This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
D. B. Accordino , M. P. Accordino , & R. B. Slaney (2000). An investigation of perfectionism, mental health, achievement, and achievement motivation in adolescents. Psychology in the Schools, 37, 535–545.
B. K. Barber , & J. A. Olsen (1997). Socialization in context: Connection, regulation, and autonomy in the family, school, and neighborhood, and with peers. Journal of Adolescent Research, 12, 287–315.
J. K. Bayer , A. V. Sanson , & S. A. Hemphill (2006). Parent influences on early childhood internalizing difficulties. Journal of Applied Developmental Psychology, 27, 542–559.
K. M. Best , S. T. Hauser , & J. P. Allen (1997). Predicting young adult competencies: Adolescent era parent and individual influences. Journal of Adolescent Research, 12, 90–112.
J. M. Beyers , & R. Loeber (2003). Untangling developmental relations between depressed mood and delinquency in male adolescents. Journal of Abnormal Child Psychology, 31, 247–266.
J. D. Burke , R. Loeber , B. B. Lahey , & P. J. Rathouz (2005). Developmental transitions among affective and behavioral disorders in adolescent boys. Journal of Child Psychology and Psychiatry, 46, 1200–1210.
K. B. Burt , J. Obradović , J. D. Long , & A. S. Masten (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79, 359–373.
S. B. Campbell , D. S. Shaw , & M. Gilliom (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467–488.
S. B. Campbell , S. Spieker , M. Burchinal , M. D. Poe , & The NICHD Early Child Care Research Network (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47, 791–800.
R. Ceballo , V. C. McLoyd , & T. Toyokawa (2004). The influence of neighborhood quality on adolescents' educational values and school effort. Journal of Adolescent Research, 19, 716–739.
X. Chen , D. Li , Z.-Y. Li , B.-S. Li , & M. Liu (2000). Sociable and prosocial dimensions of social competence in Chinese children: Common and unique contributions to social, academic, and psychological adjustment. Developmental Psychology, 36, 302–314.
X. Chen , K. H. Rubin , & B. Li (1995). Depressed mood in Chinese children: Relations with school performance and family environment. Journal of Consulting and Clinical Psychology, 63, 938–947.
X. Chen , K. H. Rubin , & D. Li (1997). Relation between academic achievement and social adjustment: Evidence from Chinese children. Developmental Psychology, 33, 518–525.
D. A. Cole , J. M. Martin , B. Powers , & R. Truglio (1996). Modeling causal relations between academic and social competence and depression: A multitrait–multimethod longitudinal study of children. Journal of Abnormal Psychology, 105, 258–270.
D. A. Cole , & S. E. Maxwell (2003). Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling. Journal of Abnormal Psychology, 112, 558–577.
R. E. Dahl (2004). Adolescent brain development: A period of vulnerabilities and opportunities. Annals of the New York Academy of Sciences, 1021, 1–22.
K. Deater-Deckard (2001). Annotation: Recent research examining the role of peer relationships in the development of psychopathology. Journal of Child Psychology and Psychiatry, 42, 565–579.
T. J. Dishion (1990). The family ecology of boys' peer relations in middle childhood. Child Development, 61, 874–892.
T. J. Dishion , J. McCord , & F. Poulin (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755–764.
T. J. Dishion , G. R. Patterson , M. Stoolmiller , & M. L. Skinner (1991). Family, school, and behavioral antecedents to early adolescent involvement with antisocial peers. Developmental Psychology, 27, 172–180.
T. J. Dishion , D. S. Shaw , A. M. Connell , F. Gardner , C. Weaver , & M. Wilson (2008). The Family Check-Up with high-risk indigent families: Preventing problem behavior by increasing parents' positive behavior support in early childhood. Child Development, 79, 1395–1414.
B. J. Dodici , D. C. Draper , & C. A. Peterson (2003). Early parent–child interactions and early literacy development. Topics in Early Childhood Special Education, 23, 124–136.
G. J. Duncan , C. J. Dowsett , A. Claessens , K. Magnuson , A. C. Huston , P. Klebanov , (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446.
C. K. Enders (2001). A primer on maximum likelihood algorithms available for use with missing data. Structural Equation Modeling, 8, 128–141.
D. M. Fergusson , L. J. Horwood , & E. M. Ridder (2005). Show me the child at seven II: Childhood intelligence and later outcomes in adolescence and young adulthood. Journal of Child Psychology and Psychiatry, 46, 850–858.
D. M. Fergusson , & M. T. Lynskey (1998). Conduct problems in childhood and psychosocial outcomes in young adulthood: A prospective study. Journal of Emotional and Behavioral Disorders, 6, 2–18.
L. Flook , R. L. Repetti , & J. B. Ullman (2005). Classroom social experiences as predictors of academic performance. Developmental Psychology, 41, 319–327.
H. E. Gross , D. S. Shaw , & K. L. Moilanen (2008). Reciprocal associations between boys' externalizing problems and mothers' depressive symptoms. Journal of Abnormal Child Psychology, 36, 693–709.
R. L. Grover , G. S. Ginsburg , & N. Ialongo (2007). Psychosocial outcomes of anxious first graders: A seven-year follow-up. Depression and Anxiety, 24, 410–420.
M. T. Hallinan , & W. N. Kubitschek (1999). Curriculum differentiation and high school achievement. Social Psychology of Education, 3, 41–62.
C. M. Hartung , & T. A. Widiger (1998). Gender differences in the diagnosis of mental disorders: Conclusions and controversies of the DSM-IV. Psychological Bulletin, 123, 260–278.
K. C. Herman , S. F. Lambert , W. M. Reinke , & N. S. Ialongo (2008). Low academic competence in first grade as a risk factor for depressive cognitions and symptoms in middle school. Journal of Counseling Psychology, 55, 400–410.
S. P. Hinshaw (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–155.
L. R. Huesmann , & N. G. Guerra (1997). Children's normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72, 408–419.
E. Ingoldsby , & D. S. Shaw (2002). Neighborhood contextual factors and the onset and progression of early-starting antisocial pathways. Clinical Child and Family Psychology Review, 5, 21–55.
E. Ingoldsby , D. S. Shaw , E. Winslow , M. Schonberg , M. Gilliom , & M. Criss (2006). Neighborhood disadvantage, parent–child conflict, neighborhood peer relationships, and early antisocial behavior problem trajectories. Journal of Abnormal Child Psychology, 34, 303–319.
M. Joussemet , R. Koestner , N. Lekes , & R. Landry (2005). A longitudinal study of the relationship of maternal autonomy support to children's adjustment and achievement in school. Journal of Personality, 73, 1215–1235.
D. H. Kelly (1975). Status origins, track position, and delinquent involvement: A self-report analysis. Sociological Quarterly, 16, 264–271.
J. Kiesner (2002). Depressive symptoms in early adolescence: Their relations with classroom problem behavior and peer status. Journal of Research on Adolescence, 12, 463–478.
B. B. Lahey , R. Loeber , J. Burke , P. J. Rathouz , & K. McBurnett (2002). Waxing and waning in concert: Dynamic comorbidity of conduct disorder with other disruptive and emotional problems over 7 years among clinic-referred boys. Journal of Abnormal Psychology, 111, 556–567.
T. Leventhal , & J. Brooks-Gunn (2000). The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126, 309–337.
R. J. A. Little (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202.
T. D. Little , K. J. Preacher , J. P. Selig , & N. A. Card (2007). New developments in latent variable panel analyses of longitudinal data. International Journal of Behavioral Development, 31, 357–365.
T. F. Locke , & M. D. Newcomb (2001). Alcohol involvement and dysphoria: A longitudinal examination of gender differences from late adolescence to adulthood. Psychology of Addictive Behaviors, 15, 227–236.
E. Maguin , & R. Loeber (1996). Academic performance and delinquency. Crime and Justice: A Review of Research, 20, 1–41.
W. A. Mason , & M. Windle (2002). Reciprocal relations between adolescent substance use and delinquency: A longitudinal latent variable analysis. Journal of Abnormal Psychology, 111, 63–76.
A. S. Masten , J. J. Hubbard , S. D. Gest , A. Tellegen , N. Garmezy , & M. Ramirez (1999). Competence in the context of adversity: Pathways to resilience and maladaptation from childhood to late adolescence. Development and Psychopathology, 11, 143–169.
A. S. Masten , G. I. Roisman , J. D. Long , K. B. Burt , J. Obradović , J. R. Riley , (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733–749.
B. Maughan , R. Rowe , R. Loeber , & M. Stouthamer-Loeber (2003). Reading problems and depressed mood. Journal of Abnormal Child Psychology, 31, 219–229.
C. A. McCarty , W. A. Mason , R. Kosterman , J. D. Hawkins , L. J. Lengua , & E. McCauley (2008). Adolescent school failure predicts later depression among girls. Journal of Adolescent Health, 43, 180–187.
S. McConaughy , & T. Achenbach (1994). Comorbidity of empirically based syndromes in matched general populations and clinical samples. Journal of Child Psychiatry and Psychology, 35, 1141–1157.
R. McGee , M. Feehan , S. Williams , & J. Anderson (1992). DSM-III disorders from age 11 to age 15 years. Journal of the American Academy of Child & Adolescent Psychiatry, 31, 50–59.
J. McLeod , & M. Shanahan (1996). Trajectories of poverty and children's mental health. Journal of Health and Social Behavior, 37, 207–220.
S. B. Miles , & D. Stipek (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in low-income elementary school children. Child Development, 77, 103–117.
P. L. Morgan , G. Farkas , P. A. Tufis , & R. A. Sperling (2008). Are reading and behavior problems risk factors for each other? Journal of Learning Disabilities, 41, 417–436.
M. T. Morrow , J. A. Hubbard , R. M. Rubin , & M. D. McAuliffe (2008). The relation between childhood aggression and depressive symptoms: The unique and joint mediating roles of peer rejection and peer victimization. Merrill–Palmer Quarterly, 54, 316–340.
A. Oland , & D. S. Shaw (2005). Pure vs. co-occurring externalizing and internalizing symptomatology in children: The potential role of socio-developmental milestones. Clinical Child and Family Psychology Review, 8, 247–270.
D. Olds (2002). Prenatal and infancy home visiting by nurses: From randomized trials to community replication. Prevention Science, 3, 153–172.
G. R. Patterson , D. S. Shaw , J. J. Snyder , & K. Yoerger (2005). Changes in maternal ratings of children's overt and covert antisocial behavior. Aggressive Behavior, 31, 473–484.
G. R. Patterson , & M. Stoolmiller (1991). Replications of a dual failure model for boy's depressed mood. Journal of Consulting and Clinical Psychology, 59, 491–498.
J. L. Peterson , & N. Zill (1986). Marital disruption, parent–child relationships, and behavioral problems in children. Journal of Marriage and the Family, 48, 295–307.
P. M. Podsakoff , S. B. MacKenzie , J.-Y. Lee , & N. P. Podsakoff (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879–903.
E. M. Pomerantz , E. R. Altermatt , & J. L. Saxon (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94, 396–404.
M. D. Rapport , C. B. Denney , K. M. Chung , & K. Hustace (2001). Internalizing behavior problems and scholastic achievement in children: Cognitive and behavioral pathways as mediators of outcome. Journal of Child Clinical Psychology, 30, 536–551.
H. Z. Reinherz , R. M. Giaconia , B. Pakiz , A. B. Silverman , A. K. Farst , & E. S. Lefkowitz (1993). Psychosocial risk for major depression in late adolescence. Journal of American Academy of Child & Adolescent Psychiatry, 32, 1155–1163.
E. Reitz , M. Deković , & A. M. Meijer (2005). The structure and stability of externalizing and internalizing problem behavior during early adolescence. Journal of Youth and Adolescence, 34, 577–588.
A. S. Richardson , H. A. Bergen , G. Martin , L. Roeger , & S. Allison (2005). Perceived academic performance as an indicator of risk of attempted suicide in young adolescents. Archives of Suicide Research, 9, 163–176.
S. E. Rimm-Kaufman , & R. C. Pianta (2000). An ecological perspective on the transition to kindergarten : A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511.
S. E. Rimm-Kaufman , R. C. Pianta , & M. J. Cox (2000). Teachers' judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147–166.
S. Risi , R. Gerhardstein , & J. Kistner (2003). Children's classroom peer relationships and subsequent educational outcomes. Journal of Clinical Child and Adolescent Psychology, 32, 351–361.
R. W. Roeser , J. S. Eccles , & A. J. Sameroff (2000). School as a context of early adolescents' academic and social–emotional development: A summary of research findings. Elementary School Journal, 100, 443–471.
R. W. Roeser , K. van der Wolf , & K. R. Strobel (2001). On the relation between social–emotional and school functioning during early adolescence: Preliminary findings from Dutch and American samples. Journal of School Psychology, 39, 111–139.
J. L. Schafer (1997). Analysis of incomplete multivariate data. London: Chapman & Hall.
I. S. Schonfeld , D. Shaffer , P. O'Connor , & S. Portnoy (1988). Conduct disorder and cognitive functioning: Testing three causal hypotheses. Child Development, 59, 933–1007.
D. Schwartz , A. H. Gorman , J. Nakamoto , & T. McKay (2006). Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology, 42, 1116–1127.
D. S. Shaw , T. J. Dishion , L. Supplee , F. Gardner , & K. Arnds (2006). A family-centered approach to the prevention of early-onset antisocial behavior: Two-year effects of the Family Check-Up in early childhood. Journal of Consulting and Clinical Psychology, 74, 1–9.
D. S. Shaw , M. Gilliom , E. M. Ingoldsby , & D. Nagin (2003). Trajectories leading to school-age conduct problems. Developmental Psychology, 39, 189–200.
D. Stipek , & S. Miles (2008). Effects of aggression on achievement: Does conflict with the teacher make it worse? Child Development, 79, 1721–1735.
L. H. Supplee , E. Unikel , & D. S. Shaw (2007). Physical environmental adversity and the protective role of maternal monitoring in relation to early child conduct problems. Journal of Applied Developmental Psychology, 28, 166–183.
T. P. Thornberry , A. J. Lizotte , M. D. Krohn , C. A. Smith , & P. K. Porter (2003). Causes and consequences of delinquency: Findings from the Rochester Youth Development study. In T. P. Thornberry & M. D. Krohn (Eds.), Taking stock of delinquency: An overview of findings from contemporary longitudinal studies (pp. 11–46): New York: Plenum Press.
F. Vitaro , D. Laroque , M. Janosz , & R. E. Tremblay (2001). Negative social experiences and dropping out of school. Educational Psychology, 21, 401–415.
A. Waniel , B. Priel , & A. Besser (2006). Mother and self-representations: Investigating associations with symptomatic behavior and academic competence in middle childhood. Journal of Personality, 74, 223–265.
A. Wigfield , J. S. Eccles , K. S. Yoon , R. D. Harold , A. J. Arbreton , C. Freedman-Doan , (1997). Changes in children's competence beliefs and subjective task values across the elementary school years: A three-year study. Journal of Educational Psychology, 89, 451–469.
P. O. Wikström , & R. Loeber (2000). Do disadvantaged neighborhoods cause well-adjusted children to become adolescent delinquents? A study of male juvenile serious offending, individual risk and protective factors, and neighborhood context. Criminology, 38, 1109–1142.
S. Williams , & R. McGee (1994). Reading attainment and juvenile delinquency. Journal of Child Psychology and Psychiatry, 35, 441–459.
E. B. Winslow , & D. S. Shaw (2007). The impact of neighborhood context on boys' early conduct problem trajectories in a low-income sample. Aggressive Behavior, 33, 207–219.