Characteristics of Early Adolescence, Spring, 2021 1

Characteristics of Early Adolescence EPSY 446 (CRN 23982) and PSCH 423 (CRN 23980)

Spring, 2021, Blended Delivery Online Instructor: Dr. Theresa (Terri) Thorkildsen with LaMarr Magnus (TA) Office: ETMSW 3549 Hours: Wednesdays 9:00-10:00 or by appointment on Zoom Phone: (312) 996-8138 E-mail: thork@uic.edu or hmagnu2@uic.edu Web: http://thork.people.uic.edu/fair/ Purpose This course focuses on common dilemmas faced by young people who are making the transition from childhood into adolescence. To highlight this period in human development, we will draw age-related comparisons between children and adolescents and theorize about how to construct stimulating environments that account for this developmental transition. Representations of adolescence in the media and in research will be compared, calling attention to common stereotypes that limit or support development. Research findings will also be compared with the details of lives in progress to explore individual differences in adolescents’ social and intellectual functioning. Ideally, students who finish the course will have a greater understanding of the common stress and strain as well as the thrill and excitement associated with the transition into adolescence. This course is designed to allow students to fulfill one of the requirements for the Illinois State Board of Education and addresses a complex array of learning outcomes. It includes studies from educational and developmental psychology that highlight common characteristics of adolescents who are progressing through early stages of puberty; how physical and cultural environments align with such developmental milestones; and how educators might detect and refer students needing additional support for a variety of life challenges to necessary health and social services. The course offers a strong foundation of key developmental issues that occur in early adolescence, addressing the interests of a wide range of professional schools and learners from all program levels (undergraduates, masters, and doctoral). Click here to see how the specific learning -outcomes are aligned with assessments. Readings The readings will come primarily from journals. Students may also enjoy seeing how such information can be applied by reading the following book.

Thorkildsen, T.A. (2017). Adolescents’ self-discovery in groups. New York: Routledge.

Our reading selections are included in folders found on Blackboard, but students are also encouraged to explore the library’s databases and add their discoveries to this list. Taking advantage of online journal services and mastering the technology needed to find new knowledge from primary sources is essential for maintaining qualifications in a wide variety of professional schools. Format This course is designed to be taught asynchronously, although we have added a weekly discussion section to ensure that the content and applications of this challenging reading list are explored in depth. We have confirmed the reasonableness of this load, but it is important to remember that procrastination remains the quickest route to failure.

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Students are expected to read and critique at least one journal article each week and share that information with small group members by the end of the day each Thursday. By the following Tuesday, each student is expected to respond to the summaries and critiques of all members of their pre-assigned small group. The professor will post 1-hour lectures each week that convey why particular readings were selected. On Wednesday mornings from 8:30-10:30 am, an optional discussion session with the professor will be available on Zoom for anyone who would like to participate. Discussions will be spent clarifying misunderstandings and/or controversies associated with the material and drawing connections between theory, evidence, and practical uses for such information. We will regularly ask ourselves, “What can we DO with this information?” General Assessment Plan The pandemic has forced us to expand technology goals, but a strong assessment plan also requires individuals to read, write, speak, and listen. Five assessments will meet this demand and be weighted equally when calculating final grades. These include: (a) weekly reading summaries and written reflections, (b) weekly evidence of contributions to small-group discussions, (c) a midterm exam, (d) a group-planned presentation that includes information from interviews with at least one middle school student, recorded and shared online, (e) a final survey of how to work with youth in early adolescence. Grades will reflect how well students have demonstrated intellectual growth over time and how well information from research, media sources, and lives in progress is coordinated in each product. Obviously, required knowledge cannot be generated if students are unprepared or fail to study topically relevant readings. These assessments will require the use of a variety of platforms and meet technology goals for different programs. The syllabus is posted on Blackboard as well as on the professor’s website, and students are required to track the changes that will occur across the course. A collection of documentaries about this age group will also be made available for viewing using Box.com. Online discovery activities will encourage everyone to critically evaluate targeted resources. A listserv called social@uic.edu will allow for the efficient sharing of resources with anyone interested in working with learners. Use of Zoom or other recording devices will allow everyone to practice working with current technology while mastering information about adolescent development. Reading and writing goals are met by evaluating how well students construct and write about general conclusions related to early adolescence. Tasks also ask students to distinguish research and practical evidence as they support specific ideas by assessing how well research information about adolescent development is integrated with practical plans for nurturing adolescents’ growth. The article reviews and the midterm will integrate these priorities into a tangible product. Students are expected to share with one another and with the instructors their understanding of assigned readings and suitable support materials to achieve speaking and listening goals. Programmatic needs are met by adopting a predetermined set of topics listed in the tentative schedule. Nevertheless, the ebb and flow of existing knowledge about early adolescence is not limited to a fixed set of readings. Each week students will be expected to read and respond to at least one paper chosen by the professor, but everyone is encouraged to identify other suitable resources for expanding or applying such knowledge. The final exam will serve as a capstone for these goals. If someone should miss a week, he or she is responsible for contributing to the group discussion by adding a response either to the readings or to the discussion that is represented in the notes.

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Specific Assignments Each assignment will involve a set of guidelines that, when followed, foster clear communication. This syllabus offers a brief summary and as we progress through the course, the midterm and final details will be added using a hyperlink and/or included in a separate location on the Blackboard site. Students should watch for any changes in the course syllabus.

Reading summaries and written reflections. To ensure that we cover a wide range of topics during our time together, the course will rely heavily on jigsaw learning. This means that each student in the course must remain responsible for their own learning and for communicating their knowledge with members of their working group and with the instructors. Everyone will be assigned to a small group based on reported interests and reasons for exploring early adolescence. Each week, groups will meet in whatever manner they decide (e.g., recorded Zoom meetings, using Google docs, by tracking the content of Group Me conversations) to discuss the readings and imagine ways to use the information in practice. Everyone will want access to their own and others’ article summaries and is expected to use that information to construct a strong evidence-based midterm and final. Therefore, groups may use e-mail, Google+, or Box.com to keep track of their work and turn these responses in for evaluation by the instructors. For example, article summaries and reflections could be posted in a Google drive folder shared with all group members and with the instructors, or by using the resources available on Blackboard. When crafting article summaries, try to include at least one extension question in the summary to enhance everyone’s comprehension of the material. For more advice, click here.

Discussion activities. Along with the article summaries and reflections, everyone is expected to construct and contribute to a discussion, organized so that this is tracked like minutes in a business meeting. One difference is that the contributions made by individual members should be tracked. These discussions should ideally connect research information with details of lives in progress and specific youth development activities. Group members may take turns recording minutes of these discussions, or the group may appoint an organizer who tracks all the contributions. For more advice, click here.

In each set of minutes, note-takers should record the gist of what each person says and

document who offered each contribution. Some groups may prefer to record the discussion, but an accurate gist is perfectly acceptable. Documenting where each group member has contributed to the discussion ensures fairness in grading. Serving as a note-taker teaches listeners how to fully hear the views of others in a careful manner—essential for trust-building in any conversation. The notes should be typed clearly enough so that group members (and the instructors) can critique the contributions across the semester. Members may edit these notes, add amendments, or delete any material they do not feel is accurate. Like qualitative investigators, it is helpful to regularly evaluate the accuracy of the transcript from the previous week as well as any new conversations. Once notes are approved by the group, the final notes are included in a record that is evaluated at various points in the semester. Labeling participants in each conversation ensures that individual grades are not caused by variation in group dynamics.

During small-group discussions, it will be a good idea to design a new activity or complete an

instructor-shared activity that might be used with youth in an educational context. Considering the topics in the timetable when choosing a theme that is helpful for future work, the final exam will require groups to design at least one way to apply information from our course and to discuss that plan with at least one youth in our target age group. Weekly practice will make that final assignment easier to manage.

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Midterm paper. A short-answer midterm will be distributed two weeks prior to its due date. In this assessment, students will use research findings to imagine the general perspectives of adolescents. The structure of the midterm aligns with the outline of topics in the timetable. Reading summaries, chapters from the recommended book, and/or experience working directly with youth in educational settings will be used to generate a story about working with youth in early adolescence. The short answer format lends itself to the use of bullets and short paragraphs to use a policy report format to convey your ideas, but half the points on this assignment will reflect the use of research findings to justify all claims about working with youth in this age group. Midterms will ideally be about 5 pages in length.

Final project. The final project will consist of a group-generated presentation of ideas

generated with the help of at least one person in early adolescence. This presentation and a self-assessment survey will be used to determine if students have coordinated the information on early adolescent development with some practical plans for working with such youth. Please begin thinking about how to find at least one adolescent in our target age group to interview about how they understand their life experiences. Academic Integrity Academic dishonesty, intentional or accidental, seems to be cropping up across classes at UIC. Two issues seem especially important to discuss as part of our course activities: plagiarism and repurposing the same assignment.

Avoid plagiarism. Article summaries should represent the reader’s version of the main information obtained from the readings. It is not a good idea to quote from the articles. Quotes are acceptable IF the place in the article being quoted is accurately cited; including the last name of the authors, the year of the publication, and the page number where the information appears. It is important to support all ideas with evidence in the midterm and the final, but we focus on the qualities of the data and not who said what. There is a wide variety of information that would qualify as evidence and a set of formal rules for citing these sources properly. Rules are available in the Publication Manual of the American Psychological Association. Failure to cite sources for borrowed ideas is an act of plagiarism.

Avoid repurposing the same assignment. In this course, you are free to use materials from other courses if that information helps you better understand the developmental processes that occur in early adolescence. That sort of sharing is very helpful among professionals. In addition, it will be important for you to use information from the article summaries and discussion group records as well as the grading rubric for your final paper. Grading rubrics offer an outline of how to meet the requirements of the assignments. However, even when general topics are similar across courses, assignments are crafted to allow you to develop specific skills and a repurposing of the same paper prohibits such learning.

We will discuss academic dishonesty further as part of the course. More information on UIC’s Disciplinary Policies can be found at: http://www.uic.edu/depts/dos/conductforstudents.shtml Resources for Students Who Need Extra Help UIC offers a wide range of resources for students who need extra help. Students may want to pay special attention to the resources available at the UIC Writing Center. It is essential that students get in the habit of writing at least something as often as possible, preferably every day. More details on support services can be found at: http://www.uic.edu/academics/student-support

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Accessibility UIC strives to ensure the accessibility of programs, classes, and services to students with disabilities. Reasonable accommodations can be arranged for students with various types of disabilities, such as documented learning disabilities, vision or hearing impairments, and emotional or physical disabilities. All students should know that the University of Illinois at Chicago is committed to maintaining a barrier-free environment so that individuals with disabilities can fully access programs, courses, services, and activities at UIC. Students with disabilities who require accommodations for full access and participation in UIC Programs must be registered with the Disability Resource Center (DRC). Please contact DRC at (312) 413-2183 (voice) or (312) 413- 0123 (TDD). .

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Tentative Schedule

Dates Social Sphere Common Issues

Week 1 (Jan 12th to Jan 14th )

Characteristics in context Organizational Survey True Colors Activity

Development is pan-contextual Stage-environment fit Guiding questions

Week 2 (Jan 19th to Jan 21st)

Selves and discourse Signature Strengths Overview Card Sort Activity

Card Sort “Answers”

Identity Guiding questions

Discussion Record Due for Review—Thursday (this week only)

Week 3 (Jan 26th to Jan 28th )

Selves Inside the Teenage Brain

Brain growth, puberty and body image Guiding questions Catch up with discussion records this week

Week 4 (Feb 2nd to Feb 4th)

Families Talk Matters Activity Middle School Transitions

Attachment Guiding questions

Discussion Record Due for Review—Tuesdays (going forward)

Week 5 (Feb 9th to Feb 11th)

Families Siblings and structure Guiding questions

Week 6 (Feb 16th to Feb 18th)

Peers

Middle School Confessions

Intimacy (friendship/romance) Guiding questions

Midterm Instructions Exam Template

Discussion Record Due for Review

Week 7 (Feb 23rd to Feb 25th)

Peers Group Progress Activity

Exchange (acquaintanceship/aggression) Guiding questions

Week 8 (Mar 2nd to Mar 4th)

Schools & Internships

Christopher on School

Motivation and Achievement Guiding questions

Discussion Record Due for Review

Week 9 (Mar 9th to Mar 11th)

Community-based Organizations

Character and moral decision-making Guiding questions

Midterm Paper Due Instruction video

Week 10 (Mar 16th to Mar 18th)

Multi-Age Settings Kids in Sports

Civic engagement/Free-time activities Guiding questions

(Mar 23rd to Mar 26th)

SPRING BREAK—NO CLASS

Week 11 (Mar 30th to Apr 1st)

Local Activities Civic engagement Guiding questions

Discussion Record Due for Review

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Dates Social Sphere Common Issues

Week 12 (Apr 6th to Apr 8th)

National Activities Growing up Online

Media and citizenship Guiding questions Final exam video

FINAL EXAM OUTLINE Week 13

(Apr13th to Apr 15th)

Transnational Activities

Young, Muslim in America

Youth Summit Guide

Civil engagement/Global awareness Guiding questions

Transnational discourse article

Submit final project plans for review

Week 14 (Apr 20th to Apr 22nd)

Discovering Human Rights

Vocational Virtues Part 2

Balancing discourse opportunities Guiding questions

Week 15 (Apr 27th to Apr 29th)

Review group projects Final discussion records (group log) due April 27th Group projects due

Week 16 (May 7th)

Review group projects Final self-evaluation due Final project grading rubric

Links to Final Group Presentations

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Readings

Week 1: Characteristics in context Thorkildsen—Introduction Cook, T. D., Herman, M. R., Phillips, M., & Settersten, Jr., R. A. (2002). Some ways in which

neighborhoods, nuclear families, friendship groups, and schools jointly affect changes in early adolescent development. Child Development, 73, 1283-1309. https://doi.org/10.1111/1467-8624.00472

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & McIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90-101. https://doi.org/10.1037/0003-066X.48.2.90

Gutman, L. M., & Eccles, J. S. (2007). Stage-environment fit during adolescence: Trajectories of family relations and adolescent outcomes. Developmental Psychology, 43(2), 522-537. https://doi.org/10.1037/0012-1649.43.2.522

Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562. doi: 10.1111/1467-8624.00164

Spencer, M B., Dupree, D., Hartmann, T. (1997). A phenomenological variant of Ecological Systems Theory (PVEST): A self-organization perspective in context. Development and Psychopathology, 9 (4), 817-833. https://doi.org/10.1017/s0954579497001454

Witherspoon, D., Schotland, M., Way, N., & Hughes, D. (2009). Connecting the dots: How connectedness to multiple contexts influences the psychological and academic adjustment of urban youth. Applied Developmental Science, 13(4), 199-216. https://doi.org/10.1080/10888690903288755

Week 2: Discourse and the Self system Thorkildsen—Introduction Cole, D. A., Maxwell, S. E., Martin, J. M., Peeke, L. G., Seroczynski, A. D., Tram, J. M., Hoffman, K. B.,

Ruiz, M. D., Jacquez, F., & Maschman, T. (2001). The development of multiple domains of child and adolescent self-concept: A cohort sequential longitudinal design. Child Development, 72, 1723-1746. https://doi.org/10.1111/1467-8624.00375

French, S. E., Seidman, E., Allen, L., & Aber, J. L. (2006). The development of ethnic identity during adolescence. Developmental Psychology, 42, 1-10. https://doi.org/10.1037/0012-1649.42.1.1

Hart, D., Hofmann, V., Edelstein, W., & Keller, M. (1997). The relation of childhood personality types to adolescent behavior and development: A longitudinal study of Icelandic children. Developmental Psychology, 33(2), 195-205. https://doi.org/10.1037//0012-1649.33.2.195

Holcomb-McCoy, C. (2005). Ethnic identity development in early adolescence: Implications and recommendations for middle school counselors. Professional School Counseling, 9, 120-127.

Kiang, L., Yip, T., Gonzales-Backen, M., Witkow, M., & Fuligni, A. J. (2006). Ethnic identity and the daily psychological well-being of adolescents from Mexican and Chinese backgrounds. Child Development, 77, 1338-1350. https://doi.org/10.1111/j.1467-8624.2006.00938.x

Kiang, L., & Fuligni, A. J. (2010). Meaning in life as a mediator of ethnic identity and adjustment among adolescents from Latin, Asian, and European American backgrounds. Journal of Youth and Adolescence, 39(11), 1253-1264. https://doi.org/10.1007/s10964-009-9475-z

Matsuba, M. K., & Walker, L. J. (1998). Moral reasoning in the context of ego functioning. Merrill-Palmer Quarterly, 44, 464-483.

Ohannessian, C. M., Lerner, R. M., Lerner, J. V., & von Eye, A. (1999). Does self-competence predict gender differences in adolescent depression and anxiety? Journal of Adolescence, 22, 397-411. https://doi.org/10.1006/jado.1999.0231

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Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188-204. https://doi.org/10.1037/0022-3514.91.1.188

Rivas-Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., Lee, R. M., Schwartz, S. J., Umana-Taylor, A. J., French, S., & Yip, T. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child Development, 85(1), 40-57. https://doi.org/10.1111/cdev.12200

Roche, K. M., Ensminger, M. E., Ialongo, N., Poduska, J. M., Kellam, S. G. (2006). Early entries into adult roles: Associations with aggressive behavior from early adolescence into young adulthood. Youth & Society, 38, 236-261. https://doi.org/10.1177/0044118X06287263

Shih, M., & Sanchez, D. T. (2005). Perspectives and research on the positive and negative implications of having multiple racial identities, Psychological Bulletin, 131, 569-591. https://doi.org/10.1037/0033-2909.131.4.569

Umana-Taylor, A., Gonzales-Backen, M., & Guimond, A. B. (2009). Latino adolescents’ ethnic identity: Is there a developmental progression and does growth in ethnic identity predict growth in self-esteem? Child Development, 80, 391-405. https://doi.org/0.1111/j.1467-8624.2009.01267.x

Umana-Taylor, A. J., Quintana, S. M., Lee, R. M., Cross, W. E., Rivas-Drake, D., et al. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development, 85(1), 21-39. https://doi.org/10.1111/cdev.12196

Yasui, M., Dorham, C. L., & Dishion, T. J. (2004). Ethnic identity and psychological adjustment: A validity analysis for European American and African American adolescents. Journal of Adolescent Research, 19, 807-825. https://doi.org/10.1177/0743558403260098

Yip, T., Seaton, E. K., & Sellers, R. M. (2006). African American racial identity across the lifespan: Identity status, identity content, and depressive symptoms. Child Development, 77, 1504-1517. https://doi.org/10.1111/j.1467-8624.2006.00950.x

Yip, T., Seaton, E. K. & Sellers, R. M. (2010). Interracial and intraracial contact, school-level diversity, and change in racial identity status among African American Adolescents. Child Development, 81, 1431-1444. http://www.jstor.org/stable/40800683

Week 3: Self system: Physical changes Thorkildsen—Chapter 1 Blakemore, S. J. (2012). Imaging brain development: The adolescent brain. NeuroImage, 61(2), 397-

406. https://doi.org/10.1016/j.neuroimage.2011.11.080 Blakemore, S.J. & Choudhury, S. (2006). Development of the adolescent brain: Implications for

executive function and social cognition. Journal of Child Psychology and Psychiatry, 47, 296-312. https://doi.org/10.1111/j.1469-7610.2006.01611.x

Choudhury, S., Charman, T., & Blakemore, S. J. (2008). Development of the teenage brain. Mind, Brain, and Education, 2(3), 142-147. https://doi.org/10.1111/j.1751-228X.2008.00045.x

DeRose, L., & Brooks-Gunn, J. (2006). Transition into adolescence: The role of pubertal processes. In L. Balter, & Tamis-LeMonda, C. S. (Eds.), Child psychology: A handbook of contemporary issues (2nd ed., pp. 385-414). New York: Psychology Press.

Golombok, S., MacCallum, F., & Goodman, E. (2001). The “test-tube” generation: parent-child relationships and the psychological well-being of in vitro fertilization children at adolescence. Child Development, 72, 599-608. https://doi.org/10.1111/1467-8624.00299

Graber, J., Nichols, T. R., & Brooks-Gunn, J. (2010). Putting pubertal timing in developmental context: Implications for prevention. Developmental Psychobiology, 52(3), 254-262. https://doi.org/10.1002/dev.20438

Jones, D. C. (2004). Body image among adolescent girls and boys: A longitudinal study. Developmental Psychology, 40 (5), 823-835. https://doi.org/10.1037/0012-1649.40.5.823

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Jones, D. C., & Crawford, J. K. (2005). Adolescent boys and body image: Weight and muscularity concerns as dual pathways to body dissatisfaction. Journal of Youth and Adolescence, 34, 629-636. https://doi.org/10.1007/s10964-005-8951-3

Jones, D. C., Vigfusdottir, T. H., & Lee, Y. (2004). Body image and the appearance culture among adolescent girls and boys: An examination of friend conversations, peer criticism, appearance magazines, and the internalization of appearance ideals. Journal of Adolescent Research, 19, 323-339. https://doi.org/10.1177/0743558403258847

Larson, R. W., Moneta, G., Richards, M. H., & Wilson, S. (2002). Continuity, stability, and change in daily emotional experience across adolescence. Child Development, 73, 1151-1165. https://doi.org/10.1111/1467-8624.00464

Masten, C. L., Eisenberger, N. I., Pfeifer, J. H., Colich, N. L., & Dapretto, M. (2013). Associations among pubertal development, empathic ability, and neural responses while witnessing peer rejection in adolescence. Child Development, 84(4), 1338-1354. https://doi.org/10.1111/cdev.12056

Rosenblum, G. D., & Lewis, M. (1999). The relations among body image, physical attractiveness, and body mass in adolescence. Child Development, 70, 50-64. https://doi.org/10.1111/1467-8624.00005

Taylor, H. G., Klein, N., Minich, N. M., & Hack, M. (2000). Middle-school-age outcomes in children with very low birthweight. Child Development, 71, 1495-1511. https://doi.org/10.1111/1467-8624.00242

Vaughan Sallquist, J., Eisenberg, N., Spinrad, T. L., Reiser, M., Hover, C., Zhou, Q., Liew, J., & Eggum, N. (2009). Positive and negative emotionality: Trajectories across six years and relations with social competence. Emotion, 9, 15-28. https://doi.org/10.1037/a0013970

Week 4: Family system: Attachment Thorkildsen—Chapter 2 Boutelle, K., Eisenberg, M. E., Gregory, M. L., & Neumark-Sztainer, D. (2009). The reciprocal

relationship between parent-child connectedness and adolescent emotional functioning over 5 years. Journal of Psychosomatic Research, 66(4), 309-316. https://doi.org/10.1016/j.jpsychores.2008.10.019

Constantine, M. G. (2006). Perceived family conflict, parental attachment, and depression in African American female adolescents. Cultural Diversity and Ethnic Minority Psychology, 12(4): 697-709. https://doi.org/10.1037/1099-9809.12.4.697

DeGoede, I. H. A., Branke, S. J. T., & Meeus, W. H. J. (2009). Developmental changes in adolescents’ perceptions of relationships with their parents. Journal of Youth and Adolescence, 38, 75-88. https://doi.org/10.1007/s10964-008-9286-7

Duchesne, S., & Ratelle, C. F. (2014). Attachment security to mothers and fathers and the developmental trajectories of depressive symptoms in adolescence: Which parent for which trajectory? Journal of Youth and Adolescence, 43(4), 641-654. https://doi.org/10.1007/s10964-013-0029-z

Eisenberg, N., Fabes, R. A., Shepard, S. A., Guthrie, I. K., Murphy, B. C., & Reiser, M. (1999). Parental reactions to children’s negative emotions: Longitudinal relations to quality of children’s social functioning. Child Development, 70, 513-534. https://doi.org/10.1111/1467-8624.00037

Engels, R. C. M. E., Finkenauer, C., & van Kooten, D. C. (2006). Lying behavior, family functioning and adjustment in early adolescence. Journal of Youth and Adolescence, 36, 949-958. https://doi.org/10.1007/s10964-006-9082-1

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740-763. https://doi.org/10.1037/a0015362

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Hoyt, W. T., Fincham, F. D., McCullough, M. E., Maio, G., & Davila, J. (2005). Responses to interpersonal transgressions in families: Forgivingness, forgivability, and relationship-specific effects. Journal of Personality and Social Psychology, 89, 375-394. https://doi.org/10.1037/0022-3514.89.3.375

Keijsers L., Branje S.J., Frijns T., Finkenauer C., & Meeus W. (2010). Gender differences in keeping secrets from parents in adolescence. Developmental Psychology, 46, 293-298. https://doi.org/10.1037/a0018115

Keijsers, L., & Poulin, F. (2013). Developmental changes in parent-child communication throughout adolescence. Developmental Psychology, 49(12), 2301-2308. https://doi.org/10.1037/a0032217

Laursen, B., Coy, K. C., & Collins, W. A. (1998). Reconsidering changes in parent-child conflict across adolescence: A meta-analysis. Child Development, 69, 817-832. https://doi.org/10.2307/1132206

McGue, M., Elkins, I., Walden, B., & Iacono, W. G. (2005). Perceptions of the parent-adolescent relationship: A longitudinal investigation. Developmental Psychology, 41, 971-984. https://doi.org/10.1037/0012-1649.41.6.971

Mounts, N. S. (2007). Adolescents’ and their mothers’ perceptions of parental management of peer relationships. Journal of Research on Adolescence, 17(1), 169-178. https://doi.org/10.1111/j.1532-7795.2007.00517.x

Persson, A., Kerr, M., & Stattin, H. (2007). Staying in or moving away from structured activities: Explanations involving parents and peers. Developmental Psychology, 43, 197-207. https://doi.org/10.1037/0012-1649.43.1.197

Pettit, G. S., Laird, R. D., Dodge, K. A., Bates, J. E., & Criss, M. M. (2001). Antecedents and behavior-problem outcomes of parental monitoring and psychological control in early adolescence. Child Development, 72, 583-598. https://doi.org/10.1111/1467-8624.00298

Schwartz, S. J., Mason, C. A., Pantin, H., & Szapocznik, J. (2009). Longitudinal relationships between family functioning and identity development in Hispanic adolescents. Journal of Early Adolescence, 29, 177-211. https://doi.org/10.1177/0272431608317605

Smetana, J. G. (2000). Middle-class African American adolescents’ and parents’ conceptions of parental authority and parenting practices: A longitudinal investigation. Child Development, 71, 1672-1686. https://doi.org/10.1111/1467-8624.00257

Smits, I., Soenens, B., Luyckx, K., Duriez, B., Berzonsky, M., & Goossens, L. (2008). Perceived parenting dimensions and identity styles: Exploring the socialization of adolescents’ processing of identity-relevant information. Journal of Adolescence,31, 151-164. https://doi.org/10.1016/j.adolescence.2007.08.007

Vernberg, E. M., Beery, S. H., Ewell, K. K., & Abwender, D. A. (1993). Parents’ use of friendship facilitation strategies and the formation of friendships in early adolescence: A prospective study. Journal of Family Psychology, 7, 356-369. https://doi.org/10.1037/0893-3200.7.3.356

Wang, M., Dishion, T., Stormshak, E. A., & Willet, J. B. (2011). Trajectories of family management practices and early adolescent behavioral outcomes. Developmental Psychology, 47, 1324-1341. https://doi.org/10.1037/a0024026

Week 5: Family system: Siblings and structure Thorkildsen—Chapter 2 Bouchey, H. A., Shoulberg, E. K., Jodl, K. M., & Eccles, J. S. (2010). Longitudinal links between older

sibling features and younger siblings’ academic adjustment during early adolescence. Journal of Educational Psychology, 102(1), 197-211. https://doi.org/10.1037/a0017487

Bradley, R. H., & Corwyn, R. F. (2001). Home environment and behavioral development during early adolescence: The mediating and moderating roles of self-efficacy beliefs. Merrill-Palmer Quarterly, 47, 165-187. https://doi.org/10.1353/mpq.2001.0007

Characteristics of Early Adolescence, Spring, 2021 12

Brody, G. H., Dorsey, S., Forehand, R., & Armistead, L. (2002). Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families. Child Development, 73, 274-286. https://doi.org/10.1111/1467-8624.00405

Criss, M. M., & Shaw, D. S. (2005). Sibling relationships as contexts for delinquency training in low-income families. Journal of Family Psychology, 19, 592-600. https://doi.org/10.1037/0893-3200.19.4.592

Feinberg, M. E., Neiderhiser, J. M., Simmens,S., Teiss, D., & Hetherington, E. M. (2000). Sibling comparison of differential parental treatment in adolescence: Gender, self-esteem, and emotionality as mediators of the parenting-adjustment association. Child Development, 71, 1611-1628. https://doi.org/10.1111/1467-8624.00252

Howe, N., Aquan-Assee, J. (2000). Sibling self-disclosure in early adolescence. Merrill-Palmer Quarterly, 46, 653-671.

Kim, J-Y., McHale, S. M., Osgood, D. W., & Crouter, A. C. (2006). Longitudinal course and family correlates of sibling relationships from childhood through adolescence. Child Development, 77, 1746-1761. https://doi.org/10.1111/j.1467-8624.2006.00971.x

Kim, J-Y, McHale, S. M., Crouter, A. C., & Osgood, D. W. (2007). Longitudinal linkages between sibling relationships and adjustment from middle childhood through adolescence. Developmental Psychology, 43, 960-973. https://doi.org/10.1037/0012-1649.43.4.960

Lam, C. B., Solmeyer, A. R., & McHale, S. M. (2012). Sibling relationships and empathy across the transition to adolescence. Journal of Youth and Adolescence, 41(12), 1657-1670. https://doi.org/10.1007/s10964-012-9781-8

Lehman, S. J., & Koerner, S. S. (2002). Family financial hardship and adolescent girls’ adjustment: The role of maternal disclosure of financial concerns. Merrill-Palmer Quarterly, 48, 1-24. https://doi.org/10.1353/mpq.2002.0003

McHale, S. M., Updegraff, K. A., Helms-Erikson, H., & Crouter, A. C. (2001). Sibling influences on gender development in middle childhood and early adolescence: A longitudinal study. Developmental Psychology, 37, 115-125. https://doi.org/10.1037//0012-1649.37.1.115

Padilla-Walker, L. M., Harper, J. M., & Jensen, A. C. (2010). Self-regulation as a mediator between sibling relationship quality and early adolescents’ positive and negative outcomes. Family Psychology, 24(4), 419-428. https://doi.org/10.1037/a0020387

Richmond, M. K., Stocker, C. M., & Rienks, S. L. (2005). Longitudinal associations between sibling relationship quality, parental differential treatment, and children’s adjustment. Journal of Family Psychology, 19, 550-559. https://doi.org/10.1037/0893-3200.19.4.550

Roche, K. M., Caughy, M. O., Schustr, M. A., Bogart, L. M., Dittus, P. J., & Franzini, L. (2014). Cultural orientations, parental beliefs and practices, and Latino adolescents’ autonomy and independence. Journal of Youth and Adolescence, 43(8), 1389-1403. https://doi.org/10.1007/s10964-013-9977-6

Roche, K. M., & Ghazarian, S. R. (2011). The value of family routines for the academic success of vulnerable adolescents. Journal of Family Issues, 33(7), 874-897. https://doi.org/10.1177/0192513X11428569

Sharma, A. R., McGue, M. K., & Benson, P. L. (1998). The psychological adjustment of United States adopted adolescents and their nonadopted siblings. Child Development, 69, 791-802. https://doi.org/10.1111/j.1467-8624.1998.00791.x

Updegraff, K. A., McHale, S. M., & Crouter, A. C. (2000). Adolescents’ sex-typed friendship experiences: Does having a sister versus a brother matter? Child Development, 71, 1597-1610. https://doi.org/10.1111/1467-8624.00251

Characteristics of Early Adolescence, Spring, 2021 13

Week 6: Peer systems: Intimacy (friendship and romance) Thorkildsen—Chapter 3 Arndorfer, C. L., & Stormshak, E. A. (2008). Same-sex versus other-sex best friendship in early

adolescence: Longitudinal predictors of antisocial behavior throughout adolescence. Journal of Youth and Adolescence, 37, 1059-1070. https://doi.org/10.1007/s10964-008-9311-x

Bos, H. M. W., Sandfort, T. G. M., de Bruyn, E. H., Makvoort, E. M. (2008). Same sex attraction, social relationships, psychosocial functioning, and school performance in early adolescence. Developmental Psychology, 44, 59-68. https://doi.org/10.1037/0012-1649.44.1.59

Brendgen, M., Vitaro, F., Doyle, A. B., Markiewicz, D., & Bukowski, W. M. (2002). Same-sex peer relations and romantic relationships during early adolescence: Interactive links to emotional, behavioral, and academic adjustment. Merrill-Palmer Quarterly, 48, 77-103. https://doi.org/10.1353/mpq.2002.0001

Bukowski, W. M., Sippola, L. K., & Newcomb, A. F. (2000). Variations in patterns of attraction to same- and other-sex peers during early adolescence. Developmental Psychology, 36, 147-154. https://doi.org/10.1037//0012-1649.36.2.147

Chan, A., & Poulin, F., (2007). Monthly changes in the composition of friendship networks in early adolescence. Merrill-Palmer Quarterly, 53, 578-602. https://doi.org/10.1353/mpq.2008.0000

Echols, L., & Graham, S. (2013). Birds of a different feather: How do cross-ethnic friends flock together? Merrill-Palmer Quarterly, 59, 461-488. https://doi.org/10.1353/mpq.2013.0020

Furman, W., Simon, V. A., Shaffer, L., & Bouchey, H. A. (2002). Adolescents’ working models and styles for relationships with parents, friends, and romantic partners. Child Development, 73, 241-255. https://doi.org/10.1111/1467-8624.00403

Hamm, J. V. (2000). Do birds of a feather flock together? The variable bases for African American, Asian American, and European American adolescents’ selection of similar friends. Developmental Psychology, 36, 209-219. https://doi.org/10.1037//0012-1649.36.2.209

Harter, S., Waters, P., & Whitesell, N. R. (1998). Relational self-worth: Differences in perceived worth as a person across interpersonal contexts among adolescents. Child Development, 69, 756-766. https://doi.org/10.1111/j.1467-8624.1998.00756.x

Jones, D. C., Newman, J. B., & Bautista, S. (2005). A three-factor model of teasing: The influence of friendship, gender, and topic on expected emotional reactions to teasing during early adolescence. Social Development, 14, 421-439. https://doi.org/10.1111/j.1467-9507.2005.00309.x

Kan, M. L., & McHale, S. M. (2007). Clusters and correlates of experiences with parents and peers in early adolescence. Journal of Research on Adolescence, 17, 565-586. https://doi.org/10.1111/j.1532-7795.2007.00535.x

Kiefer, S. M., & Ryan, A. M. (2008). Striving for social dominance over peers: The implications for academic adjustment during early adolescence. Journal of Educational Psychology, 100, 417-428. https://doi.org/10.1037/0022-0663.100.2.417

Kiesner, J., Cadinu, M., Poulin, F., & Bucci, M. (2002). Group identification in early adolescence: Its relation with peer adjustment and its moderator effect on peer influence. Child Development, 73, 196-208. https://doi.org/10.1111/1467-8624.00400

Lam, C. B., McHale, S. M., & Crouter, A. C. (2014). Time with peers from middle childhood to late adolescence: Developmental course and adjustment correlates. Child Development, 85(4), 1677-1693. https://doi.org/10.1111/cdev.12235

Nesdale, D., & Flesser, D. (2001). Social identity and the development of children’s group attitudes. Child Development, 72, 506-517. https://doi.org/10.1111/1467-8624.00293

Parker, J. G., Low, C. M., Walker, A. R., & Gamm, B. K. (2005). Friendship jealousy in young adolescents: Individual differences and links to sex, self-esteem, aggression, and social adjustment. Developmental Psychology, 41, 235-250. https://doi.org/10.1037/0012-1649.41.1.235

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Rubin, K., Fredstrom, B., & Bowker, J. (2008). Future directions in … friendship in childhood and early adolescence. Social Development, 17, 1085-1096. https://doi.org/0.1111/j.1467-9507.2007.00445.x

Schneider, B.H., Woodburn, S., del Pilar Soteras del Toro, M., & Udvari, S. J. (2005). Cultural and gender differences in the implications of competition for early adolescent friendship. Merrill-Palmer Quarterly, 51, 163-191. https://doi.org/10.1353/mpq.2005.0013

Simpkins, S. D., Parke, R. D., Flyr, M. L., & Wild, M. N. (2006). Similarities in children’s and early adolescents’ perceptions of friendship qualities across development, gender, and friendship qualities. Journal of Early Adolescence, 26, 491-508. https://doi.org/10.1177/0272431606291941

Week 7: Peer systems: Exchange (acquaintanceship and aggression) Thorkildsen—Chapter 3 Agatston, P.W., Kowalski, R., & Limber, S. (2007) Students’ perspectives on cyber bullying. Journal of

Adolescent Health, 41, 59-60. https://doi.org/10.3102/0002831209361209 Biggs, B. K., Vernberg, E. M., & Wu, Y. P. (2011). Social anxiety and adolescents’ friendships: The role

of social withdrawal. The Journal of Early Adolescence, 32(6), 802-823. https://doi.org/10.1177/0272431611426145

Connell, A. M., & Dishion, T. J. (2006). The contribution of peers to monthly variation in adolescent depressed mood: A short-term longitudinal study with time-varying predictors. Development and Psychopathology, 18, 139-154. https://doi.org/10.1017/S0954579406060081

Culotta C.M., & Goldstein S.E. (2008). Adolescents' aggressive and prosocial behavior: Associations with jealousy and social anxiety. Journal of Genetic Psychology, 169, 21-33. https://doi.org/10.3200/GNTP.169.1.21-33

Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755-764. https://doi.org/10.1037//0003-066X.54.9.755

Gardner, M., & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: An experimental study. Developmental Psychology, 41, 625-635. https://doi.org/10.1037/0012-1649.41.4.625

Gorman, A. H., Schwartz, D., Nakamoto, J., & Mayeux, L. (2011). Unpopularity and disliking among peers: Partially distinct dimensions of adolescents’ social experiences. Journal of Applied Developmental Psychology, 32(4), 208-217. https://doi.org/10.1016/j.appdev.2011.05.001

Juvonen, J., & Ho, A. Y. (2008). Social motives underlying antisocial behavior across middle school grades. Journal of Youth and Adolescence, 37(6), 747-756. doi: 10.1007/s10964-008-9272-0

Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92, 349-359. https://doi.org/10.1037/0022-0663.92.2.349

Mendle, J., Harden, K. P., Brooks-Gunn, J., & Graber, J. A. (2012). Peer relationships and depressive symptomatology in boys at puberty. Developmental Psychology, 48(2), 429-435. https://doi.org/10.1037/a0026425

Parault, S. J., Davis, H. A., & Pellegrini, A. D. (2007). The social contexts of bullying and victimization. The Journal of Early Adolescence, 27(2), 145-174. doi; 10.1177/0272431606294831

Pellegrini, A. D., Bartini, M., & Brooks, F. (1999). School bullies, victims, and aggressive victims: Factors relating to group affiliation and victimization in early adolescence. Journal of Educational Psychology, 91, 216-224. https://doi.org/10.1037//0022-0663.91.2.216

Poulin, F., & Boivin, M. (2000). The role of proactive and reactive aggression in the formation and development of boys’ friendships. Developmental Psychology, 36, 233-240. https://doi.org/10.1037/0012-1649.36.2.233

Poulin, F., & Pedersen, S. (2007). Developmental changes in gender composition of friendship networks in adolescent girls and boys. Developmental Psychology, 43(6), 1484-1496. https://doi.org/10.1037/0012-1649.43.6.1484

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Smith, P. K., Cowie, H., Olafsson, R. F., Liefooghe, A. P. D. (2002). Definitions of bullying: A comparison of terms used, and age and gender differences in a fourteen-country international comparison. Child Development, 73, 1119-1133. https://doi.org/10.1111/1467-8624.00461

Stuart, J., Fondacaro, M., Miller, S. A., Brown, V., & Brank, E. M. (2008). Procedural justice in family conflict resolution and deviant peer group involvement among adolescents: The mediating influence of peer conflict. Journal of Youth and Adolescence, 37, 674-684. https://doi.org/10.1007/s10964-007-9194-2

Vernberg, E. M., Greenhoot, A. F., & Biggs, B. K. (2006). Intercommunity relocation and adolescent friendships: Who struggles and why? Journal of Consulting and Clinical Psychology, 74, 511-523. https://doi.org/10.1037/0022-006X.74.3.511

Walker-Barnes, C. J., & Mason, C. A. (2001). Ethnic differences in the effect of parenting on gang involvement and gang delinquency: A longitudinal, hierarchical linear modeling perspective. Child Development, 72, 1814-1831. https://doi.org/10.1111/1467-8624.00380

Xie, H., Li, Y., Boucher, S. M., Hutchins, B. C., & Cairns, B. D. (2006). What makes a girl (or a boy) popular (or unpopular)? African American children’s perceptions and developmental differences. Developmental Psychology, 42, 599-612. https://doi.org/10.1037/0012-1649.42.4.599

Week 8: Schools & Internships: Motivation and achievement Thorkildsen—Chapter 4 Anderman, E. M., Griesinger, T., & Westerfield, G., (1998). Motivation and cheating during early

adolescence. Journal of Educational Psychology, 90, 84-93. https://doi.org/10.1037//0022-0663.90.1.84

Bean, R. A., Bush, K. R., McKenry, P. C., Wilson, S. M. (2003). The impact of parental support, behavioral control, and psychological control on the academic achievement and self-esteem of African American and European American adolescents. Journal of Adolescent Research, 18, 523-541. https://doi.org/10.1177/0743558403255070

Beiswenger, K. L., & Gilnick, W. S. (2009). Interpersonal and intrapersonal factors associated with autonomous motivation in adolescents’ after-school activities. The Journal of Early Adolescence, 30(3), 369-394. https://doi.org/10.1177/0272431609333298

Bong, M., Hwang, A., Noh, A. & Kim, S. (2014). Perfectionism and motivation of adolescents in academic contexts. Journal of Educational Psychology, 106(3), 711-729. https://doi.org/10.1037/a0035836

Bouchey, H. A., & Harter, S. (2005). Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence. Journal of Educational Psychology, 97, 673-686. https://doi.org/10.1037/0022-0663.97.4.673

Cook, T. D., Deng, Y., & Morgano, E. (2007). Friendship influences during early adolescence: The special role of friends’ grade point average. Journal of Research on Adolescence, 17, 325-356. https://doi.org/10.1111/j.1532-7795.2007.00525.x

Cutuli, J. J., Long, J. D., Chane, C., Herbers, J. E., Heistad, D., Hinz, E., & Masten, A. S. (2013). Academic achievement trajectories of homeless and highly mobile students: Resilience in the context of chronic and acute risk. Child Development, 84(3), 841-857. https://doi.org/10.1111/cdev.12013

de Bruyn, E. H., Deković, M., & Meijnen, G. W. (2003). Parenting, goal orientations, classroom behavior, and school success in early adolescence. Applied Developmental Psychology, 24, 393-412. https://doi.org/10.1016/S0193-3973(03)00074-1

Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual differences investigation. Journal of Personality and Social Psychology, 52, 890-898. https://doi.org/10.1037/0022-3514.52.5.890

Klassen, R. M., & Krawchuk, L. L. (2009). Collective motivation beliefs of early adolescents working in small groups. Journal of School Psychology, 47, 101-120. https://doi.org/10.1016/j.jsp.2008.11.002

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Kurtz-Costes, B., Rowley, S. J., Harris-Britt, A., & Woods, T. A. (2008). Gender stereotypes about mathematics and science and self-perceptions of ability in late childhood and early adolescence. Merrill-Palmer Quarterly, 54, 386-409. https://doi.org/10.1353/mpq.0.0001

Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567-582. https://doi.org/10.1037/0022-0663.98.3.567

Martin, A. J., Mansour, M., Anderson, M., Gibson, R., Liem, G. A. D., & Sudmalis, D. (2013). The role of arts participation in students’ academic and nonacademic outcomes: A longitudinal study of school, home, and community factors. Journal of Educational Psychology, 105(3), 709-727. https://doi.org/10.1037/a0032795

Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., Boelcke-Stennes, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733-746. https://doi.org/10.1037/0012-1649.41.5.733

Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty. Educational Psychologist, 41(3), 129-145. https://doi.org/10.1207/s15326985ep4103_1

Murdock, T. B., Miller, A., & Kohlhardt, J. (2004). Effects of classroom context variables on high school students’ judgments of the acceptability and likelihood of cheating. Journal of Educational Psychology, 96, 765-777. https://doi.org/10.1037/0022-0663.96.4.765

Pulfrey, C., Buchs, C., & Butera, F. (2011). Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. Journal of Educational Psychology, 103(3), 683-700. https://doi.org/10.1037/a0023911

Rhodes, J. E., Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child Development, 71, 1662-1671. https://doi.org/10.1111/1467-8624.00256

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi: 10.1006/ceps.1999.1020

Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78, 201-209. https://doi.org/10.1037//0022-0663.78.3.201

Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology, 100, 655-671. https://doi.org/10.1037/0022-0663.100.3.655

Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70-83. https://doi.org/10.1037/0012-1649.42.1.70

Spinath, B., & Steinmayr, R. (2012). The roles of competence beliefs and goal orientations for change in intrinsic motivation. Journal of Educational Psychology, 104(4), 1135-1148. https://doi.org/10.1037/a0028115

Swinton, A. D., Kurtz-Costes B., Rowley, S. J., Okeke-Adeyanju, N. (2011). A longitudinal examination of African American adolescents’ attributions about achievement outcomes. Child Development, 82(5), 1486-1500. https://doi.org/10.1111/j.1467-8624.2011.01623.x

Thorkildsen, T. A. & Nicholls, J. G. (1998). Fifth graders’ achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179-201. https://doi.org/10.1037/0022-0663.90.2.179

Verzoni, K., & Swan, K. (1995). On the nature and development of conditional reasoning in early adolescence. Applied Cognitive Psychology, 9, 213-234. doi: 10.1002/acp.2350090304

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Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23-31. https://doi.org/10.1037/0022-0663.97.1.23

Wang, M. & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633-662. https://doi.org/10.3102/0002831209361209

Wang, M. & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002

Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climates during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3-4), 194-213. https://doi.org/10.1007/s10464-007-9143-y

Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations, 56, 92-104. https://doi.org/10.1111/j.1741-3729.2007.00442.x

Week 9: Community-based Organizations: Character and moral decision-making Thorkildsen—Chapter 4 Carlo, G., Fabes, R. A., Laible, D., & Kupanoff, K. (1999). Early adolescence and prosocial/moral

behavior II: The role of social and contextual influences. Journal of Early Adolescence, 19, 133-147. https://doi.org/10.1177/0272431699019002001

Eisenberg, N., Hofer, C., Sulik, M. J., & Liew, J. (2014). The development of prosocial moral reasoning and a prosocial orientation in young adulthood: Concurrent and longitudinal correlates. Developmental Psychology, 50(1), 58-70. https://doi.org/10.1037/a0032990

Eisenberg, N., Miller, P. A., Shell, R., McNalley, S., & Shea, C. (1991). Prosocial development in adolescence: A longitudinal study. Developmental Psychology, 27, 849-857. https://doi.org/10.1037//0012-1649.27.5.849

Fabes, R. A., Carlo, G., Kupanoff, K., & Laible, D. (1999). Early adolescence and prosocial/moral behavior I: The role of individual processes. Journal of Early Adolescence, 19, 5-16. https://doi.org/10.1177/0272431699019001001

Jones, R. K., Darrock, J. E., & Singh, S. (2005). Religious differentials in the sexual and reproductive behaviors of young women in the United States. Journal of Adolescent Health, 36, 279-288. https://doi.org/10.1016/j.jadohealth.2004.02.036

Lovinger, S. L., Miller, L., & Lovinger, R. J. (1999). Some clinical applications of religious development in adolescence. Journal of Adolescence, 22, 269-277. https://doi.org/10.1006/jado.1999.0215

Martin, T. F., White, J. M., & Perlman, D. (2003). Religious socialization: A test of the channeling hypothesis of parental influence on adolescent faith maturity. Journal of Adolescent Research, 18, 169-187. https://doi.org/10.1177/0743558402250349

McColgan, E. B., Rest, J. R., & Pruitt, D. B. (1983). Moral judgment and antisocial behavior in early adolescence. Journal of Applied Developmental Psychology, 4, 189-199. https://doi.org/10.1016/0193-3973(83)90006-0

Thorkildsen, T. A. (2007). Adolescents’ moral engagement in urban settings. Theory into Practice, 46, 113-120. https://doi.org/10.1080/00405840701232976

Week 10: Multi-Age Settings; Civic engagement/Free-time activities Thorkildsen—Chapter 5 Agans, J. P., Champine, R. B., DeSouza, L. M., Mueller, M. K., Johnson, S. K., & Lerner, R. M. (2014).

Activity involvement as an ecological asset: Profiles of participation and youth outcomes. Journal of Youth and Adolescence, 43(6), 919-932. https://doi.org/10.1007/s10964-014-0091-1

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Akiva, T., Cortina, K. S., Eccles, J. S., & Smith, C. (2013). Youth belonging and cognitive engagement in organized activities: A large-scale field study. Journal of Applied Developmental Psychology, 34(5), 208-218. https://doi.org/10.1016/j.appdev.2013.05.001

Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships between five after-school activities and academic achievement. Journal of Educational Psychology, 91, 369-378. https://doi.org/10.1037//0022-0663.91.2.369

McHale, S. M., Crouter, A. C., & Tucker, C. J. (2001). Free-time activities in middle childhood: Links with adjustment in early adolescence. Child Development, 72, 1764-1778. https://doi.org/10.1111/1467-8624.00377

McHale, S. M., Updegraff, K. A., Kim, J., & Cansler, E. (2009). Cultural orientations, daily activities, and adjustment in Mexican American youth. Journal of Youth and Adolescence, 38(5), 627-641. https://doi.org/10.1007/s10964-008-9321-8

Peck, S. C., Roeser, R. W., Carrett, N., & Eccles, J. S. (2008). Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents: Variable- and pattern-centered approaches. Journal of Social Issues, 64, 135-155. (Erratum in June 2008 issue.) https://doi.org/10.1111/j.1540-4560.2008.00552.x

Pettit, G. S., Bates, J. E., Dodge, K. A., & Meece, D. W. (1999). The impact of after-school peer contact on early adolescent externalizing problems is moderated by parental monitoring, perceived neighborhood safety, and prior adjustment. Child Development, 70, 768-778. https://doi.org/10.1111/1467-8624.00055

Shanahan, M. J., & Flaherty, B. P. (2001). Dynamic patterns of time use in adolescence. Child Development, 72, 385-401. https://doi.org/10.1111/1467-8624.00285

Shanahan, L., Kim, J., McHale, S. M., & Crouter, A. C. (2007). Sibling similarities and differences in time use: A pattern-analytic, within-family approach. Social Development, 16(4), 662-681. https://doi.org/10.1111/j.1467-9507.2007.00410.x

Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of extracurricular activity participation during adolescence on positive outcomes. Journal of Adolescent Research, 18, 599-630. https://doi.org/10.1177/0743558403254779

Week 11: Local Activities; Civic engagement Thorkildsen—Chapter 6 Bobek, D., Zaff, J., Li, Y., & Lerner, R. M. (2009). Cognitive, emotional, and behavioral components of

civic action: Towards an integrated measure of civic engagement. Journal of Applied Developmental Psychology, 30, 615-627. https://doi.org/10.1016/j.appdev.2009.07.005

Bowers, E. P., Li., Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M. (2010). The five Cs model of positive youth development: A longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of Youth and Adolescence, 39, 720-735. https://doi.org/10.1007/s10964-010-9530-9

Douglas Low, K. S., Yoon, M., Roberts, B. W., & Rounds, J. (2005). The stability of vocational interests from early adolescence to middle adulthood: A quantitative review of longitudinal studies. Psychological Bulltein, 131, 713-737. https://doi.org/10.1037/0033-2909.131.5.713

Feldt, T., Kokko, K., Kinnunen, U., & Pulkkinen, L. (2005). The role of family background, school success, and career orientation in the development of a sense of coherence. European Psychologist, 10, 298-308. https://doi.org/10.1027/1016-9040.10.4.298

Skorikov, V., & Vondracek, F. W. (1998). Vocational identity development: Its relationship to other identity domains and to overall identity development. Journal of Career Assessment, 6, 13-35. https://doi.org/10.1177/106907279800600102

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Week 12: National Activities; Media and citizenship Thorkildsen—Chapter 7 Hargreaves, D., Tiggemann, M. (2003). The effect of "thin ideal" television commercials on body

dissatisfaction and schema activation during early adolescence. Journal of Youth & Adolescence, 32, 367-373. https://doi.org/10.1023/A:1024974015581

O’Donnell, D. A., Schwab-Stone, M. E., & Muyeed, A. Z. (2002). Multidimensional resilience in urban children exposed to community violence. Child Development, 73, 1265-1282. https://doi.org/10.1111/1467-8624.00471

Plaisier, X. S., & Konijn, E. A. (2013). Rejected by peers – attracted to antisocial media content: Rejection-based anger impairs moral judgment among adolescents. Developmental Psychology, 49(6), 1165-1173. https://doi.org/10.1037/a0029399

Polce-Lynch, M., Myers, B., Kliewer, W., Kilmartin, C. (2001). Adolescent self-esteem and gender: Exploring relations to sexual harassment, body image, media influence, and emotional expression. Journal of Youth & Adolescence, 30, 225-244. https://doi.org/10.1023/A:1010397809136

Tiggemann, M., & Slater, A. (2014). Nettweens: The internet and body image concerns in preteenage girls. The Journal of Early Adolescence, 34(5), 606-620. https://doi.org/10.1177/0272431613501083

Yan, Z. (2006). What influences children’s and adolescents’ understanding of the complexity of the internet? Developmental Psychology, 42, 418-428. https://doi.org/10.1037/0012-1649.42.3.418

Week 13: Transnational Activities: Civil engagement/Global awareness Thorkildsen—Chapter 8 Higgins, A. (1995). Educating for justice and community: Lawrence Kohlberg’s vision of moral

education. In W. M. Kurtines, & J. L. Gewirtz (Eds.), Moral development: An introduction (pp. 49-81). Boston, MA: Allyn & Bacon.

Mosher, R. (1992). The adolescent as citizen. In A. Garrod (Ed.), Learning for life: Moral education, theory, and practice (pp. 179-209). Westport, CT: Praeger.

Thorkildsen, T. A., Golant, C. J., & Cambray-Engstrom, E. (2008). Essential solidarities for understanding Latino adolescents’ moral and academic engagement. In C. Hudley, & A. E. Gottfried (Eds.), Academic motivation and the culture of schooling in childhood and adolescence (pp. 73-98). Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195326819.003.0004

Week 14: Discovering Human Rights: Civil engagement/Enacting human rights Thorkildsen—Chapter 9 Sample websites https://en.wikipedia.org/wiki/Civil_and_political_rights http://transnationaldiscourse.weebly.com/ https://en.wikipedia.org/wiki/Universal_Declaration_of_Human_Rights Youth Leadership Summits: Balancing Discourse Communities Thorkildsen--Epilogue Hooghe, M., & Wilkenfeld, B. (2008). The stability of political attitudes and behaviors across

adolescence and early adulthood: A comparison of survey data on adolescents and young adults in eight countries. Journal of Youth and Adolescence, 37(2), 155–167. https://doi.org/10.1007/s10964-007-9199-x