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| Publications of Steven R. Asher :chronological alphabetical combined listing:
%% Journal Articles
@article{fds376111,
Author = {Cerda-Smith, J and Yust, PKS and Weeks, MS and Asher, SR and Mulvey,
KL},
Title = {A Novel Approach for Evaluating a Schoolwide Antiracist
Curriculum Intervention},
Journal = {AERA Open},
Volume = {10},
Year = {2024},
Month = {January},
url = {http://dx.doi.org/10.1177/23328584231223476},
Abstract = {This manuscript describes our effort to apply a novel
approach to understanding student outcomes associated with a
schoolwide antiracist intervention. We report a multimethod
quantitative approach to evaluate a 10-week antiracist
intervention designed and implemented by school staff by
examining patterns of student intervention engagement and
measures of key constructs that connect to antiracism,
psychological well-being, and school connectedness. Our
novel approach combines schoolwide surveys with smaller
samples of daily diary participants, documenting variation
in intervention engagement and examining postintervention
outcomes. Our findings are limited by high attrition rates,
small sample size, and data collection during the COVID-19
pandemic; however, our methods offer a promising
transferable approach to evaluate school-based antiracist
interventions by examining patterns and predictors of
intervention engagement, as well as daily fluctuations in
student experience throughout the intervention
period.},
Doi = {10.1177/23328584231223476},
Key = {fds376111}
}
@article{fds371504,
Author = {Yust, PKS and Weeks, MS and Williams, GA and Asher,
SR},
Title = {Social relationship provisions and loneliness in school:
Child- and classroom-level effects.},
Journal = {Journal of school psychology},
Volume = {99},
Pages = {101218},
Year = {2023},
Month = {August},
url = {http://dx.doi.org/10.1016/j.jsp.2023.05.001},
Abstract = {Building on social needs theory (Weiss, 1974), this study
introduces the construct of classroom provision richness and
examines the association between the exchange of social
provisions among children in classrooms and children's
feelings of loneliness in school. We examined the receipt of
provisions from reciprocally nominated friends versus
unilateral (one-sided) and non-friend classmates and
examined associations between social provisions and
loneliness at the child and classroom levels. Participants
were 998 third- through fifth-grade children (468 girls, 530
boys; 88.5% White) in 38 classrooms who indicated which
classmates they played with, helped, validated, and provided
opportunities for self-disclosure. In addition to the social
provisions nomination measure, children responded to (a) a
measure of loneliness that avoided content overlapping with
social provisions, (b) a rating-scale sociometric measure of
peer acceptance, and (c) a measure that asked them to
indicate which classmates engaged in prosocial, aggressive,
or withdrawn-type behaviors. Multilevel analyses indicated
that social provisions received from reciprocal friends and
from unilateral-received friends were associated with
children's feelings of loneliness in school. Furthermore, a
measure of the provision richness of classrooms moderated
the association between child-level provisions received and
feelings of loneliness, such that children who received
fewer provisions were less lonely in classrooms that were
more provision-rich. Classroom provision richness was also
associated with the general level of prosocial behavior and
peer acceptance in the classroom. Together, findings suggest
that efforts to foster the exchange of social provisions in
classrooms could reduce loneliness and facilitate a more
caring classroom environment.},
Doi = {10.1016/j.jsp.2023.05.001},
Key = {fds371504}
}
@article{fds372819,
Author = {Hoyle, RH and Weeks, MS and Stutts, LA and Asher, SR and Leary, MR and Strauman, TJ and Blomquist, KIK and Pontari, BA and Stetler, CA and Terrell, DF},
Title = {Correction to: The Student Resilience and Well-Being
Project: Opportunities, Challenges, and Lessons Learned
(International Journal of Community Well-Being, (2021), 4,
4, (669-690), 10.1007/s42413-021-00138-2)},
Journal = {International Journal of Community Well-Being},
Volume = {4},
Number = {4},
Pages = {691},
Year = {2021},
Month = {December},
url = {http://dx.doi.org/10.1007/s42413-021-00143-5},
Abstract = {In this article The Student Resilience and Well-Being
Project Research Group3 members are (in alphabetical order
by institution and last name) Lauren A. Stutts (Department
of Health and Human Values, Davidson College); Steven R.
Asher, Rick H. Hoyle, Mark R. Leary, Timothy J. Strauman,
and Molly S. Weeks (Department of Psychology & Neuroscience,
Duke University); Kerstin K. Blomquist, Beth A. Pontari, and
Cinnamon A. Stetler (Department of Psychology, Furman
University); and Debra F. Terrell (Department of Social and
Behavioral Sciences, Johnson C. Smith University) The
original article has been updated.},
Doi = {10.1007/s42413-021-00143-5},
Key = {fds372819}
}
@article{fds363889,
Author = {Bagwell, CL and Bowker, JC and Asher, SR},
Title = {Back to the Dyad: Future Directions for Friendship
Research},
Journal = {Merrill-Palmer Quarterly},
Volume = {67},
Number = {4},
Pages = {457-484},
Year = {2021},
Month = {October},
Abstract = {Friendship is a developmentally significant relationship in
childhood and adolescence that contributes to
socioemotional, social-cognitive, and psychological
development and well-being. It is a dyadic relationship
based on mutual affec-tion, with both friends thinking of
each other as friends. Despite this definitional
understanding of the dyadic nature of friendship, it is
common to study friendships individually, for example, by
investigating how one child’s perception of the quality of
a friendship is associated with that child’s psychological
function-ing. Although this research approach yields
important information about friendships and their effects on
youth, we suggest that putting the dyad back into friendship
research, by conceptualizing the dyad as the unit of
analysis or by including characteristics or perceptions of
both members of the dyad in analy-ses, will generate
valuable new knowledge about friendships and their
developmental significance. We focus on three key areas of
study about children’s and adolescents’ friendships that
would benefit from a dyadic perspective: (a) features and
processes in friendships, (b) temporal and contextual
approaches to the study of friendship, and (c) friendship
tasks and social-cognitive perspectives on
intervention.},
Key = {fds363889}
}
@article{fds332880,
Author = {McDonald, KL and Asher, SR},
Title = {Pacifists and Revenge-Seekers in Response to Unambiguous
Peer Provocation.},
Journal = {Journal of youth and adolescence},
Volume = {47},
Number = {9},
Pages = {1907-1925},
Year = {2018},
Month = {September},
url = {http://dx.doi.org/10.1007/s10964-017-0767-4},
Abstract = {In order to better understand why some children retaliate
when they feel provoked and others do not, the present study
identified "pacifistically-oriented" children who made
negative interpretations in response to unambiguous
provocations, yet did not endorse revenge goals, and
compared them to "revenge-seeking" children who also made
negative interpretations but did endorse revenge goals.
Groups were identified based on seventh graders'
(N = 367; 54.77% male; 22.89% racial/ethnic minority)
responses to hypothetical situations in which a peer
excluded and insulted them. Comparing these groups revealed
that Pacifists endorsed relationship-maintaining goals and
emotion regulation goals more highly than Revenge-Seekers.
Revenge-Seekers reported more anger and endorsed beliefs
about negative reciprocity and aggression being legitimate
more highly than Pacifists. Additionally, Revenge-Seekers
were more disrespect sensitive than were Pacifists, based on
a measure of vigilance for signs of disrespect and
expectations that others would disrespect them. Together
these findings point to social-cognitive and emotion-related
processes that may inhibit revenge-seeking in unambiguous
provocation situations, even when children interpret the
peer's behavior quite negatively.},
Doi = {10.1007/s10964-017-0767-4},
Key = {fds332880}
}
@article{fds322939,
Author = {Rose, AJ and Asher, SR},
Title = {The Social Tasks of Friendship: Do Boys and Girls Excel in
Different Tasks?},
Journal = {Child Development Perspectives},
Volume = {11},
Number = {1},
Pages = {3-8},
Publisher = {WILEY},
Year = {2017},
Month = {March},
url = {http://dx.doi.org/10.1111/cdep.12214},
Abstract = {Research documents the strengths of girls’ friendships
compared to boys’ friendships leading to the inference
that boys are not very skilled as friends. In this article,
we use a friendship tasks framework to propose that this
inference is premature and should be reconciled with
evidence that boys are as satisfied as girls with their
friendships and that their friendships are as stable over
time. We also propose that the inference arises partly
because the friendship tasks that girls handle well have
been studied extensively, whereas certain friendship tasks
boys handle as well as or more successfully than girls are
understudied. These tasks include being a fun and enjoyable
companion, coping when a friend violates a core expectation
of friendship, and sustaining friendships in the broader
social context of a friend having other friends. Finally, we
suggest that girls and boys who develop skills to respond to
a range of friendship tasks will benefit in the long
term.},
Doi = {10.1111/cdep.12214},
Key = {fds322939}
}
@article{fds250582,
Author = {Vanhalst, J and Soenens, B and Luyckx, K and Petegem, SV and Weeks, MS and Asher, SR},
Title = {Why do the chronically lonely stay lonely? Chronically
lonely children and adolescents attributions and emotions in
situations of social inclusion and exclusion.},
Journal = {Journal of Personality and Social Psychology},
Volume = {109},
Number = {5},
Pages = {932-948},
Publisher = {American Psychological Association},
Year = {2015},
Month = {November},
ISSN = {1939-1315},
url = {http://dx.doi.org/10.1037/pspp0000051},
Abstract = {The goal of this study was to identify mechanisms associated
with chronic loneliness by examining the effect of
adolescents' accumulated history of loneliness on responses
to new social situations. Specifically, this study
investigated whether attributions and emotions in situations
of social inclusion and exclusion differ between chronically
lonely adolescents and adolescents with a different
loneliness history. A total of 730 adolescents (Mage at Wave
1 = 15.43 years) participated in a 4-wave longitudinal study
with annual loneliness assessments. A chronic loneliness
trajectory was identified, in addition to low-stable,
moderate-stable, moderate-increasing, and high-decreasing
loneliness trajectories. At Wave 4, vignettes depicting
social inclusion and exclusion were presented, and
participants rated a set of attributions and emotions
following each vignette. Compared with individuals following
other trajectories, chronically lonely adolescents were
characterized by hypersensitivity to social exclusion (i.e.,
higher levels of negative emotions) and hyposensitivity to
social inclusion (i.e., lower levels of enthusiasm).
Further, chronically lonely adolescents had a stronger
tendency to attribute social inclusion to circumstantial
factors and social exclusion to internal and stable
characteristics. This maladaptive attribution style
partially mediated their emotional experiences. Together,
results indicate that chronically lonely individuals respond
to social situations in ways that may perpetuate rather than
reduce their loneliness.},
Doi = {10.1037/pspp0000051},
Key = {fds250582}
}
@article{fds250586,
Author = {Mcdonald, KL and Asher, SR},
Title = {College students' revenge goals across friend, romantic
partner, and roommate contexts: The role of interpretations
and emotions},
Journal = {Social Development},
Volume = {22},
Number = {3},
Pages = {499-521},
Year = {2013},
ISSN = {0961-205X},
url = {http://dx.doi.org/10.1111/j.1467-9507.2011.00650.x},
Abstract = {Residential college environments provide young people with
distinctive relationship opportunities and challenges. A
major purpose of the present study was to learn whether
college students respond differently to conflict-of-interest
vignettes in three different relationship contexts. Students
were more likely to make negative interpretations about
their romantic partner's behavior than they did about their
friend's or roommate's behavior. They were also more likely
to feel angry and hurt and to endorse hostile goals and
strategies with romantic partners. A second major purpose
was to learn about the types of interpretations and emotions
associated with revenge goals in conflict-of-interest
situations. Results indicated that interpreting the other
person's actions as disrespectful and as rejecting was
related to revenge goals and also predicted to revenge goals
beyond the contributions of anger and hurt feelings. © 2012
John Wiley & Sons Ltd.},
Doi = {10.1111/j.1467-9507.2011.00650.x},
Key = {fds250586}
}
@article{fds290487,
Author = {Simon, TR and Ikeda, RM and Smith, EP and Reese, LE and Rabiner, DL and Miller, S and Winn, D-M and Dodge, KA and Asher, SR and Horne, AM and Orpinas, P and Martin, R and Quinn, WH and Tolan, PH and Gorman-Smith,
D and Henry, DB and Gay, FN and Schoeny, M and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {Mediators of Effects of a Selective Family-Focused Violence
Prevention Approach for Middle School Students},
Journal = {PREVENTION SCIENCE},
Volume = {13},
Number = {1},
Pages = {1-14},
Publisher = {Springer Nature},
Year = {2012},
Month = {February},
ISSN = {1389-4986},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000300663600001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This study examined how parenting and family characteristics
targeted in a selective prevention program mediated effects
on key youth proximal outcomes related to violence
perpetration. The selective intervention was evaluated
within the context of a multi-site trial involving random
assignment of 37 schools to four conditions: a universal
intervention composed of a student social-cognitive
curriculum and teacher training, a selective family-focused
intervention with a subset of high-risk students, a
condition combining these two interventions, and a
no-intervention control condition. Two cohorts of
sixth-grade students (total N = 1,062) exhibiting high
levels of aggression and social influence were the sample
for this study. Analyses of pre-post change compared to
controls using intent-to-treat analyses found no significant
effects. However, estimates incorporating participation of
those assigned to the intervention and predicted
participation among those not assigned revealed significant
positive effects on student aggression, use of aggressive
strategies for conflict management, and parental estimation
of student's valuing of achievement. Findings also indicated
intervention effects on two targeted family processes:
discipline practices and family cohesion. Mediation analyses
found evidence that change in these processes mediated
effects on some outcomes, notably aggressive behavior and
valuing of school achievement. Results support the notion
that changing parenting practices and the quality of family
relationships can prevent the escalation in aggression and
maintain positive school engagement for high-risk
youth.},
Doi = {10.1007/s11121-011-0245-2},
Key = {fds290487}
}
@article{fds250591,
Author = {Weeks, MS and Asher, SR},
Title = {Loneliness in childhood: toward the next generation of
assessment and research.},
Journal = {Adv Child Dev Behav},
Volume = {42},
Pages = {1-39},
Booktitle = {Advances in Child Development and Behavior},
Publisher = {Academic Press},
Address = {San Diego, CA},
Editor = {Benson, JB},
Year = {2012},
ISSN = {0065-2407},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22675902},
Abstract = {Loneliness is a sad, even painful emotional experience that
is thought to result from deficiencies in the quantity or
quality of one's social relationships. Assessments of
loneliness have evolved to typically include diverse item
content that assesses the causes of loneliness as well as
the emotional experience of loneliness itself. This
embedding of hypothesized causes in the assessment of
loneliness creates pervasive problems in drawing valid
conclusions from empirical research on loneliness. In this
chapter, we review major historical and contemporary
perspectives on loneliness and then describe how widely used
assessments have led to the development of a literature in
which key questions about the causes of loneliness, the
influence of gender on the experience of loneliness, and the
developmental course of loneliness remain unanswered. We
argue for the use of loneliness assessments that focus
purely on the emotional experience of loneliness without
including hypothesized causes.},
Doi = {10.1016/b978-0-12-394388-0.00001-0},
Key = {fds250591}
}
@article{fds250592,
Author = {Rose, AJ and Schwartz-Mette, RA and Smith, RL and Asher, SR and Swenson,
LP and Carlson, W and Waller, EM},
Title = {How girls and boys expect disclosure about problems will
make them feel: implications for friendships},
Journal = {Child Development},
Volume = {83},
Number = {3},
Pages = {844-863},
Year = {2012},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/j.1467-8624.2012.01734.x},
Abstract = {Although girls disclose to friends about problems more than
boys, little is known about processes underlying this sex
difference. Four studies (Ns=526, 567, 769, 154) tested
whether middle childhood to mid-adolescent girls and boys
(ranging from 8 to 17 years old) differ in how they expect
that talking about problems would make them feel. Girls
endorsed positive expectations (e.g., expecting to feel
cared for, understood) more strongly than boys. Despite
common perceptions, boys did not endorse negative
expectations such as feeling embarrassed or worried about
being made fun of more than girls. Instead, boys were more
likely than girls to expect to feel "weird" and like they
were wasting time. Sex differences in outcome expectations
did help to account for girls' greater disclosure to
friends. © 2012 The Authors. Child Development © 2012
Society for Research in Child Development,
Inc.},
Doi = {10.1111/j.1467-8624.2012.01734.x},
Key = {fds250592}
}
@article{fds250593,
Author = {MacEvoy, JP and Asher, SR},
Title = {When friends disappoint: Boys’ and girls’ responses to
transgressions of friendship expectations},
Journal = {Child Development},
Volume = {83},
Number = {1},
Pages = {104-119},
Year = {2012},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/j.1467-8624.2011.01685.x},
Abstract = {In this study, the prevailing view that girls are
pervasively more skilled in their friendships than boys was
challenged by examining whether girls respond more
negatively than boys when a friend violates core friendship
expectations. Fourth- and fifth-grade children (n = 267)
responded to vignettes depicting transgressions involving a
friend's betrayal, unreliability, or failure to provide
support or help. Results indicated that girls were more
troubled by the transgressions, more strongly endorsed
various types of negative relationship interpretations of
the friend's actions, and reported more anger and sadness
than did boys. Girls also endorsed revenge goals and
aggressive strategies just as much as boys. These findings
lead to a more complex view of boys' and girls' friendship
competencies.},
Doi = {10.1111/j.1467-8624.2011.01685.x},
Key = {fds250593}
}
@article{fds250585,
Author = {MacEvoy, JP and Weeks, MS and Asher, SR},
Title = {Loneliness},
Volume = {2},
Pages = {178-187},
Booktitle = {Encyclopedia of adolescence,},
Publisher = {Elsevier},
Year = {2011},
Month = {December},
url = {http://dx.doi.org/10.1016/B978-0-12-373951-3.00116-2},
Abstract = {This article reviews theory and empirical research on
loneliness with an emphasis on late childhood through late
adolescence and early adulthood. The authors first discuss
theoretical perspectives on loneliness from various
intellectual traditions - with a particular focus on social
needs perspectives on loneliness - and then briefly review
different loneliness assessments that may be used with
children and adolescents. Next, the authors present an
overview of the developmental and contextual factors that
may influence the degree of loneliness that is experienced
during adolescence. Finally, the authors review research on
the link between loneliness and peer and family
relationships, and examine what is known about the
behavioral and cognitive styles of lonely youth. © 2011
Elsevier Inc. All rights reserved.},
Doi = {10.1016/B978-0-12-373951-3.00116-2},
Key = {fds250585}
}
@article{fds250595,
Author = {Dodge, TMVPPKA and member},
Title = {The ecological effects of universal and selective violence
prevention programs for middle school students: A randomized
trial},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {77},
Number = {3},
Pages = {526.-542.},
Year = {2009},
ISSN = {0022-006X},
url = {http://dx.doi.org/10.1037/a0014395},
Abstract = {This study reports the findings of a multisite randomized
trial evaluating the separate and combined effects of 2
school-based approaches to reduce violence among early
adolescents. A total of 37 schools at 4 sites were
randomized to 4 conditions: (1) a universal intervention
that involved implementing a student curriculum and teacher
training with 6th-grade students and teachers, (2) a
selective intervention in which a family intervention was
implemented with a subset of 6th-grade students exhibiting
high levels of aggression and social influence, (3) a
combined intervention condition, and (4) a no-intervention
control condition. Analyses of multiple waves of data from 2
cohorts of students at each school (N = 5,581) within the
grade targeted by the interventions revealed a complex
pattern. There was some evidence to suggest that the
universal intervention was associated with increases in
aggression and reductions in victimization; however, these
effects were moderated by preintervention risk. In contrast,
the selective intervention was associated with decreases in
aggression but no changes in victimization. These findings
have important implications for efforts to develop effective
violence prevention programs.},
Doi = {10.1037/a0014395},
Key = {fds250595}
}
@article{fds250594,
Author = {Dodge, MVPPKA and member},
Title = {The multisite violence prevention project: Impact of a
universal school-based violence prevention program on
social-cognitive outcomes},
Journal = {Prevention Science},
Volume = {9},
Number = {4},
Pages = {231-244},
Year = {2008},
ISSN = {1389-4986},
url = {http://dx.doi.org/10.1007/s11121-008-0101-1},
Abstract = {This study evaluated the impact of a universal school-based
violence prevention program on social-cognitive factors
associated with aggression and nonviolent behavior in early
adolescence. The effects of the universal intervention were
evaluated within the context of a design in which two
cohorts of students at 37 schools from four sites (N=5,581)
were randomized to four conditions: (a) a universal
intervention that involved implementing a student curriculum
and teacher training with sixth grade students and teachers;
(b) a selective intervention in which a family intervention
was implemented with a subset of sixth grade students
exhibiting high levels of aggression and social influence;
(c) a combined intervention condition; and (d) a
no-intervention control condition. Short-term and long-term
(i.e., 2-year post-intervention) universal intervention
effects on social-cognitive factors targeted by the
intervention varied as a function of students'
pre-intervention level of risk. High-risk students benefited
from the intervention in terms of decreases in beliefs and
attitudes supporting aggression, and increases in
self-efficacy, beliefs and attitudes supporting nonviolent
behavior. Effects on low-risk students were in the opposite
direction. The differential pattern of intervention effects
for low- and high-risk students may account for the absence
of main effects in many previous evaluations of universal
interventions for middle school youth. These findings have
important research and policy implications for efforts to
develop effective violence prevention programs. © 2008
Society for Prevention Research.},
Doi = {10.1007/s11121-008-0101-1},
Key = {fds250594}
}
@article{fds250604,
Author = {Troop Gordon and W and Asher, SR},
Title = {Modifications in children's goals when encountering
obstacles to conflict resolution},
Journal = {Child Development},
Volume = {76},
Number = {3},
Pages = {568-582},
Year = {2005},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/j.1467-8624.2005.00864.x},
Abstract = {Previous studies have demonstrated that children's goals are
associated with their success in peer relationships. The
current study extends earlier findings by examining changes
in children's goals during hypothetical conflicts.
Participants were 252 children ages 9 to 12 years old (133
boys, 119 girls). As predicted, children's goals changed
significantly when they encountered obstacles to conflict
resolution, and these changes were predictive of their
subsequent strategy choices. Both aggressive- and
submissive-rejected children were more likely to evidence
antisocial changes in their goals, including an increased
desire to retaliate. They also showed reluctance to forego
instrumental objectives. Other findings highlighted the need
to investigate the combinations of goals children pursue as
predictors of their strategies and the quality of their peer
relationships.},
Doi = {10.1111/j.1467-8624.2005.00864.x},
Key = {fds250604}
}
@article{fds250605,
Author = {Guerra, VS and Asher, SR and DeRosier, ME},
Title = {Effect of children’s perceived rejection on physical
aggression},
Journal = {Journal of Abnormal Child Psychology},
Volume = {32},
Number = {5},
Pages = {551-563},
Year = {2004},
Month = {October},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15500033},
Abstract = {This study investigated whether the perception of self as
socially rejected might contribute to increased physical
aggression among elementary-school children. It was
hypothesized that physically aggressive children would
become more physically aggressive over time if they
perceived that they were rejected and tended to blame peers
for social failure experiences. Third-grade boys and girls
(n = 941) were assessed in the Fall and Spring of the school
year. Peer-report data on physical aggression and social
preference were collected, along with self-report data on
perceived rejection and attributions for social failure
experiences. Results for boys were consistent with
hypotheses, whereas the results for girls revealed a
different pattern of relations. These results constitute
prospective evidence that children's self-perceptions of
social rejection can uniquely influence externalizing
behavior. Results are discussed in terms of mechanisms that
might mediate the relation between perceived rejection and
physical aggression.},
Doi = {10.1023/b:jacp.0000037783.88097.69},
Key = {fds250605}
}
@article{fds250596,
Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
AM and Orpinas, P and Quinn, WH and Huberty, CH and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {The Multisite Violence Prevention Project: Background and
overview},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {3-11},
Publisher = {ELSEVIER SCIENCE INC},
Year = {2004},
Month = {January},
ISSN = {0749-3797},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper provides an overview of the Multisite Violence
Prevention Project, a 5-year project to compare the effects
of a universal intervention (all students and teachers) and
a targeted intervention (family program for high-risk
children) on reducing aggression and violence among sixth
graders. First, the paper describes the role of the Centers
for Disease Control and Prevention in developing the
project. Second, it details the background of researchers at
the four participating universities (Duke University, The
University of Georgia, University of Illinois at Chicago,
and Virginia Commonwealth University) and examines the
characteristics of the selected schools (n=37). Finally, the
paper summarizes the theoretical perspectives guiding the
work, the development of interventions based on promising
strategies, the decision to intervene at the school level,
the research questions guiding the project, the research
design, and the measurement process for evaluating the
results of the program.},
Doi = {10.1016/j.amepre.2003.09.017},
Key = {fds250596}
}
@article{fds250597,
Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
AM and Orpinas, P and Quinn, WH and Huberty, CJ and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {Lessons learned in the Multisite Violence Prevention Project
collaboration: Big questions require large
efforts},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {62-71},
Year = {2004},
Month = {January},
ISSN = {0749-3797},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper summarizes some organizational, scientific, and
policy lessons that have emerged in the formation and
conducting of the collaboration of the Multisite Violence
Prevention Project. We contend that these lessons are
valuable for other collaborations and are important for
furthering the utility of scientific efforts. A central
contention is that large-scale efforts such as this
collaboration are underused but are essential for efficient
advancement of knowledge about preventing youth
violence.},
Doi = {10.1016/j.amepre.2003.09.025},
Key = {fds250597}
}
@article{fds250598,
Author = {Smith, EP and Gorman-Smith, D and Quinn, WH and Rabiner, DL and Tolan,
PH and Winn, D-M and Multisite Violence Prevention
Project},
Title = {Community-Based multiple family groups to prevent and reduce
violent and aggressive behavior: the GREAT Families
Program.},
Journal = {American journal of preventive medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {39-47},
Year = {2004},
Month = {January},
url = {http://dx.doi.org/10.1016/j.amepre.2003.09.018},
Abstract = {This paper describes the targeted intervention component of
GREAT Schools and Families. The intervention-GREAT
Families-is composed of 15 weekly multiple family group
meetings (e.g., 4-6 families per group) and addresses
parenting practices (discipline, monitoring), family
relationship characteristics (communication, support,
cohesion), parental involvement and investment in their
child's schooling, parent and school relationship building,
and planning for the future. High-risk youth and their
families-students identified by teachers as aggressive and
socially influential among their peers-were targeted for
inclusion in the intervention. The paper describes the
theoretical model and development of the intervention.
Approaches to recruitment, engagement, staff training, and
sociocultural sensitivity in work with families in
predominantly poor and challenging settings are described.
The data being collected throughout the program will aid in
examining the theoretical and program processes that can
potentially mediate and moderate effects on families. This
work can inform us about necessary approaches and procedures
to engage and support families in efforts to reduce
individual and school grade-level violence and
aggression.},
Doi = {10.1016/j.amepre.2003.09.018},
Key = {fds250598}
}
@article{fds250599,
Author = {Orpinas, and P, and Horne, and M, A and Dodge, TMVPPKA and member},
Title = {A teacher-focused approach to prevent and reduce students'
aggressive behavior: The GREAT Teacher Program},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {29-38},
Year = {2004},
Key = {fds250599}
}
@article{fds250600,
Author = {Meyer, and L, A and Allison, and W, K and Reese, and E, L and Gay, and N, F and Dodge, TMVPPKA and member},
Title = {Choosing to be violence free in middle school: The student
component of the GREAT Schools and Families Universal
Program.},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {20-28},
Year = {2004},
Key = {fds250600}
}
@article{fds250601,
Author = {Henry, and B, D and Farrell, and D, A and Project,
MVP},
Title = {The study designed by a committee: Design of the
MVPP},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {12-19},
Year = {2004},
Key = {fds250601}
}
@article{fds250602,
Author = {Miller-Johnson, and S, and Sullivan, and T, and Simon, and Project,
M-SVP},
Title = {Evaluation of a multisite violence prevention study:
Measures, procedures and baseline data},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {48-61},
Year = {2004},
Key = {fds250602}
}
@article{fds250645,
Author = {Rose, AJ and Asher, SR},
Title = {Children's strategies and goals in response to help-giving
and help-seeking tasks within a friendship},
Journal = {Child Development},
Volume = {75},
Number = {3},
Pages = {749-763},
Year = {2004},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/j.1467-8624.2004.00704.x},
Abstract = {The present research tested whether children's responses to
help-giving and help-seeking friendship tasks predicted how
many friends they had and the quality of their best
friendship. Fifth-grade children (N=511; typically 10 or 11
years old) responded to vignettes in which they could either
give help to a friend or seek help from a friend. Children's
strategies and goals in both contexts were significantly
correlated with the number of friends children had.
Responses in the help-giving context but not in the
help-seeking context were significantly associated with
friendship quality. Although gender differences in
strategies and goals were found, strategies and goals were
related to the number of friends and friendship quality for
both boys and girls.},
Doi = {10.1111/j.1467-8624.2004.00704.x},
Key = {fds250645}
}
@article{fds250644,
Author = {Asher, SR and Paquette, JA},
Title = {Loneliness and peer relations in childhood},
Journal = {Current Directions in Psychological Science},
Volume = {12},
Number = {3},
Pages = {75-78},
Publisher = {SAGE Publications},
Year = {2003},
ISSN = {0963-7214},
url = {http://dx.doi.org/10.1111/1467-8721.01233},
Abstract = {Although loneliness is a normative experience, there is
reason to be concerned about children who are chronically
lonely in school Research indicates that children have a
fundamental understanding of what it means, to be lonely,
and that loneliness can be reliably measured in children.
Most of the research on loneliness in children has focused
on the contributions of children's peer relations to their
feelings of well-being at school. Loneliness in children is
influenced by how well accepted they are by peers, whether
they are overtly victimized, whether they have friends, and
the durability and quality of their best friendships.
Findings from this emerging area of research provide a
differentiated picture of how children's peer experiences
come to influence their emotional well-being.},
Doi = {10.1111/1467-8721.01233},
Key = {fds250644}
}
@article{fds250606,
Author = {Erdley, CA and Asher, SR},
Title = {A social goals perspective on children's social
competence},
Journal = {Journal of Emotional and Behavioral Disorders},
Volume = {7},
Number = {3},
Pages = {156-167},
Publisher = {SAGE Publications},
Year = {1999},
ISSN = {1063-4266},
url = {http://dx.doi.org/10.1177/106342669900700304},
Abstract = {Developing a more comprehensive understanding of social
competence and the reasons for social relationship
difficulties requires attention to the kinds of goals
children are pursuing in specific social situations. In this
article, the authors describe several theoretical models of
social information processing, each of which includes goals
as a crucial component in motivating children's behavior.
The authors also review evidence from studies of children
who are aggressive, withdrawn/submissive, or prosocial that
points to an association between children's goals, their
strategies for coping with problematic social tasks, and
their ultimate success or failure in social relationships.
Attention is also given to various social-cognitive
processes that may be linked to children's tendencies to
formulate adaptive versus maladaptive goals. Finally, the
implications of a social goals perspective for interventions
with children with emotional and behavioral problems is
discussed.},
Doi = {10.1177/106342669900700304},
Key = {fds250606}
}
@article{fds250607,
Author = {Asher, SR and Gazelle, H},
Title = {Loneliness, peer relations, and language disorder in
childhood},
Journal = {Topics in Language Disorders},
Volume = {19},
Number = {2},
Pages = {16-33},
Publisher = {Ovid Technologies (Wolters Kluwer Health)},
Year = {1999},
url = {http://dx.doi.org/10.1097/00011363-199902000-00004},
Abstract = {Children with language disorders have higher than average
rates of peer relationship problems, suggesting that they
are also at risk for loneliness. A review of research on
loneliness as an emotional consequence of peer relationship
difficulties in childhood is preceded by a discussion of the
particular relevance of this literature for children with
language difficulties. Evidence from research on loneliness
indicates that peer acceptance, participation in friendship,
friendship quality, and victimization by peers each
contribute to children's feelings of loneliness at school.
Suggestions are made concerning intervention efforts to
reduce loneliness for children with language
problems.},
Doi = {10.1097/00011363-199902000-00004},
Key = {fds250607}
}
@article{fds250646,
Author = {Rose, AJ and Asher, SR},
Title = {Children's goals and strategies in response to conflicts
within a friendship},
Journal = {Developmental Psychology},
Volume = {35},
Number = {1},
Pages = {69-79},
Year = {1999},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.35.1.69},
Abstract = {Little is known about the skills required for friendship, as
distinct from those required for peer acceptance. The
present study examined whether children's goals and
strategies in friendship conflict situations are predictive
of their friendship adjustment, after accounting for level
of peer acceptance. Fourth- and 5th-grade children (N = 696)
responded to 30 hypothetical situations in which they were
having a conflict with a friend. Results indicated that
children's goals were highly related to their strategies and
that children's goals and strategies were predictive of
their real-life friendship adjustment. Pursuing the goal of
revenge toward a friend was the goal or strategy most
strongly associated with lacking friends and having
poor-quality friendships. Gender differences were also found
for each goal and strategy, with girls displaying a more
prosocial goal and strategy orientation than
boys.},
Doi = {10.1037/0012-1649.35.1.69},
Key = {fds250646}
}
@article{fds304643,
Author = {Asher, SR and Gazelle, H},
Title = {Loneliness, Peer Relations, and Language Disorder in
Childhood},
Journal = {Topics in Language Disorders},
Volume = {19},
Number = {2},
Pages = {16-33},
Year = {1999},
Abstract = {Children with language disorders have higher than average
rates of peer relationship problems, suggesting that they
are also at risk for loneliness. A review of research on
loneliness as an emotional consequence of peer relationship
difficulties in childhood is preceded by a discussion of the
particular relevance of this literature for children with
language difficulties. Evidence from research on loneliness
indicates that peer acceptance, participation in friendship,
friendship quality, and victimization by peers each
contribute to children's feelings of loneliness at school.
Suggestions are made concerning intervention efforts to
reduce loneliness for children with language
problems.},
Key = {fds304643}
}
@article{fds304642,
Author = {Erdley, CA and Asher, SR},
Title = {Linkages between children's beliefs about the legitimacy of
aggression and their behavior},
Journal = {Social Development},
Volume = {7},
Number = {3},
Pages = {321-339},
Year = {1998},
Month = {January},
url = {http://dx.doi.org/10.1111/1467-9507.00070},
Abstract = {The purposes of this study were to learn whether children's
beliefs about the legitimacy of aggression can be reliably
assessed and whether these beliefs relate to children's
everyday social behavior with peers, as well as their
responses to hypothetical ambiguous provocation situations.
Fourth- and fifth-grade students (n = 781) responded to a
16-item questionnaire designed to measure children's beliefs
about the legitimacy of aggression. Children's behavioral
orientation was assessed using two methods: (1) children's
responses to ten hypothetical situations involving ambiguous
provocation, and (2) peer evaluations of children's
aggressive, withdrawn, and prosocial behavior. Results
indicated that children's beliefs about the legitimacy of
aggression were reliably measured. Furthermore, results from
both measures of behavioral style showed that children who
believed strongly in the legitimacy of aggression were more
aggressive, less withdrawn, and less prosocial. The findings
suggest that one focus of efforts to decrease children's
aggression should be the modification of their beliefs about
the legitimacy of aggressive actions.},
Doi = {10.1111/1467-9507.00070},
Key = {fds304642}
}
@article{fds250608,
Author = {Erdley, CA and Asher, SR},
Title = {Linkages between children's beliefs about the legitimacy of
aggression and their behavior},
Journal = {Social Development},
Volume = {7},
Number = {3},
Pages = {321-329},
Year = {1998},
Abstract = {The purposes of this study were to learn whether children's
beliefs about the legitimacy of aggression can be reliably
assessed and whether these beliefs relate to children's
everyday social behavior with peers, as well as their
responses to hypothetical ambiguous provocation situations.
Fourth- and fifth-grade students (n = 781) responded to a
16-item questionnaire designed to measure children's beliefs
about the legitimacy of aggression. Children's behavioral
orientation was assessed using two methods: (1) children's
responses to ten hypothetical situations involving ambiguous
provocation, and (2) peer evaluations of children's
aggressive, withdrawn, and prosocial behavior. Results
indicated that children's beliefs about the legitimacy of
aggression were reliably measured. Furthermore, results from
both measures of behavioral style showed that children who
believed strongly in the legitimacy of aggression were more
aggressive, less withdrawn, and less prosocial. The findings
suggest that one focus of efforts to decrease children's
aggression should be the modification of their beliefs about
the legitimacy of aggressive actions.},
Key = {fds250608}
}
@article{fds250589,
Author = {Hopmeyer, A and Asher, SR},
Title = {Children's responses to peer conflicts involving a rights
infraction},
Journal = {Merrill-Palmer Quarterly},
Volume = {43},
Number = {2},
Pages = {235-254},
Year = {1997},
Abstract = {Examined here is whether the generalization about the
prosocial style of well-accepted children applies to peer
conflicts involving a rights infraction. Fourth- and
fifth-grade children (N = 140) were individually interviewed
about their strategies for handling hypothetical situations
in which a peer infringes upon their rights. Results
revealed that well-accepted children were neither aggressive
nor particularly prosocial in conflict situations. Instead,
they responded with a variety of verbally assertive
strategies. Low-accepted children, by contrast, relied more
heavily on the assistance of adults. Supplementary data
collection with 215 fourth- and fifth-grade children
suggested the psychological distinctiveness of "rights
infraction" types of conflict. Overall, the results qualify
earlier generalizations about the behavioral basis of peer
acceptance and suggest the need for situation-specific
assessments of children's social competence.},
Key = {fds250589}
}
@article{fds250609,
Author = {Chung, T and Asher, SR},
Title = {Children's goals and strategies in peer conflict
situations},
Journal = {Merrill-Palmer Quarterly},
Volume = {42},
Number = {1},
Pages = {125-147},
Year = {1996},
Abstract = {This study was designed to investigate whether children's
goals in peer conflict situations are related to the
strategies they propose for resolving conflicts and to learn
how children's strategies relate to their acceptance by the
peer group. Fourth-through sixth-grade children (80 boys, 62
girls) were asked about their goals and strategies in
response to 12 hypothetical peer conflict situations.
Results indicated that children's strategies for responding
to peer conflicts differed according to their goal
orientation. Furthermore, children's selection of strategies
correlated with peer acceptance, although the linkages were
different for boys and girls. Peer acceptance was negatively
related to hostile/coercive strategies for girls, and
negatively to adult-seeking strategies for boys.
Implications of the present findings for social skills
intervention are discussed.},
Key = {fds250609}
}
@article{fds250647,
Author = {Erdley, CA and Asher, SR},
Title = {Children's social goals and self-efficacy perceptions as
influences on their responses to ambiguous
provocation},
Journal = {Child Development},
Volume = {67},
Number = {4},
Pages = {1329-1344},
Year = {1996},
url = {http://dx.doi.org/10.1111/j.1467-8624.1996.tb01799.x},
Abstract = {This study examined whether children who vary in their
behavioral responses (aggression vs. withdrawal vs. problem
solving) to ambiguous provocation but who are similar in
their attributional processes differ in their social goals
and self-efficacy perceptions. In response to 10
hypothetical situations involving ambiguous provocation,
fourth- and fifth-grade students (n = 781) indicated whether
or not the protagonist intended to cause the harm and
reported how they would respond to the protagonist's action.
Newly developed measures assessed children's situated social
goals and self-efficacy perceptions. Results indicated that
the aggressive, withdrawn, and problem-solving responders
differed in their social goals and self-efficacy
perceptions. The strength of the findings, compared to
earlier work on children's goals and self-efficacy
perceptions, suggests the importance of a situated
social-cognitive assessment in which children's thoughts are
measured in a specific kind of social situation and are
related to their reported behavior in the same type of
situation.},
Doi = {10.1111/j.1467-8624.1996.tb01799.x},
Key = {fds250647}
}
@article{fds250610,
Author = {Wentzel, K and Asher, SR},
Title = {The academic lives of neglected, rejected, popular, and
controversial children},
Journal = {Child Development},
Volume = {66},
Number = {3},
Pages = {754-763},
Year = {1995},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/j.1467-8624.1995.tb00903.x},
Abstract = {The purposes of this study were to examine academically
relevant characteristics of different sociometric status
groups and to learn about the academic orientations of
behavioral subgroups of rejected children. Results from a
sample of 423 sixth and seventh graders (ages 11-13)
suggested that sociometrically neglected children have quite
positive academic profiles. When compared with average
status children, these students reported higher levels of
motivation, were described by teachers as more
self-regulated learners, as more prosocial and compliant,
and as being better liked by teachers. Analyses of two
behavioral subgroups of rejected children indicated that
aggressive-rejected but not submissive-rejected children
have problematic academic profiles. Relations of neglected
and aggressive-rejected status to academic adjustment in
young adolescents' lives is discussed.},
Doi = {10.1111/j.1467-8624.1995.tb00903.x},
Key = {fds250610}
}
@article{fds250611,
Author = {Parker, JG and Asher, SR},
Title = {Friendship and friendship quality in middle childhood: Links
with peer group acceptance and feelings of loneliness and
social dissatisfaction},
Journal = {Developmental Psychology},
Volume = {29},
Number = {4},
Pages = {611-621},
Publisher = {American Psychological Association (APA)},
Year = {1993},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.29.4.611},
Abstract = {The distinction between friendship adjustment and acceptance
by the peer group was examined. Third- through 5th-grade
children (N = 881) completed sociometric measures of
acceptance and friendship, a measure of loneliness, a
questionnaire on the features of their very best
friendships, and a measure of their friendship satisfaction.
Results indicated that many low-accepted children had best
friends and were satisfied with these friendships. However,
these children's friendships were lower than those of other
children on most dimensions of quality. Having a friend,
friendship quality, and group acceptance made separate
contributions to the prediction of loneliness. Results
indicate the utility of the new friendship quality measure
and the value of distinguishing children's friendship
adjustment from their general peer acceptance.},
Doi = {10.1037/0012-1649.29.4.611},
Key = {fds250611}
}
@article{fds250612,
Author = {Cassidy, J and Asher, SR},
Title = {Loneliness and peer relations in young children},
Journal = {Child Development},
Volume = {63},
Number = {2},
Pages = {350-365},
Year = {1992},
url = {http://dx.doi.org/10.1111/j.1467-8624.1992.tb01632.x},
Abstract = {Recent studies indicate that feelings of loneliness and
social dissatisfaction can be reliably assessed with third-
through sixth-grade children, and that children who are
sociometrically rejected by their peers are significantly
more lonely than other children. The present research was
designed (a) to examine whether loneliness could be reliably
assessed in a population younger than previously studied,
(b) to learn whether young children who are poorly accepted
by peers report elevated levels of loneliness and social
dissatisfaction, (c) to assess whether young children
understand the concept of loneliness, and (d) to examine the
behavioral characteristics of lonely young children.
Kindergarten and first-grade children (N = 440) responded to
a questionnaire about feelings of loneliness and social
dissatisfaction in school. A subset of children (N = 46)
were individually interviewed to assess their understanding
of loneliness. To assess sociometric status and behavior,
peers were asked to respond to various sociometric measures
and behavioral assessment items. Teachers also provided
behavioral information about children using a newly
developed instrument. Results indicated that nearly all
children understood loneliness, that loneliness was reliably
assessed in young children, and that poorly accepted
children were more lonely than other children. In addition,
children who reported the most loneliness were found to
differ from others on several behavioral
dimensions.},
Doi = {10.1111/j.1467-8624.1992.tb01632.x},
Key = {fds250612}
}
@article{fds250613,
Author = {Williams, GA and Asher, SR},
Title = {Assessment of loneliness at school among children with mild
mental retardation},
Journal = {American Journal of Mental Retardation},
Volume = {96},
Number = {4},
Pages = {373-385},
Year = {1992},
Abstract = {This study was designed to determine whether children with
mild mental retardation understand the concept of
loneliness, whether their feelings of loneliness at school
can be reliably assessed, and whether there are differences
in loneliness between children with and without mental
retardation. Results from a sample of 62 students with mild
mental retardation and 62 students without retardation, ages
8 through 13, indicated that (a) high percentages of both
groups understood what loneliness means, (b) a loneliness
questionnaire yielded satisfactory internal reliability with
both groups, and (c) boys but not girls with mental
retardation reported significantly more loneliness than did
children without mental retardation. Suggestions were made
for future research on loneliness in school
settings.},
Key = {fds250613}
}
@article{fds250614,
Author = {Parkhurst, JT and Asher, SR},
Title = {Peer rejection in middle school: Subgroup differences in
behavior, loneliness, and interpersonal concerns},
Journal = {Developmental Psychology},
Volume = {28},
Number = {2},
Pages = {231-241},
Publisher = {American Psychological Association (APA)},
Year = {1992},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.28.2.231},
Abstract = {This research was designed to identify patterns of behavior
and emotional response associated with peer rejection in
early adolescence. Seventh- and eighth-grade middle-school
students (N = 450) were administered positive and negative
sociometric nominations, peer behavioral assessment items, a
loneliness and social dissatisfaction questionnaire, and a
newly developed interpersonal concerns questionnaire.
Results indicated that most rejected students were
aggressive or submissive, but it was the combination of
aggressiveness or submissiveness with low levels of
prosocial behavior that was associated with peer rejection.
With regard to students' affective experiences,
submissive-rejected students, when compared with
average-status students, were found to report higher levels
of loneliness and worry about their relations with others.
Aggressive-rejected students did not differ on these
dimensions from average-status students.},
Doi = {10.1037/0012-1649.28.2.231},
Key = {fds250614}
}
@article{fds38357,
Author = {Asher, S.R. and Williams, G.A.},
Title = {Helping children without friends in home and school
contexts},
Booktitle = {Children's social development: Information for teachers and
parents},
Publisher = {Urbana, IL: University of Illinois},
Year = {1987},
Key = {fds38357}
}
@article{fds250615,
Author = {Taylor, AR and Asher, SR and Williams, GA},
Title = {The social adaptation of mainstreamed mildly retarded
children},
Journal = {Child Development},
Volume = {58},
Number = {5},
Pages = {1321-1334},
Year = {1987},
url = {http://dx.doi.org/10.2307/1130624},
Abstract = {The purpose of the present study was to assess the social
adaptation of mainstreamed mildly retarded children,
comparing them to a matched sample of regular education
students. Results indicated that mildly retarded children
were quite rejected by their peers, and, compared to
nonretarded classmates, they reported significantly more
dissatisfaction and anxiety about their peer relations. With
respect to behavioral style, there were no group differences
in peer- or teacher-reported aggressiveness or
disruptiveness. However, retarded children were perceived as
more shy and avoidant, as less cooperative, and as less
likely to exhibit leadership skills. Further analysis of the
behavioral assessment data, via cluster analysis, revealed 2
subtypes of rejected retarded children: an internalizing
group perceived as displaying high levels of shy/avoidant
behavior and an externalizing group perceived as high in
aggressive and/or disruptive behavior. In addition, the
internalizing group reported higher social anxiety than did
the externalizing group. Implications for school-based
intervention research with mildly retarded children are
discussed.},
Doi = {10.2307/1130624},
Key = {fds250615}
}
@article{fds250616,
Author = {Parker, JG and Asher, SR},
Title = {Peer relations and later personal adjustment: Are
low-accepted children at risk?},
Journal = {Psychological Bulletin},
Volume = {102},
Number = {3},
Pages = {357-389},
Year = {1987},
ISSN = {0033-2909},
url = {http://dx.doi.org/10.1037//0033-2909.102.3.357},
Abstract = {In this review, we examine the oft-made claim that
peer-relationship difficulties in childhood predict serious
adjustment problems in later life. The article begins with a
framework for conceptualizing and assessing children's peer
difficulties and with a discussion of conceptual and
methodological issues in longitudinal risk research.
Following this, three indexes of problematic peer
relationships (acceptance, aggressiveness, and
shyness/withdrawal) are evaluated as predictors of three
later outcomes (dropping out of school, criminality, and
psychopathology). The relation between peer difficulties and
later maladjustment is examined in terms of both the
consistency and strength of prediction. A review and
analysis of the literature indicates general support for the
hypothesis that children with poor peer adjustment are at
risk for later life difficulties. Support is clearest for
the outcomes of dropping out and criminality. It is also
clearest for low acceptance and aggressiveness as
predictors, whereas a link between shyness/withdrawal and
later maladjustment has not yet been adequately tested. The
article concludes with a critical discussion of the implicit
models that have guided past research in this area and a set
of recommendations for the next generation of research on
the risk hypothesis. © 1987 American Psychological
Association.},
Doi = {10.1037//0033-2909.102.3.357},
Key = {fds250616}
}
@article{fds250617,
Author = {Asher, SR and Dodge, KA},
Title = {Identifying children who are rejected by their
peers},
Journal = {Developmental Psychology},
Volume = {22},
Number = {4},
Pages = {444-449},
Publisher = {American Psychological Association (APA)},
Year = {1986},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.22.4.444},
Abstract = {Recent research indicates the importance of distinguishing
between sociometrically neglected children and
sociometrically rejected children. Overall, rejected
children exhibit more serious adjustment problems in
childhood and in later life. However, making the distinction
between neglected status and rejected status traditionally
has required administering a negative-nomination sociometric
measure, a measure viewed by some researchers and school
personnel as having potentially harmful effects. In this
article, we propose and evaluate an alternative method of
identifying rejected children, which involves the joint use
of positive-nomination and rating-scale measures. The
results indicate that the alternative method accurately
identifies a high percentage of rejected children (91.2%)
and that the stability of rejected status, identified using
the new method, is similar to that obtained in previous
research. The method proposed here should make it possible
to identify rejected children when circumstances do not
allow for the administration of a negative-nomination
measure. © 1986 American Psychological Association.},
Doi = {10.1037/0012-1649.22.4.444},
Key = {fds250617}
}
@article{fds250618,
Author = {Asher, SR and Hymel, S},
Title = {Coaching in social skills for children who lack friends in
school},
Journal = {Social Work in Education},
Volume = {8},
Number = {4},
Pages = {205-218},
Publisher = {Oxford University Press (OUP)},
Year = {1986},
url = {http://dx.doi.org/10.1093/cs/8.4.205},
Abstract = {Successful peer relationships are critical to children's
social development, even more so in view of the increase of
single-parent families and children's early enrollment in
activities such as day care. This article discusses the
literature, describes sociometric procedures for identifying
children without friends, and provides two examples of
social skills training. © 1986 by the National Association
of Social Workers, Inc.},
Doi = {10.1093/cs/8.4.205},
Key = {fds250618}
}
@article{fds250619,
Author = {Bursuck, WD and Asher, SR},
Title = {The relationship between social competence and achievement
in elementary school children},
Journal = {Journal of Clinical Child Psychology},
Volume = {15},
Pages = {41-49},
Year = {1986},
Key = {fds250619}
}
@article{fds250620,
Author = {Asher, SR and Wheeler, VA},
Title = {Children's loneliness: a comparison of rejected and
neglected peer status.},
Journal = {Journal of consulting and clinical psychology},
Volume = {53},
Number = {4},
Pages = {500-505},
Year = {1985},
Month = {August},
ISSN = {0022-006X},
url = {http://dx.doi.org/10.1037//0022-006x.53.4.500},
Abstract = {Recent research indicates that a considerable number of
children report extreme feelings of loneliness and that
unpopular children are more lonely than popular children. In
the present study, we assessed feelings of loneliness of two
subgroups of unpopular children, those who were
sociometrically rejected versus those who were
sociometrically neglected. Data on popular, average, and
controversial children were also collected. Results from 200
third- through sixth-grade children indicated that rejected
children were the most lonely group and that this group
differed significantly from other status groups. Neglected
children did not differ from higher status peers. Overall,
the results provide added evidence of the utility of the
distinction between neglected versus rejected status and
provide support for earlier conclusions that rejected
children are more at risk than are other status groups. ©
1985 American Psychological Association.},
Doi = {10.1037//0022-006x.53.4.500},
Key = {fds250620}
}
@article{fds250621,
Author = {Renshaw, PD and Asher, SR},
Title = {The study of children's goals: A reply to Gresham's
commentary},
Journal = {Merrill-Palmer Quarterly},
Volume = {31},
Pages = {105-109},
Year = {1985},
Key = {fds250621}
}
@article{fds250622,
Author = {Markell, RA and Asher, SR},
Title = {Children's interactions in dyads: Interpersonal influence
and sociometric status},
Journal = {Child Development},
Volume = {55},
Pages = {1412-1424},
Year = {1984},
Key = {fds250622}
}
@article{fds250623,
Author = {Asher, SR and Hymel, S and Renshaw, PD},
Title = {Loneliness in children},
Journal = {Child Development},
Volume = {55},
Pages = {1456-1464},
Year = {1984},
Key = {fds250623}
}
@article{fds250624,
Author = {Asher, SR},
Title = {Social competence and peer status: Recent advances and
future directions},
Journal = {Child Development},
Volume = {54},
Pages = {1427-1434},
Year = {1983},
Key = {fds250624}
}
@article{fds250625,
Author = {Renshaw, PD and Asher, SR},
Title = {Children's goals and strategies for social
interaction},
Journal = {Merrill-Palmer Quarterly},
Volume = {29},
Pages = {353-374},
Year = {1983},
Key = {fds250625}
}
@article{fds250626,
Author = {Asher, SR and Taylor, AR},
Title = {Social skill training with children: Evaluating processes
and outcomes},
Journal = {Studies in Educational Evaluation},
Volume = {8},
Number = {3},
Pages = {237-245},
Publisher = {Elsevier BV},
Year = {1982},
Month = {January},
ISSN = {0191-491X},
url = {http://dx.doi.org/10.1016/0191-491X(82)90027-X},
Doi = {10.1016/0191-491X(82)90027-X},
Key = {fds250626}
}
@article{fds250627,
Author = {Asher, SR and Markell, RA and Hymel, S},
Title = {Identifying children at risk in peer relations: A critique
of the rate-of-interaction approach to assessment},
Journal = {Child Development},
Volume = {52},
Pages = {1239-1245},
Year = {1981},
Key = {fds250627}
}
@article{fds250628,
Author = {Asher, SR and Wigfield, A},
Title = {Influence of comparison training on children's referential
communication},
Journal = {Journal of Educational Psychology},
Volume = {73},
Number = {2},
Pages = {232-241},
Publisher = {American Psychological Association (APA)},
Year = {1981},
ISSN = {0022-0663},
url = {http://dx.doi.org/10.1037/0022-0663.73.2.232},
Abstract = {Assessed whether teaching children to engage in comparison
activity improves their referential communication
performance. In contrast to previous communication training
studies, the training focused on a specifiable unitary
skill, employed a teaching procedure with known
effectiveness, and controlled for practice and other
familiarity effects. Two training experiments with 3rd- and
4th-grade children were conducted. Results from Exp I
indicate that 33 trained Ss improved more than 32 control Ss
in communication accuracy. Furthermore, gains were
maintained at the 1-mo follow-up. Exp II (20 undergraduates;
43 children) examined training effects on message appraisal
as well as message production. Results indicate significant
training effects on both tasks. Results demonstrate that
inadequate comparison processing contributes to children's
poor communication performance. (21 ref) (PsycINFO Database
Record (c) 2006 APA, all rights reserved). © 1981 American
Psychological Association.},
Doi = {10.1037/0022-0663.73.2.232},
Key = {fds250628}
}
@article{fds250629,
Author = {Asher, SR and Taylor, AR},
Title = {Social outcomes of mainstreaming: Sociometric assessment and
beyond},
Journal = {Exceptional Education Quarterly},
Volume = {1},
Number = {4},
Pages = {13-30},
Year = {1981},
Key = {fds250629}
}
@article{fds250630,
Author = {Asher, SR and Renshaw, PD and Geraci, RL},
Title = {Children's friendships and social competence},
Journal = {International Journal of Psycholinguistics},
Volume = {7},
Pages = {27-39},
Year = {1980},
Key = {fds250630}
}
@article{fds250631,
Author = {Singleton, LC and Asher, SR},
Title = {Racial integration and children's peer preferences: An
investigation of developmental and cohort
differences},
Journal = {Child Development},
Volume = {50},
Pages = {936-941},
Year = {1979},
Key = {fds250631}
}
@article{fds250632,
Author = {Asher, SR},
Title = {Influence of topic interest on black children's and white
children's reading comprehension},
Journal = {Child Development},
Volume = {50},
Pages = {686-690},
Year = {1979},
Key = {fds250632}
}
@article{fds250633,
Author = {Asher, SR and Singleton, LC and Tinsley, BR and Hymel,
S},
Title = {A reliable sociometric measure for preschool
children},
Journal = {Developmental Psychology},
Volume = {15},
Pages = {443-444},
Year = {1979},
Key = {fds250633}
}
@article{fds376457,
Author = {Asher, SR and Singleton, LC},
Title = {Cross-race acceptance in integrated schools},
Journal = {Equity and Excellence in Education},
Volume = {16},
Number = {5},
Pages = {17-20},
Year = {1978},
Month = {January},
url = {http://dx.doi.org/10.1080/0020486780160503},
Doi = {10.1080/0020486780160503},
Key = {fds376457}
}
@article{fds250634,
Author = {Asher, SR and Hymel, S and Wigfield, A},
Title = {Influence of topic interest on children's reading
comprehension},
Journal = {Journal of Reading Behavior},
Volume = {10},
Number = {1},
Pages = {35-47},
Publisher = {SAGE Publications},
Year = {1978},
url = {http://dx.doi.org/10.1080/10862967809547253},
Abstract = {Previous research indicates that children comprehend more of
high-than low-interest material when each child is given a
mixture of both types of material. This effect could be due
to a contrast effect whereby children selectively respond to
the more appealing topics in their set of passages. In the
present study fifth grade children each received either all
high-interest cloze passages or all low-interest cloze
passages but not both. Children's cloze responses were
scored by the exact replacement method and by a method which
included synonyms as correct. Results were that children
comprehended more of high- than low-interest material,
indicating that the interest effect is not dependent on a
contrast phenomenon. Synonym production data indicated that
high-achieving children generated more synonyms than
low-achieving children and that boys produced more synonyms
than girls. Thus, scoring synonyms as correct appears to
have informational value. © 1978, SAGE Publications. All
rights reserved.},
Doi = {10.1080/10862967809547253},
Key = {fds250634}
}
@article{fds250635,
Author = {Asher, SR and Singleton, LC},
Title = {Cross-race acceptance in integrated schools},
Journal = {Integrateducation},
Volume = {16},
Number = {6},
Pages = {17-20},
Publisher = {Informa UK Limited},
Year = {1978},
url = {http://dx.doi.org/10.1080/0020486780160503},
Doi = {10.1080/0020486780160503},
Key = {fds250635}
}
@article{fds250636,
Author = {Zahavi, S and Asher, SR},
Title = {The effect of verbal instructions on preschool children's
aggressive behavior},
Journal = {Journal of School Psychology},
Volume = {16},
Number = {2},
Pages = {146-153},
Year = {1978},
ISSN = {0022-4405},
url = {http://dx.doi.org/10.1016/0022-4405(78)90053-5},
Abstract = {Aggressive preschool children were instructed by their
teacher on the harm that results from aggression, its lack
of effects as an interpersonal strategy, and the benefits
that result from prosocial alternatives. Results from a
time-lagged design indicated that aggressive behavior
decreased and positive behavior increased as a result of
these instructions. Data on maintenance of change suggest
the possibility that the effects may be lasting. Overall,
findings indicate that instructing children individually can
be an effective strategy for modifying social interaction.
© 1978.},
Doi = {10.1016/0022-4405(78)90053-5},
Key = {fds250636}
}
@article{fds250637,
Author = {Singleton, LC and Asher, SR},
Title = {Peer preferences and social interaction among third-grade
children in an integrated school district},
Journal = {Journal of Educational Psychology},
Volume = {69},
Number = {4},
Pages = {330-336},
Publisher = {American Psychological Association (APA)},
Year = {1977},
Month = {August},
ISSN = {0022-0663},
url = {http://dx.doi.org/10.1037/0022-0663.69.4.330},
Abstract = {Assessed social interaction among Black and White 3rd-grade
children in 9 classrooms. The children were in integrated
schools since kindergarten. Two methods were employed: a
roster-and-rating sociometric technique and a classroom
behavioral observation procedure using sequential time
sampling. Sociometric data were obtained for 179 White and
48 Black children. Observational data were obtained for 39
White and 39 Black children. Both race and sex were found to
be significant determinants of sociometric ratings for play
and work. Omega-squared analyses, however, indicated that
sex accounted for 43.2% of the variance on play and 35.2% on
work, while race accounted for only about 1% of the variance
on each measure. The observational data indicate a positive
pattern of classroom interaction. (PsycINFO Database Record
(c) 2006 APA, all rights reserved). © 1977 American
Psychological Association.},
Doi = {10.1037/0022-0663.69.4.330},
Key = {fds250637}
}
@article{fds250638,
Author = {Oden, S and Asher, SR},
Title = {Coaching children in social skills for friendship
making},
Journal = {Child Development},
Volume = {48},
Pages = {495-506},
Year = {1977},
Key = {fds250638}
}
@article{fds250639,
Author = {Asher, SR and Oden, SL},
Title = {Children's failure to communicate: An assessment of
comparison and egocentrism explanations},
Journal = {Developmental Psychology},
Volume = {12},
Number = {2},
Pages = {132-139},
Publisher = {American Psychological Association (APA)},
Year = {1976},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.12.2.132},
Abstract = {Studied 2 possible explanations of why many young children
communicate poorly on tasks that require them to
discriminate referents from nonreferents: (a) poor
communicators do not compare the associative strength of
potential messages to the referent and nonreferent or (b)
poor communicators engage in an egocentric form of
comparison activity such that their messages have private
but not public meaning. The latter implies that children who
communicate poorly to another person could make effective
use of their own messages. To examine these explanations, 64
good and poor communicators from grades 3 and 5 were asked
to identify referents from their own messages. Ss who
communicated poorly were also less effective than good
communicators on the self-communication task. Data suggest
that poor communicators do not engage in comparison activity
even for their own private understanding.},
Doi = {10.1037/0012-1649.12.2.132},
Key = {fds250639}
}
@article{fds250640,
Author = {Asher, SR},
Title = {Children's ability to appraise their own versus another
person's communication performance},
Journal = {Developmental Psychology},
Volume = {12},
Number = {1},
Pages = {24-32},
Publisher = {American Psychological Association (APA)},
Year = {1976},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.12.1.24},
Abstract = {Previous research has found that younger children are less
accurate communicators to a listener. In the present
research, children's ability to appraise or evaluate the
quality of communication performance was investigated. In
Exp I, 90 2nd-, 4th-, and 6th-grade children communicated
messages for 15 referents. Half of the Ss then appraised
their own messages, and half appraised the messages of a
yoked age-mate. In the self-appraisal condition, Ss were
asked to indicate whether or not each of their messages was
effective. In the other-appraisal condition, Ss indicated
whether or not each of a peer's messages was effective.
Results indicate that younger Ss were less accurate
appraisers of performance as well as less accurate
communicators. Within a particular grade level, Ss were
similar in their self-appraisal and other-appraisal
accuracy. Exp II controlled the quality of messages that Ss
judged across grade level. 15 Ss appraised a standard set of
messages half of which were effective and half of which were
ineffective. Younger Ss were less accurate evaluators of
good and poor messages. Results from both studies are
considered in light of evidence that younger children do not
compare the association of messages to referents and
nonreferents. Failure to engage in comparison activity would
result in poor appraisal accuracy as well as poor
communication accuracy.},
Doi = {10.1037/0012-1649.12.1.24},
Key = {fds250640}
}
@article{fds250641,
Author = {Asher, SR and Parke, RD},
Title = {The influence of sampling and comparison processes on the
development of communication effectiveness},
Journal = {Journal of Educational Psychology},
Volume = {67},
Number = {1},
Pages = {64-75},
Publisher = {American Psychological Association (APA)},
Year = {1975},
ISSN = {0022-0663},
url = {http://dx.doi.org/10.1037/h0078672},
Abstract = {Children's communication performance improves with age,
which could result from increases in children's
vocabularies, changes in their strategies of selecting
messages from their vocabularies, or both. Three experiments
were conducted to evaluate these explanations. Two types of
communication tasks were employed. One task required that
speakers have adequate vocabulary, while the other task had
the additional requirement that speakers select their
messages based on comparison activity. Results indicated
that second-, fourth-, and sixth-grade children were equally
effective communicators on the former task and that younger
children were poorer communicators on the latter task. These
data suggest that younger children have inadequate
comparison strategies.},
Doi = {10.1037/h0078672},
Key = {fds250641}
}
@article{fds250642,
Author = {Asher, SR and Markell, RA},
Title = {Sex differences in comprehension of high- and low-interest
reading material},
Journal = {Journal of Educational Psychology},
Volume = {66},
Number = {5},
Pages = {680-687},
Publisher = {American Psychological Association (APA)},
Year = {1974},
ISSN = {0022-0663},
url = {http://dx.doi.org/10.1037/h0037483},
Abstract = {Investigated whether sex differences in reading
comprehension are affected by variations in the interest
level of the material. 49 male and 38 female 5th graders'
interests were assessed using a picture-rating technique.
Each child then read material that corresponded to his or
her high- and low-interest areas. The cloze procedure was
used to measure comprehension. Results indicate that boys
read as well as girls on high-interest material but that
they were significantly poorer readers of low-interest
material.},
Doi = {10.1037/h0037483},
Key = {fds250642}
}
@article{fds250643,
Author = {Asher, SR and Gottman, JM},
Title = {Sex of teacher and student reading achievement},
Journal = {Journal of Educational Psychology},
Volume = {65},
Number = {2},
Pages = {168-171},
Publisher = {American Psychological Association (APA)},
Year = {1973},
ISSN = {0022-0663},
url = {http://dx.doi.org/10.1037/h0034986},
Abstract = {Conducted 2 experiments to assess the effects of 5th-grade
teacher sex on male and female student reading performance.
Exp. I served as a pretest measure; the Iowa Test of Basic
Skills Reading Comprehension subtest was administered to 534
5th graders having 10 male and 10 female teachers. Exp. II
served as a posttest measure by analyzing achievement data
from the same school system 1 yr later. (Ss were 712 6th
graders due to an increase in the number of male teachers to
13.) Results show superior reading performance by girls.
There was no significant effect of sex of teacher on male or
female reading performance. It is suggested that further
studies experimentally vary elements of the classroom
environment relevant to sex-role standards rather than
assume that these elements are correlated with sex of the
teacher.},
Doi = {10.1037/h0034986},
Key = {fds250643}
}
@article{fds250603,
Author = {Asher, SR and Allen, VL},
Title = {Racial preference and social comparison processes},
Journal = {Journal of Social Issues},
Volume = {25},
Number = {1},
Pages = {157-166},
Year = {1969},
url = {http://dx.doi.org/10.1111/j.1540-4560.1969.tb02584.x},
Doi = {10.1111/j.1540-4560.1969.tb02584.x},
Key = {fds250603}
}
%% Books
@book{fds310598,
Author = {Asher, S.R. and Coie, J. D.},
Title = {Peer rejection in childhood},
Pages = {417 pages},
Publisher = {Cambridge University Press},
Editor = {Asher, SR and Coie, JD},
Year = {1990},
ISBN = {9780521398367},
Abstract = {This important collection brings together current research
on children who encounter difficulty in gaining acceptance
and having friendships among their peers. Translated into
Japanese, 1996.},
Key = {fds310598}
}
@book{fds310599,
Author = {Asher, S.R. and Gottman, J.M.},
Title = {The development of children's friendships},
Pages = {347 pages},
Publisher = {Cambridge University Press},
Editor = {Asher, SR and Gottman, JM},
Year = {1981},
ISBN = {9780521298063},
Abstract = {From the perspectives of a wide range of disciplines, this
volume studies a variety of cognitive and affective
processes in the context of children's friendships.},
Key = {fds310599}
}
%% Chapters in Books
@misc{fds367651,
Author = {Asher, SR and Weeks, MS},
Title = {Friendships in Childhood},
Pages = {119-134},
Booktitle = {The Cambridge Handbook of Personal Relationships, Second
Edition},
Year = {2018},
Month = {January},
ISBN = {9781107130265},
url = {http://dx.doi.org/10.1017/9781316417867.011},
Doi = {10.1017/9781316417867.011},
Key = {fds367651}
}
@misc{fds345885,
Author = {Wigfield, A and Asher, SR},
Title = {Social and motivational influences on reading},
Pages = {423-452},
Booktitle = {Handbook of Reading Research},
Year = {2016},
Month = {November},
ISBN = {9781138145269},
Key = {fds345885}
}
@misc{fds310913,
Author = {Asher, SR and Weeks, MS},
Title = {Loneliness and belongingness in the college
years},
Pages = {283-301},
Booktitle = {Wiley-Blackwell handbook of solitude: Psychological
perspectives on social isolation, social withdrawal, and
being alone},
Publisher = {Wiley-Blackwell},
Editor = {Coplan, RJ and Bowker, JC},
Year = {2014},
Key = {fds310913}
}
@misc{fds310914,
Author = {Asher, SR and Guerry, W and McDonald, KL},
Title = {Children as friends},
Pages = {169-194},
Booktitle = {The SAGE handbook of child research},
Publisher = {Sage},
Editor = {Melton, GB and Ben-Arieh, A and Cashmore, J and Goodman, GS and Worley,
NK},
Year = {2014},
Key = {fds310914}
}
@misc{fds340336,
Author = {Weeks, MS and Asher, SR},
Title = {Loneliness in childhood: Toward the next generation of
assessment and research},
Volume = {42},
Pages = {1-39},
Booktitle = {Advances in Child Development and Behavior},
Publisher = {Academic Press},
Editor = {Benson, JB},
Year = {2012},
Key = {fds340336}
}
@misc{fds341283,
Author = {MacEvoy, JP and Weeks, MS and Asher, SR},
Title = {Loneliness},
Volume = {2},
Pages = {178-187},
Booktitle = {Encyclopedia of adolescence,},
Publisher = {Academic Press},
Year = {2011},
Key = {fds341283}
}
@misc{fds310915,
Author = {Asher, SR and McDonald, KL},
Title = {Children’s friendships},
Series = {3rd Edition},
Pages = {564-569},
Booktitle = {International encyclopedia of education},
Publisher = {Elsevier},
Editor = {McGraw, B and Peterson, PL and Baker, E},
Year = {2010},
Key = {fds310915}
}
@misc{fds310916,
Author = {MacEvoy, JP and Asher, SR},
Title = {Loneliness, children},
Pages = {990-993},
Booktitle = {Encyclopedia of human relationships},
Publisher = {Sage},
Editor = {Reis, HT and Sprecher, S},
Year = {2009},
Key = {fds310916}
}
@misc{fds310917,
Author = {Asher, SR and McDonald, KL},
Title = {The behavioral basis of acceptance, rejection, and perceived
popularity},
Pages = {232-248},
Booktitle = {The handbook of peer interactions, relationships, and
groups},
Publisher = {Gilford},
Editor = {Rubin, KH and Bukowski, W and Laursen, B},
Year = {2009},
Key = {fds310917}
}
@misc{fds176145,
Author = {Asher, S.R. and MacEvoy, J.P. and McDonald, K.L.},
Title = {Children's peer relations, social competence, and school
adjustment: A social tasks and social goals
perspectives.},
Pages = {357-390},
Booktitle = {Advances in Achievement and Motivation, Vol. 15: Social
psychological perspectives},
Publisher = {Bingley, UK: Emerald},
Editor = {M.L. Maehr and S. Karabenick and T. Urdan},
Year = {2008},
Key = {fds176145}
}
@misc{fds310918,
Author = {Asher, SR and MacEvoy, JP and McDonald, KL},
Title = {Children’s peer relations, social competence, and school
adjustment: A social tasks and social goals
perspective},
Volume = {15},
Pages = {357-390},
Booktitle = {Advances in achievement and motivation},
Publisher = {Emerald},
Editor = {Maehr, ML and Karabenick, S and Urdan, T},
Year = {2008},
Key = {fds310918}
}
@misc{fds39683,
Author = {Asher, S.R. and Rose, A.J. and Gabriel, S.W.},
Title = {Peer rejection in everyday life},
Pages = {105-142},
Booktitle = {Interpersonal rejection},
Publisher = {New York: Oxford University Press},
Editor = {M. Leary},
Year = {2001},
Key = {fds39683}
}
@misc{fds250583,
Author = {Asher, SR and Rose, AJ and Gabriel, SW},
Title = {Peer rejection in everyday life},
Pages = {105-142},
Booktitle = {Interpersonal Rejection},
Publisher = {Oxford University Press},
Editor = {Leary, MR},
Year = {2001},
ISBN = {9780195130157},
url = {http://dx.doi.org/10.1093/acprof:oso/9780195130157.003.0005},
Abstract = {© Oxford University Press, 2013. Rejection among children
is the central topic in this part. Elementary-school
students are the subjects of the comprehensive research,
which discusses an extensive list of rejection behaviors
that will unfold and explain aspects of early childhood
development. Analysis was derived from the examination of
ways (through the cited dialogues between students) in which
to express non-affirmation. The study employed rating scales
that measured the likelihood of a child to initiate a game
with or engage in the same activity as another child.
Results show that while there are children who are popularly
admired in the campus, there are those who are generally
hated by their peers. The second group of kids is termed as
the sociometrically "rejected." Apparent reasons of dislike
consist of social involvement, level of aggression,
submissiveness tendencies, withdrawal instances, sense of
humor, academic excellence, and athletic
competitiveness.},
Doi = {10.1093/acprof:oso/9780195130157.003.0005},
Key = {fds250583}
}
@misc{fds310919,
Author = {Rudolph, KD and Asher, SR},
Title = {Adaptation and maladaptation in the peer
system},
Series = {2nd Ed.},
Pages = {157-175},
Booktitle = {Handbook of developmental psychopathology},
Publisher = {Plenum Press},
Editor = {Sameroff, AJ and Lewis, M and Miller, SM},
Year = {2000},
Key = {fds310919}
}
@misc{fds310920,
Author = {Asher, SR and Rose, AJ},
Title = {Children's friendships},
Pages = {47-57},
Booktitle = {Close relationships: A sourcebook},
Publisher = {Sage},
Editor = {Hendrick, C and Hendrick, SS},
Year = {2000},
Key = {fds310920}
}
@misc{fds310921,
Author = {Parker, JG and Saxon, JL and Asher, SR and Kovacs,
DM},
Title = {Dimensions of children's friendship adjustment: Implications
for understanding loneliness},
Pages = {201-221},
Booktitle = {Loneliness in childhood and adolescence},
Publisher = {Cambridge University Press},
Editor = {Rotenberg, KJ and Hymel, S},
Year = {1999},
Key = {fds310921}
}
@misc{fds310922,
Author = {Troop, WP and Asher, SR},
Title = {Teaching peer relationship competence in
schools},
Pages = {141-171},
Booktitle = {Teaching in American schools},
Publisher = {Merrill},
Editor = {Stevens, RJ},
Year = {1999},
Key = {fds310922}
}
@misc{fds310923,
Author = {Asher, SR and Hopmeyer, A},
Title = {Loneliness in childhood},
Pages = {279-292},
Booktitle = {Children’s needs II: Development, problems and
alternatives},
Publisher = {National Association of School Psychologists},
Editor = {Bear, GG and Minke, KM and Thomas, A},
Year = {1997},
Key = {fds310923}
}
@misc{fds310924,
Author = {Asher, SR and Rose, AJ},
Title = {Promoting children’s social-emotional development with
peers},
Pages = {196-224},
Booktitle = {Emotional development and emotional literacy},
Publisher = {Basic Books},
Editor = {Salovry, P and Sluyter, D},
Year = {1997},
Key = {fds310924}
}
@misc{fds39619,
Author = {Asher, S. R. and Parker, J. G. and Walker, D.
L.},
Title = {Distinguishing friendship from acceptance: Implications for
intervention and assessment},
Pages = {366-405},
Booktitle = {The company they keep: Friendship during childhood and
adolescence},
Publisher = {New York: Cambridge University Press},
Editor = {W. M. Bukowski and A. F. Newcomb and W. W. Hartup},
Year = {1996},
Key = {fds39619}
}
@misc{fds310925,
Author = {Asher, SR and Parker, JG and Walker, DL},
Title = {Distinguishing friendship from acceptance: Implications for
intervention and assessment},
Pages = {366-405},
Booktitle = {The company they keep: Friendship during childhood and
adolescence},
Publisher = {Cambridge University Press},
Editor = {Bukowski, WM and Newcomb, AF and Hartup, WW},
Year = {1996},
Key = {fds310925}
}
@misc{fds310926,
Author = {Asher, SR and Erdley, CA and Gabriel, S},
Title = {Peer relations},
Pages = {456-487},
Booktitle = {Development through life: A handbook for
clinicians},
Publisher = {Blackwell},
Editor = {Rutter, ML and Hay, DF},
Year = {1994},
Key = {fds310926}
}
@misc{fds38388,
Author = {Williams, G.A. and Asher, S.R.},
Title = {Children without friends, Part 1: Their problems},
Journal = {School-Age Connections},
Volume = {5},
Number = {3},
Pages = {6(7)},
Publisher = {University of Illinois at Urbana-Champaign, College of
Agriculture, Cooperative Extension Service},
Year = {1993},
Key = {fds38388}
}
@misc{fds38389,
Author = {Williams, G.A. and Asher, S.R.},
Title = {Children without friends, Part 2: The reasons for peer
rejection},
Journal = {School-Age Connections},
Volume = {5},
Number = {4},
Pages = {5-6},
Publisher = {University of Illinois at Urbana-Champaign, College of
Agriculture, Cooperative Extension Service},
Year = {1993},
Key = {fds38389}
}
@misc{fds38391,
Author = {Williams, G.A. and Asher, S.R.},
Title = {Children without friends, Part 4: Improving social
skills},
Journal = {School-Age Connections},
Volume = {5},
Number = {6},
Pages = {3-4},
Year = {1993},
Key = {fds38391}
}
@misc{fds38392,
Author = {Asher, S.R. and Hopmeyer, A.},
Title = {Peer relationship problems in childhood},
Journal = {Communique},
Volume = {22},
Number = {4},
Pages = {10},
Year = {1993},
Key = {fds38392}
}
@misc{fds310927,
Author = {Asher, SR and Gabriel, SW},
Title = {Using a wireless transmission system to observe conversation
and social interaction on the playground},
Pages = {184-209},
Booktitle = {Children on playgrounds},
Publisher = {State University of New York Press},
Editor = {Hart, CH},
Year = {1993},
Key = {fds310927}
}
@misc{fds310928,
Author = {Parker, JG and Asher, SR},
Title = {Beyond group acceptance: Friendship and friendship quality
as distinct dimensions of peer adjustment},
Volume = {4},
Pages = {261-294},
Booktitle = {Advances in personal relationships},
Publisher = {Kingsley},
Editor = {Jones, WH and Perlman, D},
Year = {1993},
Key = {fds310928}
}
@misc{fds310929,
Author = {Asher, SR and Parkhurst, JT and Hymel, S and Williams,
GA},
Title = {Peer rejection and loneliness in childhood},
Pages = {253-273},
Booktitle = {Peer rejection in childhood},
Publisher = {Cambridge University Press},
Editor = {Asher, SR and Coie, JD},
Year = {1990},
Key = {fds310929}
}
@misc{fds310930,
Author = {Asher, SR},
Title = {Recent advances in the study of peer rejection},
Pages = {3-14},
Booktitle = {Peer rejection in childhood},
Publisher = {Cambridge University Press},
Editor = {Asher, SR and Coie, JD},
Year = {1990},
Key = {fds310930}
}
@misc{fds310931,
Author = {Asher, SR and Parker, JG},
Title = {The significance of peer relationship problems in
childhood},
Pages = {5-23},
Booktitle = {Social competence in developmental perspective},
Publisher = {Academic Publishing},
Editor = {Schneider, BH and Attili, G and Nadel, J and Weissberg,
RP},
Year = {1989},
Key = {fds310931}
}
@misc{fds310932,
Author = {Dodge, KA and Asher, SR and Parkhurst, JT},
Title = {Social life as a goal coordination task},
Volume = {3},
Pages = {107-135},
Booktitle = {Research on motivation in education},
Publisher = {Academic Press},
Editor = {Ames, C and Ames, R},
Year = {1989},
Key = {fds310932}
}
@misc{fds38387,
Author = {Asher, S.R. and Parker, J.G.},
Title = {Peer rejection: An indicator of risk},
Volume = {4},
Number = {2},
Pages = {3, 8},
Booktitle = {The Early Childhood Update},
Year = {1988},
Key = {fds38387}
}
@misc{fds310933,
Author = {Asher, SR},
Title = {An evolving paradigm in social skill training research with
children},
Pages = {157-171},
Booktitle = {Children's peer relations: Issues in assessment and
intervention},
Publisher = {Springer-Verlag},
Editor = {Schneider, BH and Rubin, KH and Ledingham, JE},
Year = {1985},
Key = {fds310933}
}
@misc{fds310934,
Author = {Parkhurst, JT and Asher, SR},
Title = {Goals and concerns: Implications for the study of children's
social competence},
Volume = {8},
Pages = {199-228},
Booktitle = {Advances in clinical child psychology},
Publisher = {Plenum},
Editor = {Lahey, BB and Kazdin, AE},
Year = {1985},
Key = {fds310934}
}
@misc{fds310935,
Author = {Ladd, GW and Asher, SR},
Title = {Social skill training and children's peer
relations},
Pages = {219-244},
Booktitle = {Handbook of social skills training and research},
Publisher = {Wiley},
Editor = {L'Abate, L and Milan, MA},
Year = {1985},
Key = {fds310935}
}
@misc{fds310936,
Author = {Taylor, AR and Asher, SR},
Title = {Children's goals and social competence: Individual
differences in a game-playing context},
Pages = {53-78},
Booktitle = {Friendship in normal and handicapped children},
Publisher = {Ablex},
Editor = {Field, T and Roopnarine, JL and Segal, M},
Year = {1984},
Key = {fds310936}
}
@misc{fds310937,
Author = {Wigfield, A and Asher, SR},
Title = {Social and motivational influences on reading
achievement},
Pages = {423-452},
Booktitle = {Handbook of reading research},
Publisher = {Longman},
Editor = {Pearson, PD and Barr, R and Kamil, M and Mosenthal,
P},
Year = {1984},
Key = {fds310937}
}
@misc{fds38411,
Author = {Wigfield, A. and Asher, S.R.},
Title = {Social and motivational influences on reading},
Pages = {423-452},
Booktitle = {Handbook of reading research},
Publisher = {Longman},
Address = {New York},
Editor = {P. D. Pearson and R. Barr and M. Kamil and P. Mosenthal},
Year = {1983},
Key = {fds38411}
}
@misc{fds205640,
Author = {Wigfield, A. and Asher, S. R.},
Title = {Social and motivational influences on reading
achievement.},
Pages = {423-452},
Booktitle = {Handbook of reading research},
Publisher = {Longman},
Address = {New York},
Editor = {P. D. Pearson and R. Barr and M. Kamil and P. Mosenthal},
Year = {1983},
Key = {fds205640}
}
@misc{fds205641,
Author = {Wigfield, A. and Asher, S. R.},
Title = {Social and motivational influences on reading
achievement.},
Pages = {423-452},
Booktitle = {Handbook of reading research},
Publisher = {Longman},
Address = {New York},
Editor = {P. D. Pearson and R. Barr and M. Kamil and P. Mosenthal},
Year = {1983},
Key = {fds205641}
}
@misc{fds310938,
Author = {Parke, RD and Asher, SR},
Title = {Social and personality development},
Volume = {34},
Pages = {465-509},
Booktitle = {Annual review of psychology},
Publisher = {Annual Reviews, Inc.},
Editor = {Porter, L and Rosenweig, M},
Year = {1983},
Key = {fds310938}
}
@misc{fds310939,
Author = {Renshaw, PD and Asher, SR},
Title = {Social competence and peer status: The distinction between
goals and strategies},
Pages = {375-395},
Booktitle = {Peer relationships and social skills in childhood},
Publisher = {Springer-Verlag},
Editor = {Rubin, KH and Ross, HS},
Year = {1982},
Key = {fds310939}
}
@misc{fds310940,
Author = {Asher, SR and Renshaw, PD and Hymel, S},
Title = {Peer relations and the development of social
skills},
Volume = {3},
Pages = {137-158},
Booktitle = {The young child: Reviews of research},
Publisher = {National Association for the Education of Young
Children},
Editor = {Moore, SG and Cooper, CR},
Year = {1982},
Key = {fds310940}
}
@misc{fds176101,
Author = {Asher, S.R. and Wigfield, A.},
Title = {Training referential communication skills},
Pages = {105-126},
Booktitle = {Children's oral communication skills},
Publisher = {New York: Academic Press},
Editor = {W. P. Dickson},
Year = {1981},
Key = {fds176101}
}
@misc{fds310942,
Author = {Asher, SR and Hymel, S},
Title = {Children's social competence and peer relations: Sociometric
and behavioral assessment},
Pages = {125-157},
Booktitle = {Social competence},
Publisher = {Guilford Press},
Editor = {Wine, JD and Smye, MD},
Year = {1981},
Key = {fds310942}
}
@misc{fds310943,
Author = {Asher, SR and Renshaw, PD},
Title = {Children without friends: Social knowledge and social skill
training},
Pages = {273-296},
Booktitle = {The development of children's friendships},
Publisher = {Cambridge University Press},
Editor = {Asher, SR and Gottman, JM},
Year = {1981},
Key = {fds310943}
}
@misc{fds38410,
Author = {Asher, S.R. and Wigfield, A.},
Title = {Training referential communication skills},
Series = {Technical Report No. 175},
Publisher = {University of Illinois, Urbana, IL: Center for the Study of
Reading},
Year = {1980},
Key = {fds38410}
}
@misc{fds310944,
Author = {Asher, SR and Wigfield, A},
Title = {Topic interest and children's reading comprehension},
Pages = {525-534},
Booktitle = {Theoretical issues in reading comprehension},
Publisher = {Erlbaum},
Editor = {Spiro, RJ and Bruce, BC and Brewer, WF},
Year = {1980},
ISBN = {0898590361},
url = {http://dx.doi.org/10.4324/9781315107493-28},
Abstract = {It is commonly believed that children’s willingness to
read and their comprehension of what they read is affected
by the interest level of the material they are given (e.g.,
Estes and Vaughan, 1973; Fader and McNeil, 1968).
Accordingly, considerable research has been devoted to the
assessment of children’s interests and to comparisons of
children’s interests with the content of children’s
texts. What is surprising is that these lines of inquiry
have led to little research on whether children’s interest
in material does, in fact, influence their comprehension.
Blom, Waite, and Zimet (1970), who have done the most
extensive content analysis of children’s reading primers,
have commented that what is needed is research into how
content actually affects children’s attitudes and reading
performance.},
Doi = {10.4324/9781315107493-28},
Key = {fds310944}
}
@misc{fds38409,
Author = {Asher, S.R. and Wigfield, A.},
Title = {Influence of comparison training on children's referential
communication},
Series = {Technical Report No. 139},
Publisher = {University of Illinois, Urbana, IL: Center for the Study of
Reading},
Year = {1979},
Key = {fds38409}
}
@misc{fds310945,
Author = {Asher, SR},
Title = {Referential communication},
Pages = {175-197},
Booktitle = {The functions of language and cognition},
Publisher = {Academic Press},
Editor = {Whitehurst, GJ and Zimmerman, BJ},
Year = {1979},
Key = {fds310945}
}
@misc{fds38396,
Author = {Asher, S.R.},
Title = {Referential communication},
Series = {Technical Report No. 90},
Publisher = {University of Illinois, Urbana, IL: Center for the Study of
Reading},
Year = {1978},
Key = {fds38396}
}
@misc{fds38407,
Author = {Wigfield, A. and Asher, S.R.},
Title = {Age differences in children's communication accuracy: The
effects of task familiarity},
Series = {Technical Report No. 96},
Publisher = {University of Illinois, Urbana, IL: Center for the Study of
Reading},
Year = {1978},
Key = {fds38407}
}
@misc{fds38408,
Author = {Asher, S.R.},
Title = {Influence of topic interest on black children's and white
children's reading comprehension},
Series = {Technical Report No. 99},
Publisher = {University of Illinois, Urbana, IL: Center for the Study of
Reading},
Year = {1978},
Key = {fds38408}
}
@misc{fds310596,
Author = {Asher, SR},
Title = {Children's peer relations},
Pages = {91-113},
Booktitle = {Social and personality development},
Publisher = {Holt, Rinehart & Winston},
Editor = {Lamb, ME},
Year = {1978},
Key = {fds310596}
}
@misc{fds38395,
Author = {Asher, S.R.},
Title = {Sex differences in reading achievement},
Journal = {Reading Education Report No. 2},
Series = {Reading Education Report No. 2},
Publisher = {University of Illinois, Urbana, IL: Center for the Study of
Reading},
Year = {1977},
Key = {fds38395}
}
@misc{fds310597,
Author = {Asher, SR and Oden, SL and Gottman, JM},
Title = {Children's friendships in school settings},
Volume = {1},
Pages = {33-61},
Booktitle = {Current topics in early childhood education},
Publisher = {Ablex},
Editor = {Katz, LG},
Year = {1977},
Key = {fds310597}
}
@misc{fds38394,
Author = {Asher, S.R. and Hymel, S. and Wigfield, A.},
Title = {Children's comprehension of high- and low-interest material
and a comparison of two cloze scoring methods},
Journal = {Technical Report No. 17},
Series = {Technical Report No. 17},
Publisher = {University of Illinois, Urbana, IL: Center for the Study of
Reading},
Year = {1976},
Key = {fds38394}
}
%% Contributions to Professional Newsletters
@misc{fds53115,
Author = {Asher, S.R. and McDonald, K.L.},
Title = {Intervening to promote friendship: Experimental tests of
hypotheses about fundamental skills and processes. A
commentary on “Research on Friendship among Children and
Adolescents: Findings, Problems, and Future Directions”
(Joan G. Miller and Xinyin Chen, Eds.)},
Journal = {Special Section of the International Society for the Study
of Behavioral Development Newletter},
Series = {Number 2, Serial No. 46},
Year = {2004},
Key = {fds53115}
}
@misc{fds175791,
Author = {Willilams, G.A. and Asher, S.R.},
Title = {Children without friends, Part 3: Learning about a child's
strengths and weaknesses},
Journal = {School-Age Connections},
Volume = {5},
Number = {5},
Pages = {4-5},
Publisher = {University of Illinois at Urbana-Champaign, College of
Agriculture, Cooperative Extension Service},
Year = {1993},
Key = {fds175791}
}
%% Book Reviews
@article{fds38325,
Author = {Asher, S.R.},
Title = {Review of Social competence. symptoms. and under-achievement
in childhood: A longitudinal perspective, by Martin
Kohn},
Journal = {Child Development Abstracts and Bibliography},
Volume = {53},
Pages = {72-74},
Year = {1979},
Key = {fds38325}
}
@article{fds38311,
Author = {Asher, S.R.},
Title = {Review of "Reach, Touch, and Teach: Student Concerns and
Process Education," by Terry Borton},
Journal = {Journal of Experimental Education},
Volume = {39},
Pages = {21},
Year = {1971},
Key = {fds38311}
}
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