Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?

By G. Ladd, Kim B. Burgess. Child Development, 2001

602 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/33127264dc4eecbc5373ef81eea8d8286e793a5b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

Citations in the corpus

Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development (2007, positive): “Children develop attachment relationships with teachers, which are associated with children’s long-term achievement (Anderson, Nagle, Roberts, & Smith, 1981; Birch & Ladd, 1996, 1997; Howes & Hamilton, 1992; Ladd & Burgess, 2001; Lynch & Cicchetti, 1992; Pianta, 1994; Pianta & Nimetz, 1991).”
Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement? (2006, background): “…anteceded early- and later emerging adjustment problems (Boivin, Hymel, & Bukowski, 1995; Ladd, 1999) but also predicted these problems independently of other potential risk factors (e.g., children’s behavioral dispositions, and the like; Coie, Lochman, Terry, & Hyman, 1992; Ladd & Burgess, 2001).”
Early Adolescents’ Participation in Bullying: Is ToM Involved? (2010, background): “In this “child by environment” perspective (Ladd, 2005; Ladd & Burgess, 2001) social adjustment may be considered as the outcome of interactive effects of the child’s characteristics and context, that is, peer experiences and relations.”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, neutral): “…2008 19,477 – .64 – – – – – Košir & Tement 2014 816 – – – .29 – – – Koul et al. 2011 1,027 s .44 – – – – – Ladd et al. 1999 200 p .44 – .33 – – .56 Ladd et al. 1999 199 p .06 −.37 .24 −.18 −.45 .51 Ladd & Burgess 2001 385 p .17 −.19 .09 −.14 −.31 .24 Lam et al. 2012 3,420 s .48 – .16 – –…”
School Readiness: Are There Social Prerequisites? (2006, background): “Even more compelling were findings reported by Ladd and Burgess (2001).”
Bullying in early educational settings (2012, background): “An American study by Ladd and Burgess (2001) also found that African-American kindergarten children had a high risk of chronic peer rejection.”
Behavioral Characteristics Associated with Stable and Fluid Best Friendship Patterns in Middle Childhood (2006, background): “As noted above, it is known that friendship loss is associated with adjustment difficulties (Hektner et al., 2000; Ladd & Burgess, 2001 ).”
Childhood risk and protective factors and late adolescent adjustment in inner city minority youth (2004, background): “Risk and protection are often seen as polar opposites with protective factors promoting normative developmental outcomes (for an exception, see Ladd & Burgess, 2001 ).”
Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables (2005, background): “Others, however, have shown that children’s behavioral orientations are antecedents of teacher–child relationships and that antisocial behaviors exhibited early in school set the context for relational negativity by taxing teachers’ time and resources (i.e., Birch & Ladd, 1998; Ladd et al., 1999; L”
The role of chronic peer difficulties in the development of children's psychological adjustment problems. (2003, background): “Additive models imply that, separate from (i.e., partially overlapping or independent of) the contributions of children’s characteristics, the experiences they have in peer relationships may add to (i.e., increase or decrease) the probability of maladjustment (cf. Ladd & Burgess, 2001).”
Children's Effortful Control and Academic Competence: Mediation through School Liking (2007, positive): “Nevertheless, these findings are consistent with cross-sectional data with no confounds indicating that children’s reports of school liking predicted high levels of academic progress and academic competence (Ladd & Burgess, 2001; Ladd, Kochenderfer, & Coleman, 1996).”