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Characteristics of Early Adolescence, Spring, 2017 1 Characteristics of Early Adolescence EPSY 446/ PSCH 423 Fall, 2015, Lecture Center A 007 Thursdays 5:00-8:00 pm, Instructor: Dr. Theresa (Terri) Thorkildsen Office: ETMSW 3549 Hours: Before class or by appointment Phone: (312) 996-8138 E-mail: [email protected] Web: http://thork.people.uic.edu/fair/ Purpose This course focuses on common dilemmas faced by young people who are making the transition from childhood into adolescence. To highlight this period in human development, we will draw age-related comparisons between children and adolescents and theorize about how to construct stimulating environments that account for this developmental transition. Representations of adolescence in the media and in research will be compared, calling attention to common stereotypes that limit or support development. Research findings will also be compared with the details of lives in progress to explore individual differences in adolescents’ social and intellectual functioning. Ideally, students who finish the course will have a greater understanding of the common stress and strain as well as the thrill and excitement associated with the transition into adolescence. This course is designed to allow students to fulfill one of the requirements for the Illinois State Board of Education and addresses the following learning outcomes. It includes educational psychology focusing on the developmental characteristics of early adolescents, the nature and needs of early adolescents, and the role of the middle-grade teacher in assessment, coordination and referral of students to health and social services. Nevertheless, the course also offers a strong foundation in key developmental issues that occur in early adolescence and so students from all program levels (undergraduates, masters, and doctoral) enrolled in professional schools. Click here to see how the specific learning outcomes are aligned with assessments. Readings The readings will come primarily from journals and book chapters. A new book, designed for this course is available at the UIC bookstore and in online sources. Thorkildsen, T.A. (2017). Adolescents’ self-discovery in groups. New York: Routledge. Suggested articles can be found online using the library databases at no cost. Everyone should take advantage of online journal services and to master the technology needed to find course readings. For students who do not have their own computers, the ETL on the second floor of ETMSW is available along with other labs on campus. Format Students are expected to read and critique all assigned readings before coming to class. Class time will be spent clarifying misunderstandings and/or controversies associated with the material and drawing connections between theory and empirical research. We will also use research findings to generate useful activities that may be completed with youth. Obviously, these forms of knowledge cannot be generated if students come to class unprepared or fail to collect and study the appropriate readings. This is a course in which procrastination often leads to failure.

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Characteristics of Early Adolescence, Spring, 2017 1

Characteristics of Early Adolescence EPSY 446/ PSCH 423

Fall, 2015, Lecture Center A 007 Thursdays 5:00-8:00 pm,

Instructor: Dr. Theresa (Terri) Thorkildsen Office: ETMSW 3549 Hours: Before class or by appointment Phone: (312) 996-8138 E-mail: [email protected] Web: http://thork.people.uic.edu/fair/

Purpose This course focuses on common dilemmas faced by young people who are making the transition from childhood into adolescence. To highlight this period in human development, we will draw age-related comparisons between children and adolescents and theorize about how to construct stimulating environments that account for this developmental transition. Representations of adolescence in the media and in research will be compared, calling attention to common stereotypes that limit or support development. Research findings will also be compared with the details of lives in progress to explore individual differences in adolescents’ social and intellectual functioning. Ideally, students who finish the course will have a greater understanding of the common stress and strain as well as the thrill and excitement associated with the transition into adolescence. This course is designed to allow students to fulfill one of the requirements for the Illinois State Board of Education and addresses the following learning outcomes. It includes educational psychology focusing on the developmental characteristics of early adolescents, the nature and needs of early adolescents, and the role of the middle-grade teacher in assessment, coordination and referral of students to health and social services. Nevertheless, the course also offers a strong foundation in key developmental issues that occur in early adolescence and so students from all program levels (undergraduates, masters, and doctoral) enrolled in professional schools. Click here to see how the specific learning outcomes are aligned with assessments.

Readings The readings will come primarily from journals and book chapters. A new book, designed for this course is available at the UIC bookstore and in online sources.

Thorkildsen, T.A. (2017). Adolescents’ self-discovery in groups. New York: Routledge. Suggested articles can be found online using the library databases at no cost. Everyone should take advantage of online journal services and to master the technology needed to find course readings. For students who do not have their own computers, the ETL on the second floor of ETMSW is available along with other labs on campus.

Format Students are expected to read and critique all assigned readings before coming to class. Class time will be spent clarifying misunderstandings and/or controversies associated with the material and drawing connections between theory and empirical research. We will also use research findings to generate useful activities that may be completed with youth. Obviously, these forms of knowledge cannot be generated if students come to class unprepared or fail to collect and study the appropriate readings. This is a course in which procrastination often leads to failure.

Characteristics of Early Adolescence, Spring, 2017 2

Assignments To remain responsive to the ebb and flow of the discussion, assignments will not require a fixed set of readings and students are encouraged to share suitable materials with the class. The syllabus is posted online and changes will occur across the course. To comply with programmatic needs, a predetermined set of topics has been established and are listed in the tentative schedule. Those topics are sufficiently broad to cover the requirements established for this course.

Assignments measure the degree to which you may construct general relationships between topics and back up your ideas with research and practical evidence. Five assessments will be combined in your final grade: (a) weekly reading summaries and regular written reflections, (b) a group discussion log, (c) a midterm exam, (d) a group-planned presentation, (e) a final written account of what you learned from interviewing at least one middle school student. These are designed to assess how well you integrate the research information about adolescent development with practical plans for nurturing adolescents’ growth. Assignments are also designed to encourage you to use multiple types of technology across the course.

If someone should miss a class, he or she is responsible for contributing to the group discussion by adding a response either to the readings or to the discussion that is represented in the notes. I will look for signs of your intellectual growth over time and the degree to which you are coordinating information from research, media sources, and lives in progress in your discussions.

Reading summaries and written reflections. To ensure that we cover a wide range of topics during our time together, the course will rely heavily on jigsaw learning. This means that each student in the course must remain responsible for their own learning and for communicating their knowledge with the class. You will be assigned to small groups based on your interests and reasons for exploring early adolescence. Each week, groups will meet during class time to discuss the readings and imagine ways to use the information in practice. Everyone will want access to article and chapter summaries written by group members as well as their own to build a strong evidence-based midterm and final. Therefore, you are encouraged to use e-mail, Google+, or Box.com to keep track of your work as well as the work of your group members. Article summaries and reflections should be posted in a Google drive folder so that all group members, and the professor can read them across the semester. On the rare occasion when you find yourself unable to attend class, you are responsible for submitting your article summaries to everyone in your group soon as is practical. It is also your responsibility to obtain any assigned readings and procedural information that might have occurred in class while you were away. When crafting your article summaries, try include at least one extension question in the summary to enhance your comprehension of the material.

Discussion activities. Along with the article summaries and in-class reflections, you will be asked to create a discussion log, an activity that is like generating minutes in a business meeting. To assist you in connecting the research information with details of lives in progress and youth development activities, we will complete a range of activities in class. Weekly, group members will ideally take turns recording minutes depicting your group discussion. In each set of minutes, note-takers should record the gist of what each person says and document who offered each contribution. Some groups may prefer to record the discussion and transcribe their conversation, but an accurate gist is perfectly acceptable. To ensure fairness in grading for the course, it is important to document where each group member has contributed to the discussion. Serving as a note-taker teaches you how to fully listen to the views of others in a careful manner—essential for trust-building in any conversation. The notes should be typed up for critique by group members in the following class. Members may edit these

Characteristics of Early Adolescence, Spring, 2017 3

notes, add amendments, or delete any material they do not feel is accurate. Like qualitative investigators, it is helpful to regularly evaluate the accuracy of the transcript from the previous week as well as a new conversation. Once notes are approved by the group, the final notes will be included in the log that will be collected and evaluated at various points in the semester. Labeling participants in each conversation ensures that your grade is not caused by variation in group dynamics.

Activity demonstration. Across the semester, each group will choose one week in which to

design an activity that might be used in an educational context with youth and to demonstrate that activity to the class. Rather than lump this task at the end of the semester, we will pepper group presentations across the semester. Looking at the topics in the timetable below, we will negotiate a schedule of group presentations so that activities align with the themes of the week. This assignment is designed to help you think deeply about how you might use the information from our course as you work with youth in face-to-face settings.

Midterm paper. A short-answer midterm will be distributed two weeks prior to its due date. In

this assessment, you will be asked to use research findings to help you imagine the general perspectives of adolescents. The structure of the midterm aligns with the outline of topics in the timetable. To prepare for this open-book take-home task, you will want to review the reading summaries generated by yourself and the members of your group, chapters from the book, and what you know about lives in progress. The template for the papers will be made available by February 23rd and midterms will ideally be about 5 pages in length. The short answer format lends itself to the use of bullets and short paragraphs to use a policy report format to convey your ideas. Half the points on this assignment will reflect your ability to use research findings to justify your beliefs about working with youth in this age group.

Final project. A final project consisting of a written paper and an interview with at least one

person in early adolescence will be used to determine if you have coordinated the information on early adolescent development with some practical plans for working with such students. We will use class time within groups to identify interesting questions and to build the interview schedule. Today, you can begin thinking about how you will find at least one adolescent in our target age group to interview about how they understand their life experiences.

Resources for students who need extra help UIC also offers a wide range of resources for students who need extra help. Doctoral students may want to pay attention to the resources available at the UIC Writing Center. It is essential that students get in the habit of

writing at least something as often as possible, preferably every day. More details on support services can be found at: http://www.uic.edu/academics/student-support Accessibility UIC strives to ensure the accessibility of programs, classes, and services to students with disabilities. Reasonable accommodations can be arranged for students with various types of disabilities, such as documented learning disabilities, vision or hearing impairments, and emotional or physical disabilities. All students should know that the University of Illinois at Chicago is committed to maintaining a barrier-free environment so that individuals with disabilities can fully access programs, courses, services, and activities at UIC. Students with disabilities who require accommodations for full access and participation in UIC Programs must be registered with the Disability Resource Center (DRC). Please contact DRC at (312) 413-2183 (voice) or (312) 413- 0123 (TDD)

Characteristics of Early Adolescence, Spring, 2017 4

Academic honesty Academic dishonesty, intentional or accidental, seems to be cropping up across classes at UIC. Two issues seem especially important to discuss as part of our course activities: plagiarism and the use of assignments for more than one course.

Avoid plagiarism. Your article summaries should represent your version of the main information you obtained from the readings. You do not need to quote information from the articles, but may want to do so on a rare occasion. This is an acceptable practice IF you accurately cite the place in the article you are quoting from; including the last name of all the authors, the year of the publication, and the page number where the language appears. You will also be asked to support all your ideas with evidence in both the midterm and the final paper. There is a wide variety of information that would qualify as evidence and a set of formal rules for citing these sources properly. You can find the rules that we use in the field of Education in the Publication Manual of the American Psychological Association. Failure to cite your sources for borrowed ideas is an act of plagiarism.

Avoid repurposing the same assignment. In this course, you are free to use materials from other courses if that information helps you better understand the developmental processes that occur in early adolescence. That sort of sharing is very helpful among professionals. In addition, it will be important for you to use information from the article summaries and discussion group logs as well as the grading rubric for your final paper. Grading rubrics offer an outline of how to meet the requirements of the assignments. However, even when general topics are similar across courses, assignments are crafted to allow you to develop specific skills and a repurposing of the same paper prohibits such practice.

We will discuss academic dishonesty further as part of the course. More information on UIC’s Disciplinary Policies can be found at: http://www.uic.edu/depts/dos/conductforstudents.shtml

.

Characteristics of Early Adolescence, Spring, 2017 5

Tentative Schedule

Dates Social Sphere Common Issues

Jan 12th Characteristics in Context Survey

Development is pan-contextual Stage-environment fit Guiding questions

Jan 19th Selves and discourse Q-sort activity

Identity Guiding questions

Jan. 26th Selves Inside the Teenage Brain Free-write

Brain growth, puberty and body image Guiding questions Group logs due for review

Feb 2nd Families

Attachment Guiding questions

Feb 9th Families Field Trip

Siblings and structure Guiding questions

Feb. 16th Peers

Intimacy (friendship/romance) Guiding questions

Feb. 23rd Peers Middle School Confessions

Exchange (acquaintanceship/aggression) Guiding questions Group logs due for review

Mar. 2nd Schools & Internships Free-write

Motivation and Achievement Guiding questions

Mar. 9th Community-based Organizations Midterms Due

Character and moral decision-making Guiding questions

Mar. 16th Multi-Age Settings Final Project rubric distributed

Civic engagement/Free-time activities Guiding questions

Mar. 23rd SPRING BREAK—NO CLASS

Mar. 30th National Activities

Civic engagement/Media and citizenship Guiding questions

Apr. 6th SRCD—NO CLASS Surveys

Apr. 13th Transnational Activities

Youth summit planning

Civil engagement/Global awareness Guiding questions

Apr. 20th Discovering Human Rights Free-write

Balancing discourse opportunities

Apr. 27th AERA—NO CLASS Final group logs and free-write papers due

May 5th Final Papers Due

Characteristics of Early Adolescence, Spring, 2017 6

Readings

Jan 12th Characteristics in context Thorkildsen—Introduction Cook, T. D., Herman, M. R., Phillips, M., & Settersten, Jr., R. A. (2002). Some ways in which

neighborhoods, nuclear families, friendship groups, and schools jointly affect changes in early adolescent development. Child Development, 73, 1283-1309. doi: 10.1111/1467-8624.00472

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & McIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90-101. doi: 10.1037/0003-066X.48.2.90

Gutman, L. M., & Eccles, J. S. (2007). Stage-environment fit during adolescence: Trajectories of family relations and adolescent outcomes. Developmental Psychology, 43(2), 522-537. doi: 10.1037/0012-1649.43.2.522

Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562. doi: 10.1111/1467-8624.00164

Witherspoon, D., Schotland, M., Way, N., & Hughes, D. (2009). Connecting the dots: How connectedness to multiple contexts influences the psychological and academic adjustment of urban youth. Applied Developmental Science, 13(4), 199-216. doi: 10.1080/10888690903288755

Jan. 19th Discourse and the Self system Thorkildsen—Introduction Cole, D. A., Maxwell, S. E., Martin, J. M., Peeke, L. G., Seroczynski, A. D., Tram, J. M., Hoffman, K. B., Ruiz,

M. D., Jacquez, F., & Maschman, T. (2001). The development of multiple domains of child and adolescent self-concept: A cohort sequential longitudinal design. Child Development, 72, 1723-1746. doi: 10.1111/1467-8624.00375

French, S. E. (2006). The development of ethnic identity during adolescence. Developmental Psychology, 42, 1-10. doi: 10.1037/0012-1649.42.1.1

Hart, D., Hofmann, V., Edelstein, W., & Keller, M. (1997). The relation of childhood personality types to adolescent behavior and development: A longitudinal study of Icelandic children. Developmental Psychology, 33(2), 195-205. doi: 10.1037//0012-1649.33.2.195

Holcomb-McCoy, C. (2005). Ethnic identity development in early adolescence: Implications and recommendations for middle school counselors. Professional School Counseling, 9, 120-127.

Kiang, L., Yip, T., Gonzales-Backen, M., Witkow, M., & Fuligni, A. J. (2006). Ethnic identity and the daily psychological well-being of adolescents from Mexican and Chinese backgrounds. Child Development, 77, 1338-1350. doi: 10.1111/j.1467-8624.2006.00938.x

Kiang, L., & Fuligni, A. J. (2010). Meaning in life as a mediator of ethnic identity and adjustment among adolescents from Latin, Asian, and European American backgrounds. Journal of Youth and Adolescence, 39(11), 1253-1264. doi: 10.1007/s10964-009-9475-z

Matsuba, M. K., & Walker, L. J. (1998). Moral reasoning in the context of ego functioning. Merrill-Palmer Quarterly, 44, 464-483.

Ohannessian, C. M., Lerner, R. M., Lerner, J. V., & von Eye, A. (1999). Does self-competence predict gender differences in adolescent depression and anxiety? Journal of Adolescence, 22, 397-411. doi: 10.1006/jado.1999.0231

Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188-204. doi: 10.1037/0022-3514.91.1.188

Characteristics of Early Adolescence, Spring, 2017 7

Rivas-Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., Lee, R. M., Schwartz, S. J., Umana-Taylor, A. J., French, S., & Yip, T. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child Development, 85(1), 40-57. doi: 10.1111/cdev.12200

Roche, K. M., Ensminger, M. E., Ialongo, N., Poduska, J. M., Kellam, S. G. (2006). Early entries into adult roles: Associations with aggressive behavior from early adolescence into young adulthood. Youth & Society, 38, 236-261. doi: 10.1177/0044118X06287263

Shih, M., & Sanchez, D. T. (2005). Perspectives and research on the positive and negative implications of having multiple racial identities, Psychological Bulletin, 131, 569-591. doi: 10.1037/0033-2909.131.4.569

Umana-Taylor, A., Gonzales-Backen, M., & Guimond, A. B. (2009). Latino adolescents’ ethnic identity: Is there a developmental progression and does growth in ethnic identity predict growth in self-esteem? Child Development, 80, 391-405. doi: 0.1111/j.1467-8624.2009.01267.x

Umana-Taylor, A. J., Quintana, S. M., Lee, R. M., Cross, W. E., Rivas-Drake, D., et al. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development, 85(1), 21-39. doi: 10.1111/cdev.12196

Yasui, M., Dorham, C. L., & Dishion, T. J. (2004). Ethnic identity and psychological adjustment: A validity analysis for European American and African American adolescents. Journal of Adolescent Research, 19, 807-825. doi: 10.1177/0743558403260098

Yip, T., Seaton, E. K., & Sellers, R. M. (2006). African American racial identity across the lifespan: Identity status, identity content, and depressive symptoms. Child Development, 77, 1504-1517. doi: 10.1111/j.1467-8624.2006.00950.x

Jan. 26th Self system: Physical changes Thorkildsen—Chapter 1 Blakemore, S. J. (2012). Imaging brain development: The adolescent brain. NeuroImage, 61(2), 397-406.

doi: 10.1016/j.neuroimage.2011.11.080 Blakemore, S.J. & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive

function and social cognition. Journal of Child Psychology and Psychiatry, 47, 296-312. doi:10.1111/j.1469-7610.2006.01611.x

Choudhury, S., Charman, T., & Blakemore, S. J. (2008). Development of the teenage brain. Mind, Brain, and Education, 2(3), 142-147. doi: 10.1111/j.1751-228X.2008.00045.x

DeRose, L., & Brooks-Gunn, J. (2006). Transition into adolescence: The role of pubertal processes. In L. Balter, & Tamis-LeMonda, C. S. (Eds.), Child psychology: A handbook of contemporary issues (2nd ed., pp. 385-414). New York: Psychology Press.

Golombok, S., MacCallum, F., & Goodman, E. (2001). The “test-tube” generation: parent-child relationships and the psychological well-being of in vitro fertilization children at adolescence. Child Development, 72, 599-608. doi: 10.1111/1467-8624.00299

Graber, J., Nichols, T. R., & Brooks-Gunn, J. (2010). Putting pubertal timing in developmental context: Implications for prevention. Developmental Psychobiology, 52(3), 254-262. doi: 10.1002/dev.20438

Jones, D. C. (2004). Body image among adolescent girls and boys: A longitudinal study. Developmental Psychology, 40 (5), 823-835. doi: 10.1037/0012-1649.40.5.823

Jones, D. C., & Crawford, J. K. (2005). Adolescent boys and body image: Weight and muscularity concerns as dual pathways to body dissatisfaction. Journal of Youth and Adolescence, 34, 629-636. doi: 10.1007/s10964-005-8951-3

Characteristics of Early Adolescence, Spring, 2017 8

Jones, D. C., Vigfusdottir, T. H., & Lee, Y. (2004). Body image and the appearance culture among adolescent girls and boys: An examination of friend conversations, peer criticism, appearance magazines, and the internalization of appearance ideals. Journal of Adolescent Research, 19, 323-339. doi: 10.1177/0743558403258847

Larson, R. W., Moneta, G., Richards, M. H., & Wilson, S. (2002). Continuity, stability, and change in daily emotional experience across adolescence. Child Development, 73, 1151-1165. doi: 10.1111/1467-8624.00464

Masten, C. L., Eisenberger, N. I., Pfeifer, J. H., Colich, N. L., & Dapretto, M. (2013). Associations among pubertal development, empathic ability, and neural responses while witnessing peer rejection in adolescence. Child Development, 84(4), 1338-1354. doi: 10.1111/cdev.12056

Rosenblum, G. D., & Lewis, M. (1999). The relations among body image, physical attractiveness, and body mass in adolescence. Child Development, 70, 50-64. doi: 10.1111/1467-8624.00005

Taylor, H. G., Klein, N., Minich, N. M., & Hack, M. (2000). Middle-school-age outcomes in children with very low birthweight. Child Development, 71, 1495-1511. doi: 10.1111/1467-8624.00242

Vaughan Sallquist, J., Eisenberg, N., Spinrad, T. L., Reiser, M., Hover, C., Zhou, Q., Liew, J., & Eggum, N. (2009). Positive and negative emotionality: Trajectories across six years and relations with social competence. Emotion, 9, 15-28. doi: 10.1037/a0013970

Feb 2nd Family system: Attachment Thorkildsen—Chapter 2 Boutelle, K., Eisenberg, M. E., Gregory, M. L., & Neumark-Sztainer, D. (2009). The reciprocal relationship

between parent-child connectedness and adolescent emotional functioning over 5 years. Journal of Psychosomatic Research, 66(4), 309-316. doi: 10.1016/j.jpsychores.2008.10.019

Constantine, M. G. (2006). Perceived family conflict, parental attachment, and depression in African American female adolescents. Cultural Diversity and Ethnic Minority Psychology, 12(4): 697-709. doi: 10.1037/1099-9809.12.4.697

DeGoede, I. H. A., Branke, S. J. T., & Meeus, W. H. J. (2009). Developmental changes in adolescents’ perceptions of relationships with their parents. Journal of Youth and Adolescence, 38, 75-88. doi: 10.1007/s10964-008-9286-7

Duchesne, S., & Ratelle, C. F. (2014). Attachment security to mothers and fathers and the developmental trajectories of depressive symptoms in adolescence: Which parent for which trajectory? Journal of Youth and Adolescence, 43(4), 641-654. doi: 10.1007/s10964-013-0029-z

Eisenberg, N., Fabes, R. A., Shepard, S. A., Guthrie, I. K., Murphy, B. C., & Reiser, M. (1999). Parental reactions to children’s negative emotions: Longitudinal relations to quality of children’s social functioning. Child Development, 70, 513-534. doi: 10.1111/1467-8624.00037

Engels, R. C. M. E., Finkenauer, C., & van Kooten, D. C. (2006). Lying behavior, family functioning and adjustment in early adolescence. Journal of Youth and Adolescence, 36, 949-958. doi: 10.1007/s10964-006-9082-1

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740-763. doi: 10.1037/a0015362

Hoyt, W. T., Fincham, F. D., McCullough, M. E., Maio, G., & Davila, J. (2005). Responses to interpersonal transgressions in families: Forgivingness, forgivibility, and relationship-specific effects. Journal of Personality and Social Psychology, 89, 375-394. doi: 10.1037/0022-3514.89.3.375

Keijsers L., Branje S.J., Frijns T., Finkenauer C., & Meeus W. (2010). Gender differences in keeping secrets from parents in adolescence. Developmental Psychology, 46, 293-298. doi: 10.1037/a0018115

Keijsers, L., & Poulin, F. (2013). Developmental changes in parent-child communication throughout adolescence. Developmental Psychology, 49(12), 2301-2308. doi: 10.1037/a0032217

Characteristics of Early Adolescence, Spring, 2017 9

Laursen, B., Coy, K. C., & Collins, W. A. (1998). Reconsidering changes in parent-child conflict across adolescence: A meta-analysis. Child Development, 69, 817-832. doi: 10.2307/1132206

McGue, M., Elkins, I., Walden, B., & Iacono, W. G. (2005). Perceptions of the parent-adolescent relationship: A longitudinal investigation. Developmental Psychology, 41, 971-984. doi: 10.1037/0012-1649.41.6.971

Mounts, N. S. (2007). Adolescents’ and their mothers’ perceptions of parental management of peer relationships. Journal of Research on Adolescence, 17(1), 169-178. doi: 10.1111/j.1532-7795.2007.00517.x

Persson, A., Kerr, M., & Stattin, H. (2007). Staying in or moving away from structured activities: Explanations involving parents and peers. Developmental Psychology, 43, 197-207. . doi: 10.1037/0012-1649.43.1.197

Pettit, G. S., Laird, R. D., Dodge, K. A., Bates, J. E., & Criss, M. M. (2001). Antecedents and behavior-problem outcomes of parental monitoring and psychological control in early adolescence. Child Development, 72, 583-598. doi: 10.1111/1467-8624.00298

Schwartz, S. J., Mason, C. A., Pantin, H., & Szapocznik, J. (2009). Longitudinal relationships between family functioning and identity development in Hispanic adolescents. Journal of Early Adolescence, 29, 177-211. doi: 10.1177/0272431608317605

Smetana, J. G. (2000). Middle-class African American adolescents’ and parents’ conceptions of parental authority and parenting practices: A longitudinal investigation. Child Development, 71, 1672-1686. doi: 10.1111/1467-8624.00257

Smits, I., Soenens, B., Luyckx, K., Duriez, B., Berzonsky, M., & Goossens, L. (2008). Perceived parenting dimensions and identity styles: Exploring the socialization of adolescents’ processing of identity-relevant information. Journal of Adolescence,31, 151-164. doi: 10.1016/j.adolescence.2007.08.007

Vernberg, E. M., Beery, S. H., Ewell, K. K., & Abwender, D. A. (1993). Parents’ use of friendship facilitation strategies and the formation of friendships in early adolescence: A prospective study. Journal of Family Psychology, 7, 356-369. doi: 10.1037/0893-3200.7.3.356

Wang, M., Dishion, T., Stormshak, E. A., & Willet, J. B. (2011). Trajectories of family management practices and early adolescent behavioral outcomes. Developmental Psychology, 47, 1324-1341. doi: 10.1037/a0024026

Feb 9th Family system: Siblings and structure Thorkildsen—Chapter 2 Bouchey, H. A., Shoulberg, E. K., Jodl, K. M., & Eccles, J. S. (2010). Longitudinal links between older

sibling features and younger siblings’ academic adjustment during early adolescence. Journal of Educational Psychology, 102(1), 197-211. doi: 10.1037/a0017487

Bradley, R. H., & Corwyn, R. F. (2001). Home environment and behavioral development during early adolescence: The mediating and moderating roles of self-efficacy beliefs. Merrill-Palmer Quarterly, 47, 165-187. doi: 10.1353/mpq.2001.0007

Brody, G. H., Dorsey, S., Forehand, R., & Armistead, L. (2002). Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families. Child Development, 73, 274-286. doi: 10.1111/1467-8624.00405

Criss, M. M., & Shaw, D. S. (2005). Sibling relationships as contexts for delinquency training in low-income families. Journal of Family Psychology, 19, 592-600. doi: 10.1037/0893-3200.19.4.592

Feinberg, M. E., Neiderhiser, J. M., Simmens,S., Teiss, D., & Hetherington, E. M. (2000). Sibling comparison of differential parental treatment in adolescence: Gender, self-esteem, and emotionality as mediators of the parenting-adjustment association. Child Development, 71, 1611-1628. doi: 10.1111/1467-8624.00252

Characteristics of Early Adolescence, Spring, 2017 10

Howe, N., Aquan-Assee, J. (2000). Sibling self-disclosure in early adolescence. Merrill-Palmer Quarterly, 46, 653-671.

Kim, J-Y., McHale, S. M., Osgood, D. W., & Crouter, A. C. (2006). Longitudinal course and family correlates of sibling relationships from childhood through adolescence. Child Development, 77, 1746-1761. doi: 10.1111/j.1467-8624.2006.00971.x

Kim, J-Y, McHale, S. M., Crouter, A. C., & Osgood, D. W. (2007). Longitudinal linkages between sibling relationships and adjustment from middle childhood through adolescence. Developmental Psychology, 43, 960-973. doi: 10.1037/0012-1649.43.4.960

Lam, C. B., Solmeyer, A. R., & McHale, S. M. (2012). Sibling relationships and empathy across the transition to adolescence. Journal of Youth and Adolescence, 41(12), 1657-1670. doi: 10.1007/s10964-012-9781-8

Lehman, S. J., & Koerner, S. S. (2002). Family financial hardship and adolescent girls’ adjustment: The role of maternal disclosure of financial concerns. Merrill-Palmer Quarterly, 48, 1-24. doi: 10.1353/mpq.2002.0003

McHale, S. M., Updegraff, K. A., Helms-Erikson, H., & Crouter, A. C. (2001). Sibling influences on gender development in middle childhood and early adolescence: A longitudinal study. Developmental Psychology, 37, 115-125. doi: 10.1037//0012-1649.37.1.115

Padilla-Walker, L. M., Harper, J. M., & Jensen, A. C. (2010). Self-regulation as a mediator between sibling relationship quality and early adolescents’ positive and negative outcomes. Family Psychology, 24(4), 419-428. doi: 10.1037/a0020387

Richmond, M. K., Stocker, C. M., & Rienks, S. L. (2005). Longitudinal associations between sibling relationship quality, parental differential treatment, and children’s adjustment. Journal of Family Psychology, 19, 550-559. doi: 10.1037/0893-3200.19.4.550

Roche, K. M., Caughy, M. O., Schustr, M. A., Bogart, L. M., Dittus, P. J., & Franzini, L. (2014). Cultural orientations, parental beliefs and practices, and Latino adolescents’ autonomy and independence. Journal of Youth and Adolescence, 43(8), 1389-1403. doi: 10.1007/s10964-013-9977-6

Roche, K. M., & Ghazarian, S. R. (2011). The value of family routines for the academic success of vulnerable adolescents. Journal of Family Issues, 33(7), 874-897. doi: 10.1177/0192513X11428569

Sharma, A. R., McGue, M. K., & Benson, P. L. (1998). The psychological adjustment of United States adopted adolescents and their nonadopted siblings. Child Development, 69, 791-802. doi: 10.1111/j.1467-8624.1998.00791.x

Updegraff, K. A., McHale, S. M., & Crouter, A. C. (2000). Adolescents’ sex-typed friendship experiences: Does having a sister versus a brother matter? Child Development, 71, 1597-1610. doi: 10.1111/1467-8624.00251

Feb. 16th Peer systems: Intimacy (friendship and romance) Thorkildsen—Chapter 3 Arndorfer, C. L., & Stormshak, E. A. (2008). Same-sex versus other-sex best friendship in early

adolescence: Longitudinal predictors of antisocial behavior throughout adolescence. Journal of Youth and Adolescence, 37, 1059-1070. doi 10.1007/s10964-008-9311-x

Bos, H. M. W., Sandfort, T. G. M., de Bruyn, E. H., Makvoort, E. M. (2008). Same sex attraction, social relationships, psychosocial functioning, and school performance in early adolescence. Developmental Psychology, 44, 59-68. doi: 10.1037/0012-1649.44.1.59

Brendgen, M., Vitaro, F., Doyle, A. B., Markiewicz, D., & Bukowski, W. M. (2002). Same-sex peer relations and romantic relationships during early adolescence: Interactive links to emotional, behavioral, and academic adjustment. Merrill-Palmer Quarterly, 48, 77-103. doi: 10.1353/mpq.2002.0001

Characteristics of Early Adolescence, Spring, 2017 11

Bukowski, W. M., Sippola, L. K., & Newcomb, A. F. (2000). Variations in patterns of attraction to same- and other-sex peers during early adolescence. Developmental Psychology, 36, 147-154. doi: 10.1037//0012-1649.36.2.147

Chan, A., Poulin, F., (2007). Monthly changes in the composition of friendship networks in early adolescence. Merrill-Palmer Quarterly, 53, 578-602. doi: 10.1353/mpq.2008.0000

Furman, W., Simon, V. A., Shaffer, L., & Bouchey, H. A. (2002). Adolescents’ working models and styles for relationships with parents, friends, and romantic partners. Child Development, 73, 241-255. doi: 10.1111/1467-8624.00403

Echols, L., & Graham, S. (2013). Birds of a different feather: How do cross-ethnic friends flock together? Merril-Palmer Quarterly, 59, 461-488. doi: 10.1353/mpq.2013.0020

Hamm, J. V. (2000). Do birds of a feather flock together? The variable bases for African American, Asian American, and European American adolescents’ selection of similar friends. Developmental Psychology, 36, 209-219. doi: 10.1037//0012-1649.36.2.209

Harter, S., Waters, P., & Whitesell, N. R. (1998). Relational self-worth: Differences in perceived worth as a person across interpersonal contexts among adolescents. Child Development, 69, 756-766. doi: 10.1111/j.1467-8624.1998.00756.x

Jones, D. C., Newman, J. B., & Bautista, S. (2005). A three-factor model of teasing: The influence of friendship, gender, and topic on expected emotional reactions to teasing during early adolescence. Social Development, 14, 421-439. doi: 10.1111/j.1467-9507.2005.00309.x

Kan, M. L., & McHale, S. M. (2007). Clusters and correlates of experiences with parents and peers in early adolescence. Journal of Research on Adolescence, 17, 565-586. doi: 10.1111/j.1532-7795.2007.00535.x

Kiefer, S. M., & Ryan, A. M. (2008). Striving for social dominance over peers: The implications for academic adjustment during early adolescence. Journal of Educational Psychology, 100, 417-428. doi: 10.1037/0022-0663.100.2.417

Kiesner, J., Cadinu, M., Poulin, F., & Bucci, M. (2002). Group identification in early adolescence: Its relation with peer adjustment and its moderator effect on peer influence. Child Development, 73, 196-208. doi: 10.1111/1467-8624.00400

Lam, C. B., McHale, S. M., & Crouter, A. C. (2014). Time with peers from middle childhood to late adolescence: Developmental course and adjustment correlates. Child Development, 85(4), 1677-1693. doi: 10.1111/cdev.12235

Nesdale, D., & Flesser, D. (2001). Social identity and the development of children’s group attitudes. Child Development, 72, 506-517. doi: 10.1111/1467-8624.00293

Parker, J. G., Low, C. M., Walker, A. R., & Gamm, B. K. (2005). Friendship jealousy in young adolescents: Individual differences and links to sex, self-esteem, aggression, and social adjustment. Developmental Psychology, 41, 235-250. doi: 10.1037/0012-1649.41.1.235

Rubin, K., Fredstrom, B., & Bowker, J. (2008). Future directions in … friendship in childhood and early adolescence. Social Development, 17, 1085-1096. doi: 0.1111/j.1467-9507.2007.00445.x

Schneider, B.H., Woodburn, S., del Pilar Soteras del Toro, M., & Udvari, S. J. (2005). Cultural and gender differences in the implications of competition for early adolescent friendship. Merrill-Palmer Quarterly, 51, 163-191. doi: 10.1353/mpq.2005.0013

Simpkins, S. D., Parke, R. D., Flyr, M. L., & Wild, M. N. (2006). Similarities in children’s and early adolescents’ perceptions of friendship qualities across development, gender, and friendship qualities. Journal of Early Adolescence, 26, 491-508. doi: 10.1177/0272431606291941

Characteristics of Early Adolescence, Spring, 2017 12

Feb. 23rd Peer systems: Exchange (acquaintanceship and aggression) Thorkildsen—Chapter 3 Agatston, P.W., Kowalski, R., & Limber, S. (2007) Students’ perspectives on cyber bullying. Journal of

Adolescent Health, 41, 59-60. doi: 10.3102/0002831209361209 Biggs, B. K., Vernberg, E. M., & Wu, Y. P. (2011). Social anxiety and adolescents’ friendships: The role of

social withdrawal. The Journal of Early Adolescence, 32(6), 802-823. doi: 10.1177/0272431611426145

Connell, A. M., & Dishion, T. J. (2006). The contribution of peers to monthly variation in adolescent depressed mood: A short-term longitudinal study with time-varying predictors. Development and Psychopathology, 18, 139-154. doi: 10.1017/S0954579406060081

Culotta C.M., & Goldstein S.E. (2008). Adolescents' aggressive and prosocial behavior: Associations with jealousy and social anxiety. Journal of Genetic Psychology, 169, 21-33. doi:10.3200/GNTP.169.1.21-33. doi: 10.3200/GNTP.169.1.21-33

Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755-764. doi: 10.1037//0003-066X.54.9.755

Gardner, M., & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: An experimental study. Developmental Psychology, 41, 625-635. doi: 10.1037/0012-1649.41.4.625

Gorman, A. H., Schwartz, D., Nakamoto, J., & Mayeux, L. (2011). Unpopularity and disliking among peers: Partially distinct dimensions of adolescents’ social experiences. Journal of Applied Developmental Psychology, 32(4), 208-217. doi:10.1016/j.appdev.2011.05.001

Juvonen, J., & Ho, A. Y. (2008). Social motives underlying antisocial behavior across middle school grades. Journal of Youth and Adolescence, 37(6), 747-756. doi: 10.1007/s10964-008-9272-0

Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92, 349-359. doi: 10.1037/0022-0663.92.2.349

Mendle, J., Harden, K. P., Brooks-Gunn, J., & Graber, J. A. (2012). Peer relationships and depressive symptomatology in boys at puberty. Developmental Psychology, 48(2), 429-435. doi: 10.1037/a0026425

Parault, S. J., Davis, H. A., & Pellegrini, A. D. (2007). The social contexts of bullying and victimization. The Journal of Early Adolescence, 27(2), 145-174. doi; 10.1177/0272431606294831

Pellegrini, A. D., Bartini, M., & Brooks, F. (1999). School bullies, victims, and aggressive victims: Factors relating to group affiliation and victimization in early adolescence. Journal of Educational Psychology, 91, 216-224. doi: 10.1037//0022-0663.91.2.216

Poulin, F., & Boivin, M. (2000). The role of proactive and reactive aggression in the formation and development of boys’ friendships. Developmental Psychology, 36, 233-240. doi: 10.1037/0012-1649.36.2.233

Poulin, F., & Pedersen, S. (2007). Developmental changes in gender composition of friendship networks in adolescent girls and boys. Developmental Psychology, 43(6), 1484-1496. doi: 10.1037/0012-1649.43.6.1484

Smith, P. K., Cowie, H., Olafsson, R. F., Liefooghe, A. P. D. (2002). Definitions of bullying: A comparison of terms used, and age and gender differences in a fourteen-country international comparison. Child Development, 73, 1119-1133. doi: 10.1111/1467-8624.00461

Stuart, J., Fondacaro, M., Miller, S. A., Brown, V., & Brank, E. M. (2008). Procedural justice in family conflict resolution and deviant peer group involvement among adolescents: The mediating influence of peer conflict. Journal of Youth and Adolescence, 37, 674-684. doi: 10.1007/s10964-007-9194-2

Characteristics of Early Adolescence, Spring, 2017 13

Vernberg, E. M., Greenhoot, A. F., & Biggs, B. K. (2006). Intercommunity relocation and adolescent friendships: Who struggles and why? Journal of Consulting and Clinical Psychology, 74, 511-523. doi: 10.1037/0022-006X.74.3.511

Walker-Barnes, C. J., & Mason, C. A. (2001). Ethnic differences in the effect of parenting on gang involvement and gang delinquency: A longitudinal, hierarchical linear modeling perspective. Child Development, 72, 1814-1831. doi: 10.1111/1467-8624.00380

Xie, H., Li, Y., Boucher, S. M., Hutchins, B. C., & Cairns, B. D. (2006). What makes a girl (or a boy) popular (or unpopular)? African American children’s perceptions and developmental differences. Developmental Psychology, 42, 599-612. doi: 10.1037/0012-1649.42.4.599

Mar. 2nd Schools & Internships: Motivation and achievement Thorkildsen—Chapter 4 Anderman, E. M., Griesinger, T., & Westerfield, G., (1998). Motivation and cheating during early

adolescence. Journal of Educational Psychology, 90, 84-93. doi: 10.1037//0022-0663.90.1.84 Bean, R. A., Bush, K. R., McKenry, P. C., Wilson, S. M. (2003). The impact of parental support, behavioral

control, and psychological control on the academic achievement and self-esteem of African American and European American adolescents. Journal of Adolescent Research, 18, 523-541. doi: 10.1177/0743558403255070

Beiswenger, K. L., & Gilnick, W. S. (2009). Interpersonal and intrapersonal factors associated with autonomous motivation in adolescents’ after-school activities. The Journal of Early Adolescence, 30(3), 369-394. doi: 10.1177/0272431609333298

Bong, M., Hwang, A., & Kim, S. (2014). Perfectionism and motivation of adolescents in academic contexts. Journal of Educational Psychology, 106(3), 711-729. doi: 10.1037/a0035836

Bouchey, H. A., & Harter, S. (2005). Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence. Journal of Educational Psychology, 97, 673-686. doi: 10.1037/0022-0663.97.4.673

Cook, T. D., Deng, Y., & Morgano, E. (2007). Friendship influences during early adolescence: The special role of friends’ grade point average. Journal of Research on Adolescence, 17, 325-356. doi: 10.1111/j.1532-7795.2007.00525.x

Cutuli, J. J., Long, J. D., Chane, C., Herbers, J. E., Heistad, D., Hinz, E., & Masten, A. S. (2013). Academic achievement trajectories of homeless and highly mobile students: Resilience in the context of chronic and acute risk. Child Development, 84(3), 841-857. doi: 10.1111/cdev.12013

de Bruyn, E. H., Deković, M., & Meijnen, G. W. (2003). Parenting, goal orientations, classroom behavior, and school success in early adolescence. Applied Developmental Psychology, 24, 393-412. doi: 10.1016/S0193-3973(03)00074-1

Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual differences investigation. Journal of Personality and Social Psychology, 52, 890-898. doi: 10.1037/0022-3514.52.5.890

Klassen, R. M., & Krawchuk, L. L. (2009). Collective motivation beliefs of early adolescents working in small groups. Journal of School Psychology, 47, 101-120. doi: 10.1016/j.jsp.2008.11.002

Kurtz-Costes, B., Rowley, S. J., Harris-Britt, A., & Woods, T. A. (2008). Gender stereotypes about mathematics and science and self-perceptions of ability in late childhood and early adolescence. Merrill-Palmer Quarterly, 54, 386-409. doi: 10.1353/mpq.0.0001

Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567-582. doi: 10.1037/0022-0663.98.3.567

Characteristics of Early Adolescence, Spring, 2017 14

Martin, A. J., Mansour, M., Anderson, M., Gibson, R., Liem, G. A. D., & Sudmalis, D. (2013). The role of arts participation in students’ academic and nonacademic outcomes: A longitudinal study of school, home, and community factors. Journal of Educational Psychology, 105(3), 709-727. doi: 10.1037/a0032795

Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., Boelcke-Stennes, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733-746. doi: 10.1037/0012-1649.41.5.733

Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty. Educational Psychologist, 41(3), 129-145. doi: 10.1207/s15326985ep4103_1

Murdock, T. B., Miller, A., & Kohlhardt, J. (2004). Effects of classroom context variables on high school students’ judgments of the acceptability and likelihood of cheating. Journal of Educational Psychology, 96, 765-777. doi: 10.1037/0022-0663.96.4.765

Pulfrey, C., Buchs, C., & Butera, F. (2011). Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. Journal of Educational Psychology, 103(3), 683-700. doi: 10.1037/a0023911

Rhodes, J. E., Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child Development, 71, 1662-1671. doi: 10.1111/1467-8624.00256

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi: 10.1006/ceps.1999.1020

Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78, 201-209. doi: 10.1037//0022-0663.78.3.201

Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology, 100, 655-671. doi: 10.1037/0022-0663.100.3.655

Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70-83. doi: 10.1037/0012-1649.42.1.70

Spinath, B., & Steinmayr, R. (2012). The roles of competence beliefs and goal orientations for change in intrinsic motivation. Journal of Educational Psychology, 104(4), 1135-1148. doi: 10.1037/a0028115

Swinton, A. D., Kurtz-Costes B., Rowley, S. J., Okeke-Adeyanju, N. (2011). A longitudinal examination of African American adolescents’ attributions about achievement outcomes. Child Development, 82(5), 1486-1500. doi: 10.1111/j.1467-8624.2011.01623.x

Thorkildsen, T. A. & Nicholls, J. G. (1998). Fifth graders’ achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179-201. doi: 10.1037/0022-0663.90.2.179

Verzoni, K., & Swan, K. (1995). On the nature and development of conditional reasoning in early adolescence. Applied Cognitive Psychology, 9, 213-234. doi: 10.1002/acp.2350090304

Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23-31. doi: 10.1037/0022-0663.97.1.23

Wang, M. & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633-662. doi: 10.3102/0002831209361209

Characteristics of Early Adolescence, Spring, 2017 15

Wang, M. & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. doi: 10.1016/j.learninstruc.2013.04.002

Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climates during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3-4), 194-213. doi: 10.1007/s10464-007-9143-y

Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations, 56, 92-104. doi: 10.1111/j.1741-3729.2007.00442.x

Mar. 9th Community-based Organizations: Character and moral decision-making Thorkildsen—Chapter 4 Carlo, G., Fabes, R. A., Laible, D., & Kupanoff, K. (1999). Early adolescence and prosocial/moral behavior

II: The role of social and contextual influences. Journal of Early Adolescence, 19, 133-147. doi: 10.1177/0272431699019002001

Eisenberg, N., Hofer, C., Sulik, M. J., & Liew, J. (2014). The development of prosocial moral reasoning and a prosocial orientation in young adulthood: Concurrent and longitudinal correlates. Developmental Psychology, 50(1), 58-70. doi: 10.1037/a0032990

Eisenberg, N., Miller, P. A., Shell, R., McNalley, S., & Shea, C. (1991). Prosocial development in adolescence: A longitudinal study. Developmental Psychology, 27, 849-857. doi: 10.1037//0012-1649.27.5.849

Fabes, R. A., Carlo, G., Kupanoff, K., & Laible, D. (1999). Early adolescence and prosocial/moral behavior I: The role of individual processes. Journal of Early Adolescence, 19, 5-16. doi: 10.1177/0272431699019001001

Jones, R. K., Darrock, J. E., & Singh, S. (2005). Religious differentials in the sexual and reproductive behaviors of young women in the United States. Journal of Adolescent Health, 36, 279-288. doi: 10.1016/j.jadohealth.2004.02.036

Lovinger, S. L., Miller, L., & Lovinger, R. J. (1999). Some clinical applications of religious development in adolescence. Journal of Adolescence, 22, 269-277. doi: 10.1006/jado.1999.0215

Martin, T. F., White, J. M., & Perlman, D. (2003). Religious socialization: A test of the channeling hypothesis of parental influence on adolescent faith maturity. Journal of Adolescent Research, 18, 169-187. doi: 10.1177/0743558402250349

McColgan, E. B., Rest, J. R., & Pruitt, D. B. (1983). Moral judgment and antisocial behavior in early adolescence. Journal of Applied Developmental Psychology, 4, 189-199. doi: 10.1016/0193-3973(83)90006-0

Thorkildsen, T. A. (2007). Adolescents’ moral engagement in urban settings. Theory into Practice, 46, 113-120. doi: 10.1080/00405840701232976

Mar. 16th Multi-Age Settings: Civic engagement/Free-time activities Thorkildsen—Chapter 5 Agans, J. P., Champine, R. B., DeSouza, L. M., Mueller, M. K., Johnson, S. K., & Lerner, R. M. (2014).

Activity involvement as an ecological asset: Profiles of participation and youth outcomes. Journal of Youth and Adolescence, 43(6), 919-932. doi: 10.1007/s10964-014-0091-1

Akiva, T., Cortina, K. S., Eccles, J. S., & Smith, C. (2013). Youth belonging and cognitive engagement in organized activities: A large-scale field study. Journal of Applied Developmental Psychology, 34(5), 208-218. doi: 10.1016/j.appdev.2013.05.001

Characteristics of Early Adolescence, Spring, 2017 16

Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships between five after-school activities and academic achievement. Journal of Educational Psychology, 91, 369-378. doi: 10.1037//0022-0663.91.2.369

McHale, S. M., Crouter, A. C., & Tucker, C. J. (2001). Free-time activities in middle childhood: Links with adjustment in early adolescence. Child Development, 72, 1764-1778. doi: 10.1111/1467-8624.00377

McHale, S. M., Updegraff, K. A., Kim, J., & Cansler, E. (2009). Cultural orientations, daily activities, and adjustment in Mexican American youth. Journal of Youth and Adolescence, 38(5), 627-641. doi: 10.1007/s10964-008-9321-8

Peck, S. C., Roeser, R. W., Carrett, N., & Eccles, J. S. (2008). Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents: Variable- and pattern-centered approaches. Journal of Social Issues, 64, 135-155. (Erratum in June 2008 issue.) doi: 10.1111/j.1540-4560.2008.00552.x

Pettit, G. S., Bates, J. E., Dodge, K. A., & Meece, D. W. (1999). The impact of after-school peer contact on early adolescent externalizing problems is moderated by parental monitoring, perceived neighborhood safety, and prior adjustment. Child Development, 70, 768-778. doi: 10.1111/1467-8624.00055

Shanahan, M. J., & Flaherty, B. P. (2001). Dynamic patterns of time use in adolescence. Child Development, 72, 385-401. doi: 10.1111/1467-8624.00285

Shanahan, L., Kim, J., McHale, S. M., & Crouter, A. C. (2007). Sibling similarities and differences in time use: A pattern-analytic, within-family approach. Social Development, 16(4), 662-681. doi: 10.1111/j.1467-9507.2007.00410.x

Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of extracurricular activity participation during adolescence on positive outcomes. Journal of Adolescent Research, 18, 599-630. doi: 10.1177/0743558403254779

Mar. 30th National Activities: Civic engagement/Media and citizenship Thorkildsen—Chapter 6 Bobek, D., Zaff, J., Li, Y., & Lerner, R. M. (2009). Cognitive, emotional, and behavioral components of

civic action: Towards an integrated measure of civic engagement. Journal of Applied Developmental Psychology, 30, 615-627. doi: 10.1016/j.appdev.2009.07.005

Bowers, E. P., Li., Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M. (2010). The five Cs model of positive youth development: A longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of Youth and Adolescence, 39, 720-735. doi: 10.1007/s10964-010-9530-9

Douglas Low, K. S., Yoon, M., Roberts, B. W., & Rounds, J. (2005). The stability of vocational interests from early adolescence to middle adulthood: A quantitative review of longitudinal studies. Psychological Bulltein, 131, 713-737. doi: 10.1037/0033-2909.131.5.713

Feldt, T., Kokko, K., Kinnunen, U., & Pulkkinen, L. (2005). The role of family background, school success, and career orientation in the development of a sense of coherence. European Psychologist, 10, 298-308. doi: 10.1027/1016-9040.10.4.298

Skorikov, V., & Vondracek, F. W. (1998). Vocational identity development: Its relationship to other identity domains and to overall identity development. Journal of Career Assessment, 6, 13-35. doi: 10.1177/106907279800600102

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Apr. 13th Transnational Activities: Civil engagement/Global awareness Thorkildsen—Chapter 7 Hargreaves, D., Tiggemann, M. (2003). The effect of "thin ideal" television commercials on body

dissatisfaction and schema activation during early adolescence. Journal of Youth & Adolescence, 32, 367-373. doi: 10.1023/A:1024974015581

Higgins, A. (1995). Educating for justice and community: Lawrence Kohlberg’s vision of moral education. In W. M. Kurtines, & J. L. Gewirtz (Eds.), Moral development: An introduction (pp. 49-81). Boston, MA: Allyn & Bacon.

Mosher, R. (1992). The adolescent as citizen. In A. Garrod (Ed.), Learning for life: Moral education, theory, and practice (pp. 179-209). Westport, CT: Praeger.

O’Donnell, D. A., Schwab-Stone, M. E., & Muyeed, A. Z. (2002). Multidimensional resilience in urban children exposed to community violence. Child Development, 73, 1265-1282. doi: 10.1111/1467-8624.00471

Plaisier, X. S., & Konijn, E. A. (2013). Rejected by peers – attracted to antisocial media content: Rejection-based anger impairs moral judgment among adolescents. Developmental Psychology, 49(6), 1165-1173. doi: 10.1037/a0029399

Polce-Lynch, M., Myers, B., Kliewer, W., Kilmartin, C. (2001). Adolescent self-esteem and gender: Exploring relations to sexual harassment, body image, media influence, and emotional expression. Journal of Youth & Adolescence, 30, 225-244. doi: 10.1023/A:1010397809136

Thorkildsen, T. A., Golant, C. J., & Cambray-Engstrom, E. (2008). Essential solidarities for understanding Latino adolescents’ moral and academic engagement. In C. Hudley, & A. E. Gottfried (Eds.), Academic motivation and the culture of schooling in childhood and adolescence (pp. 73-98). Oxford: Oxford University Press. doi: 10.1093/acprof:oso/9780195326819.003.0004

Tiggemann, M., & Slater, A. (2014). Nettweens: The internet and body image concerns in preteenage girls. The Journal of Early Adolescence, 34(5), 606-620. doi: 10.1177/0272431613501083

Yan, Z. (2006). What influences children’s and adolescents’ understanding of the complexity of the internet? Developmental Psychology, 42, 418-428. doi: 10.1037/0012-1649.42.3.418

Apr. 20th Discovering Human Rights: Civil engagement/Enacting human rights Thorkildsen—Chapter 8 Sample websites https://en.wikipedia.org/wiki/Civil_and_political_rights http://transnationaldiscourse.weebly.com/ https://en.wikipedia.org/wiki/Universal_Declaration_of_Human_Rights Apr. 27th Youth Leadership Summits: Balancing discourse opportunities Thorkildsen—Chapter 9 and Epilogue Hooghe, M., & Wilkenfeld, B. (2008). The stability of political attitudes and behaviors across adolescence

and early adulthood: A comparison of survey data on adolescents and young adults in eight countries. Journal of Youth and Adolescence, 37(2), 155–167. doi: 10.1007/s10964-007-9199-x