Kenneth A. Dodge

Publications of Kenneth A. Dodge    :chronological  combined  by tags listing:

%% Chapters in Books   
@misc{fds39737,
   Author = {Price, J.M. and Dodge, K.A.},
   Title = {Peers' contribution to children's social maladjustment:
             Description and intervention},
   Pages = {341-370},
   Booktitle = {Contributions of peer relationships to children's
             development},
   Publisher = {New York: Wiley},
   Editor = {T. J. Berndt and G.W. Ladd},
   Year = {1989},
   Key = {fds39737}
}


%% Journal Articles   
@article{fds39005,
   Author = {Coie, J.D. and Dodge, K.A.},
   Title = {Aggression and antisocial behavior},
   Pages = {779-862},
   Booktitle = {Handbook of child psychology, fifth edition. Vol. 3: Social,
             emotional, and personality development},
   Publisher = {New York: Wiley},
   Editor = {W. Damon (N. Eisenberg and Vol. Ed.)},
   Year = {1997},
   Key = {fds39005}
}

@article{fds272173,
   Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Best Friendships, Group Relationships, and Antisocial
             Behavior in Early Adolescence.},
   Journal = {The Journal of Early Adolescence},
   Volume = {19},
   Number = {4},
   Pages = {413-437},
   Year = {1999},
   Month = {November},
   ISSN = {0272-4316},
   url = {http://dx.doi.org/10.1177/0272431699019004001},
   Abstract = {Correlations between adolescents' own antisocial behavior
             and adolescents' perceptions of the antisocial behavior of
             their best friends and friendship groups were examined in
             this study. The strength of those correlations was expected
             to vary as a function of the qualities of the dyadic
             friendships and group relationships. Perceptions of peers'
             antisocial behavior and dyadic friendship and group
             relationship qualities were collected through interviews
             with 431, 12- through 13-year-old adolescents. Measures of
             adolescents' concurrent and subsequent antisocial behaviors
             were obtained from the adolescents and their teachers.
             Adolescents who perceived their friends and groups as
             participating in antisocial behavior had higher
             self-reported and teacher-reported antisocial behavior
             ratings. Perceptions of best friend antisocial behavior were
             correlated more strongly with adolescents' own concurrent,
             but not subsequent, antisocial behavior when high levels of
             help, companionship, and security characterized dyadic
             friendships. The results are discussed in terms of peer
             influence and friendship selection processes.},
   Doi = {10.1177/0272431699019004001},
   Key = {fds272173}
}

@article{fds272116,
   Author = {Laird, RD and Jordan, KY and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Peer rejection in childhood, involvement with antisocial
             peers in early adolescence, and the development of
             externalizing behavior problems.},
   Journal = {Development and Psychopathology},
   Volume = {13},
   Number = {2},
   Pages = {337-354},
   Year = {2001},
   Month = {January},
   url = {http://dx.doi.org/10.1017/s0954579401002085},
   Abstract = {A longitudinal, prospective design was used to examine the
             roles of peer rejection in middle childhood and antisocial
             peer involvement in early adolescence in the development of
             adolescent externalizing behavior problems. Both early
             starter and late starter pathways were considered. Classroom
             sociometric interviews from ages 6 through 9 years,
             adolescent reports of peers' behavior at age 13 years, and
             parent, teacher, and adolescent self-reports of
             externalizing behavior problems from age 5 through 14 years
             were available for 400 adolescents. Results indicate that
             experiencing peer rejection in elementary school and greater
             involvement with antisocial peers in early adolescence are
             correlated but that these peer relationship experiences may
             represent two different pathways to adolescent externalizing
             behavior problems. Peer rejection experiences, but not
             involvement with antisocial peers. predict later
             externalizing behavior problems when controlling for
             stability in externalizing behavior. Externalizing problems
             were most common when rejection was experienced repeatedly.
             Early externalizing problems did not appear to moderate the
             relation between peer rejection and later problem behavior.
             Discussion highlights multiple pathways connecting
             externalizing behavior problems from early childhood through
             adolescence with peer relationship experiences in middle
             childhood and early adolescence.},
   Doi = {10.1017/s0954579401002085},
   Key = {fds272116}
}

@article{fds272203,
   Author = {Richard, BA and Dodge, KA},
   Title = {Social maladjustment and problem solving in school-aged
             children.},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {50},
   Number = {2},
   Pages = {226-233},
   Year = {1982},
   Month = {April},
   ISSN = {0022-006X},
   url = {http://dx.doi.org/10.1037//0022-006x.50.2.226},
   Abstract = {Examined the relationship between social adjustment and the
             cognitive skills of solving interpersonal problems. 68
             popular, aggressive, or isolated boys at 2 grade levels
             (2nd-3rd and 4th-5th) were presented with 6 hypothetical
             problem situations and asked to generate alternative
             solutions to the problems. Ss were subsequently asked to
             evaluate the effectiveness of solutions presented to them by
             the experimenter. It was found that the popular Ss generated
             more solutions than either the aggressive or isolated
             groups, which did not differ. The initial solutions of all
             groups were rated as "effective," in most cases, by
             independent coders. Subsequent solutions, however, varied as
             a function of S status. Popular Ss continued to generate
             effective solutions, whereas deviant Ss generated aggressive
             and ineffective solutions. No differences among S groups
             were found in the evaluations of the effectiveness of given
             solutions. Data support the notion that deviant boys are
             deficient in the cognitive problem-solving skills of
             generating alternative solutions but are not deficient in
             the evaluation of presented solutions. (22 ref) (PsycINFO
             Database Record (c) 2006 APA, all rights reserved). © 1982
             American Psychological Association.},
   Doi = {10.1037//0022-006x.50.2.226},
   Key = {fds272203}
}

@article{fds272246,
   Author = {Lochman, JE and Dodge, KA},
   Title = {Social-cognitive processes of severely violent, moderately
             aggressive, and nonaggressive boys.},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {62},
   Number = {2},
   Pages = {366-374},
   Year = {1994},
   Month = {April},
   ISSN = {0022-006X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/8201075},
   Abstract = {This study examined social-cognitive processes of aggressive
             and nonaggressive boys at preadolescent and early adolescent
             age levels. The social-cognitive variables included
             processing of cues, attributions, social problem solving,
             affect labeling, outcome expectations, and perceived
             competence and self-worth. Results indicated that a wide
             range of social-cognitive processes is distorted and
             deficient for violent and moderately aggressive children,
             and that different types of social cognition contribute
             unique variance in discriminating among groups. Severely
             violent boys at both age levels had difficulties with cue
             recall, attributions, social problem solving, general
             self-worth, and a pattern of endorsing unusually positive
             affects that they may experience in different settings.
             Moderately aggressive boys shared some of the
             social-cognitive difficulties demonstrated by severely
             violent boys, but they also displayed indications that their
             aggression may be more planfully aimed to achieve expected
             outcomes. When the moderately aggressive and the violent
             boys differed from the nonaggressive boys on attributional
             biases and low perceived self-worth, a continuum existed
             with violent boys displaying more extreme social-cognitive
             dysfunctions than the moderately aggressive boys. These
             findings carry implications for cognitive-behavioral
             intervention with severely violent and moderately aggressive
             youths.},
   Doi = {10.1037//0022-006x.62.2.366},
   Key = {fds272246}
}

@article{fds272087,
   Author = {Fontaine, RG and Yang, C and Dodge, KA and Bates, JE and Pettit,
             GS},
   Title = {Testing an individual systems model of response evaluation
             and decision (RED) and antisocial behavior across
             adolescence.},
   Journal = {Child Development},
   Volume = {79},
   Number = {2},
   Pages = {462-475},
   Year = {2008},
   Month = {March},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/18366434},
   Abstract = {This study examined the bidirectional development of
             aggressive response evaluation and decision (RED) and
             antisocial behavior across five time points in adolescence.
             Participants (n = 522) were asked to imagine themselves
             behaving aggressively while viewing videotaped ambiguous
             provocations and answered a set of RED questions following
             each aggressive retaliation (administered at Grades 8 and 11
             [13 and 16 years, respectively]). Self- and mother reports
             of antisocial behavior were collected at Grades 7, 9/10, and
             12 (12, 14/15, and 17 years, respectively). Using structural
             equation modeling, the study found a partial mediating
             effect at each hypothesized mediational path despite high
             stability of antisocial behavior across adolescence.
             Findings are consistent with an individual systems
             perspective by which adolescents' antisocial conduct
             influences how they evaluate aggressive interpersonal
             behaviors, which affects their future antisocial
             conduct.},
   Doi = {10.1111/j.1467-8624.2007.01136.x},
   Key = {fds272087}
}