Authoritative teaching: Tipping the balance in favor of school versus peer effects

Journal of School Psychology

Volumn 40, Issue 6, 2002, Pages 485-492

  Hughes, Jan N ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036844927     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0022-4405(02)00125-5     Document Type: Note

References (28)

1. Baumrind, D. (1973). The development of instrumental competence through socialization. In A. D. Pick (Ed.), Minnesota symposia on child psychology, vol. 7 ( pp. 3-46). Minneapolis, MN, USA: University of Minnesota Press.
2. Burhans, K. K., & Dweck, C. S. (1995). Helplessness in early childhood: the role of contingent worth. Child Development, 66, 1719-1738.
3. Conduct Problems Prevention Research Group (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-657.
4. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: a motivational analysis of self-system processes. In M. Gunnar, & L. A. Sroufe (Eds.), Minnesota symposium on child psychology, vol. 22 ( pp. 43-77). Hillsdale, NJ, USA: Lawrence Erlbaum Associates.
5. Dishion, T. J., Spracklen, K. M., Andrews, D. W., & Patterson, G. R. (1996). Deviancy training in male adolescent friendships. Behavior Therapy, 27, 373-390.
6. Ecles, J. S., & Midgley, C. (1989). Stage/environment fit: developmentally appropriate classrooms for early adolescents. In R. E. Ames, & C. Ames (Eds.), Research on motivation in education, vol. 3 ( pp. 139-186). New York: Academic.
7. Fallu, J.S., & Janosz, M. (2001). The quality of teacher-student relationships in adolescence: a protective factor of school failure. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN.
8. Gibbs, M. C. (2002). The role of school context is the development of aggressive behavior in children. Unpublished doctoral dissertation, Texas A&M University.
9. Grusec, J. E., & Kuczynski, L. (1997). Parenting and children's internalization of values. New York: Wiley.
10. Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher-student relationships on aggressive children's development: a prospective study. Journal of Clinical Child Psychology, 28, 173-184.
11. Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-186.
12. Kellam, S. G., Rebok, G. W., Ialongo, N., & Mayer, L. S. (1994). The course and malleability of aggressive behavior from early first grade into middle schools: results of a developmental epidemiologically-based prevention trial. Journal of Child Psychology and Psychiatry, 35, 259-281.
13. Kusche, C. A., & Greenberg, M. T. (1995). The PATHS curriculum. Seattle, WA, USA: Developmental Research and Programs.
14. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: related spheres of influence? Child Development, 70, 1373-1400.
15. Larson, R. W., & Verman, S. (1999). How children and adolescents spend time across the world: work, play and developmental opportunities. Psychological Bulletin, 125, 701-736.
16. Maccoby, E. E. (1992). The role of parents in the socialization of children: an historical overview. Developmental Psychology, 28, 1006-1017.
17. Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: parent-child interaction. In P. H. Mussen (Ed.), Handbook of child psychology (4th ed.) (pp. 1-102). New York: Wiley.
18. Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2002). Teacher-student relationships as compensatory resources for aggressive children. Unpublished manuscript. Available from Jan Hughes, MS 4222, Texas A&M University, College Station, TX 77843-4222.
19. Olweus, D. (1993). Bullying at school. Oxford, UK: Blackwell.
20. Oxford, M. L., Harachi, T. W., Catalano, R. F., & Abbott, R. D. (2001). Preadolescent predictors of substance initiation: a test of both the direct and mediated effect of family social control factors on deviant peer associations and substance initiation. Journal of Youth and Adolescence, 30, 653-674.
21. Pianta, R. C. (1999). Enhancing relationships betwen children and teachers. Washington, DC, USA: American Psychological Association.
22. Rutter, M., & Maughan, B. (2002). School effectiveness findings: 1979-2002. Journal of School Psychology, 40(6), 451-476.
23. Skinner, E., & Belmont, M. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
24. Slavin, R. E. (1983). Cooperative learning. New York: Longman.
25. Steinberg, L. (1986). Latchkey children and susceptibility to peer pressure: on delinquency: searching for moderator variables. Journal of Abnormal Child Psychology, 28, 313-325.
26. Stormshak, E. A., Bierman, K. L., Bruschi, C., Dodge, K. A., Coie, J. D., & The Conduct Problems Prevention Research Group (1999). The relation between behavior problems and peer preference in different classroom contexts. Child Development, 70, 169-182.
27. Vitaro, F., Brendgen, M., & Tremblay, R. E. (2000). Influence of deviant friends: an ecological analysis. Developmental Psychology, 22, 433-439.
28. Wenglinsky, H. (2002, February 13). How schools matter: the link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12), 1-31 (Retrieved June 14, 2002 from http://epaa.asu.edu/epaa/v10n12).