Children's Interpersonal Skills and School-Based Relationships

Gary Ladd, Becky Ladd, Ann Margret Rydell

Research output: Chapter in Book/Report/Conference proceedingChapter

11 Scopus citations
Original languageEnglish (US)
Title of host publicationThe Wiley-Blackwell Handbook of Childhood Social Development
Subtitle of host publicationSecond Edition
PublisherWiley-Blackwell
Pages181-206
Number of pages26
ISBN (Print)9781405196796
DOIs
StatePublished - Feb 22 2011

Keywords

  • Adjusting to classroom demands - challenging tasks, children encounter in childhood
  • Child by environment model - links to school adjustment
  • Child-level factors, two behavioral propensities - acting in aggressive or withdrawn manner among classmates
  • Children's behavior and relational experiences in classrooms - lasting or temporary effects on their school adjustment
  • Children's cognitive and linguistic skills - as precursors of school adjustment
  • Children's interpersonal skills - and school-based relationships
  • Classroom teacher-child relations
  • Environment-level factors
  • Moderator models, children's behavior - contingent upon types of peer or teacher-child relations
  • Peer rejection's effects on children's school engagement - pervasive within school context

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Ladd, G., Ladd, B., & Rydell, A. M. (2011). Children's Interpersonal Skills and School-Based Relationships. In The Wiley-Blackwell Handbook of Childhood Social Development: Second Edition (pp. 181-206). Wiley-Blackwell. https://doi.org/10.1002/9781444390933.ch10