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

Elizabeth Stearns, Kenneth A. Dodge, Melba Nicholson, Karen Linn Bierman, John D. Coie, Mark T. Greenberg, John E. Lochman, Robert J. McMahon, Ellen E. Pinderhughes

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This 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 same-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.

Original languageEnglish (US)
Pages (from-to)208-231
Number of pages24
JournalMerrill-Palmer Quarterly
Volume54
Issue number2
StatePublished - Apr 1 2008

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elementary school
acceptance
African Americans
Growth
behavioral norm
classroom
teacher rating
gender
school grade
Observation
Peer Influence
teacher
American
Problem Behavior

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)

Cite this

Stearns, E., Dodge, K. A., Nicholson, M., Bierman, K. L., Coie, J. D., Greenberg, M. T., ... Pinderhughes, E. E. (2008). Peer contextual influences on the growth of authority-acceptance problems in early elementary school. Merrill-Palmer Quarterly, 54(2), 208-231.
Stearns, Elizabeth ; Dodge, Kenneth A. ; Nicholson, Melba ; Bierman, Karen Linn ; Coie, John D. ; Greenberg, Mark T. ; Lochman, John E. ; McMahon, Robert J. ; Pinderhughes, Ellen E. / Peer contextual influences on the growth of authority-acceptance problems in early elementary school. In: Merrill-Palmer Quarterly. 2008 ; Vol. 54, No. 2. pp. 208-231.
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Stearns, E, Dodge, KA, Nicholson, M, Bierman, KL, Coie, JD, Greenberg, MT, Lochman, JE, McMahon, RJ & Pinderhughes, EE 2008, 'Peer contextual influences on the growth of authority-acceptance problems in early elementary school', Merrill-Palmer Quarterly, vol. 54, no. 2, pp. 208-231.

Peer contextual influences on the growth of authority-acceptance problems in early elementary school. / Stearns, Elizabeth; Dodge, Kenneth A.; Nicholson, Melba; Bierman, Karen Linn; Coie, John D.; Greenberg, Mark T.; Lochman, John E.; McMahon, Robert J.; Pinderhughes, Ellen E.

In: Merrill-Palmer Quarterly, Vol. 54, No. 2, 01.04.2008, p. 208-231.

Research output: Contribution to journalArticle

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Stearns E, Dodge KA, Nicholson M, Bierman KL, Coie JD, Greenberg MT et al. Peer contextual influences on the growth of authority-acceptance problems in early elementary school. Merrill-Palmer Quarterly. 2008 Apr 1;54(2):208-231.