: Vol. 9. The effects of trauma on the developmental process. Rochester, NY: University of Rochester Press.
178. Yoshikawa, H. (1994). Prevention as cumulative protection: Effects of early family support and education on chronic delinquency and its risks. Psychological Bulletin, 115, 28-54.
179. Zahn-Waxler, C., Cole, P. M., Welsh, J. D., & Fox, N. A. (1995). Psychophysiological correlates of empathy and prosocial behaviors in preschool children with behavior problems. Development and Psychopathology, 7, 27-48.
180. Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., & Chapman, M. (1992). Development of concern for others. Developmental Psychology, 28, 126-136.
181. Zigler, E., Taussig, C., & Black, K. (1992). A promising preventive for juvenile delinquency. American Psychologist, 47, 997-1006.
182. Zigler, E., & Valentine, J. (Eds.). (1979). Project Head Start: A legacy of the war on poverty. New York: Free Press.
183. Zimmerman, M. A., & Arunkumar, R. (1994). Resiliency research: Implications for schools and policy. Social Policy Report: Society for Research in Child Development, 8(4), 1-17.