Parents, Peers, and Problem Behavior: A Longitudinal Investigation of the Impact of Relationship Perceptions and Characteristics on the Development of Adolescent Problem Behavior.

This study examined longitudinal relations among adolescents' family relationships, peer relationships, and problem behavior. Participants were 1,357 African American and European American adolescents who were interviewed at 3 time points: 7th grade (mean age=12.7 years), the summer after 8th grade (mean age=14.2 years), and 11th grade (mean age=17.1 years). For all racial and gender groups, 7th-grade family characteristics (youth perceptions of autonomy and warmth) predicted a risky peer context during 8th grade, which in turn predicted problem behavior during 11th grade. Additionally, problem behavior in the 7th grade predicted 11th-grade problem behavior, directly as well as indirectly through the peer context. Racial and gender differences are discussed, as are implications for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do self-fulfilling prophecies accumulate, dissipate, or remain stable over time?

The authors examined whether self-fulfilling prophecies accumulate, dissipate, or remain stable over time by using data from more than 500 6th- through 12th-grade students in public school math classes. The authors used multiple regression analyses to assess the extent to which teacher perceptions predicted students' final math marks and standardized math-test scores from 6th through 12th grade. Control variables included 5 measures of student motivation and 2 measures of previous achievement. The results were consistent with both the dissipation and stability hypotheses. Implications for understanding the extent to which social perception creates social reality and the role of expectations in social problems are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stage-environment fit during adolescence: Trajectories of family relations and adolescent outcomes.

Within the framework of stage-environment fit theory, the authors examined the contribution of family relations to adolescent outcomes concurrently and longitudinally, as well as the moderating effects of gender and ethnicity in these associations. Data came from a longitudinal study of European American and African American families from a range of socioeconomic backgrounds. Results demonstrated that gender and ethnicity influenced both the level and rate of change in family relations and adolescent outcomes. Family relations contributed either concurrently or longitudinally to at least 1 of the adolescent outcomes. The effects of gender and ethnic moderation differed according to both the time frame and the outcome assessed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal links between older sibling features and younger siblings' academic adjustment during early adolescence.

This study investigated prospective relations between older siblings' support and academic engagement and younger siblings' academic adjustment from 7th to post-8th grade. The study was unique in that it incorporated a sample of both African American and European American adolescents. Also investigated was the extent to which the gender constellation (same sex vs. mixed sex) of sibling dyads moderated prospective associations. Findings revealed that, in mixed-sex dyads only, younger siblings' perceptions of support received from the older sibling and their positive image of the older sibling predicted declines in the younger siblings' academic self-perceptions and performance over time, even after controlling for younger siblings' background characteristics and support from parents. Older siblings' reported support to younger siblings also predicted declines in younger siblings' academic adjustment, whereas the older siblings' own level of academic engagement predicted an increase in younger siblings' academic adjustment over time. Overall, findings did not differ substantially for African and European American adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Analysis of the digitized boundaries of planar objects

The digitized boundary of an object can be expressed as a chain of points or of directions or of curvatures, all of which, however, are subject to contamination by spatial noise. The curvature chain is used to detect indentations in the boundary and it can be freed of noise (smoothed) by convolving it with a rectangular filter, once (the Freeman operation), twice (the Gallus operation) or more times. An analysis is made of the spatial frequencies passed by these operations. The analysis provides criteria for determining the optimal values of the width of the filter and the number of times it should be applied.The smoothing procedure is applied to the boundaries of conjugated objects consisting of two or more juxtaposed elementary objects (muscle fibres seen in transverse section). It is then possible to pick out indentations (nodes) in a boundary. The nodes are classified and matched and lines of segmentation are drawn between matched pairs. Criteria of acceptable matching of node pairs are described and examples of segmentation are illustrated.     

Electron detachment in oxygen

A new experimental method for determining electron detachment (?) coefficients in swarm conditions in gases is described. Data are given for oxygen at pressures of 20 and 40torr (E/p=40?50 V cm?1 torr?1). ?/p varies from 2×10?3 to about 1.3×10?2cm?1torr?1.     

Parents' influence on children's achievement-related perceptions.

Two aspects of the relation between parents' perceptions of their children and children's self- and task perceptions in math and English were investigated: (a) the mediating role of parents' perceptions between grades and adolescents' self-perceptions and (b) the gendered nature of parents' perceptions. Data for this study are part of a longitudinal investigation (the Michigan Study of Adolescent Life Transitions). Data from 914 sixth-grade adolescents and their parents are used in this article. Results showed that parents' perceptions mediate the relation between children's grades and children's self and task perceptions in both domains. Parents' perceptions had a stronger influence on children's perceptions than children's own grades. Significant but low correlations between gender and self and task perceptions were found in both math and English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived parent-child relationships and early adolescents' orientation toward peers.

Examined the links between children's perceptions of the manner in which they and their parents adjust their relationships during early adolescence and early adolescents' orientation toward parents and peers. A sample of 1,771 children completed self-report questionnaires during the spring of their 6th and 7th grades. As predicted, early adolescents who believed their parents asserted and did not relax their power and restrictiveness were higher in an extreme form of peer orientation. Also as predicted, those who perceived few opportunities to be involved in decision making, as well as no increase in these opportunities, were higher in both extreme peer orientation and peer advice seeking. Discussion focuses on the importance for parent–child relationships to adjust to early adolescents' changing developmental needs, as well as the implications of early adolescent peer orientation for later development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)