標(biāo)題: Titlebook: Biosocial Interplay During Elementary School; Pathways Toward Mala Pol A.C. van Lier,Kirby Deater-Deckard Book 2022 Springer Nature Switzer [打印本頁] 作者: 軍械 時(shí)間: 2025-3-21 20:00
書目名稱Biosocial Interplay During Elementary School影響因子(影響力)
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書目名稱Biosocial Interplay During Elementary School被引頻次學(xué)科排名
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書目名稱Biosocial Interplay During Elementary School讀者反饋學(xué)科排名
作者: 關(guān)節(jié)炎 時(shí)間: 2025-3-21 20:40
https://doi.org/10.1007/978-3-658-14914-7menting relationship-based (i.e., teacher-child relationship, school friendships, peer acceptance and rejection, victimization) and context-based (e.g., school policies, classroom norms) factors as they pertain to child externalizing and internalizing symptoms. After describing gene-environment inte作者: 草率女 時(shí)間: 2025-3-22 00:35
Bruce A. Sherwood,Ruth W. Chabay, however, that tuning of biological stress-response systems by early adversity may have the potential to foster better adaptation in the context of later positive peer contexts. We describe several developmental conceptual models as a framework for understanding these processes, including stress ad作者: aggravate 時(shí)間: 2025-3-22 05:40
Bruce A. Sherwood,Ruth W. Chabaysolve interpersonal problems, placing children’s socioemotional health and academic success at risk..Specifically, we present a conceptual framework that addresses how peer stress leads to dysregulated neural and physiological stress responses and alterations in relational?schemas, hindering effecti作者: 遺留之物 時(shí)間: 2025-3-22 09:52
Adults’ Understanding of Electricity We present a theoretical framework designating how peer social stressors may impact brain function during development. This is followed by an overview of empirical evidence spanning experiments and correlational studies involving preschool and elementary school ages (4–12?years), with measurement o作者: 表被動(dòng) 時(shí)間: 2025-3-22 13:58 作者: 真繁榮 時(shí)間: 2025-3-22 18:47 作者: 恩惠 時(shí)間: 2025-3-23 00:26
School Social Relations and Child Development: Gene-Environment Interplay,menting relationship-based (i.e., teacher-child relationship, school friendships, peer acceptance and rejection, victimization) and context-based (e.g., school policies, classroom norms) factors as they pertain to child externalizing and internalizing symptoms. After describing gene-environment inte作者: 博識(shí) 時(shí)間: 2025-3-23 04:44 作者: 辯論 時(shí)間: 2025-3-23 07:07
School Social Relations, Self-Regulation, and Social Decision-Making,solve interpersonal problems, placing children’s socioemotional health and academic success at risk..Specifically, we present a conceptual framework that addresses how peer stress leads to dysregulated neural and physiological stress responses and alterations in relational?schemas, hindering effecti作者: evanescent 時(shí)間: 2025-3-23 13:19
School Social Relationships and Brain Functioning, We present a theoretical framework designating how peer social stressors may impact brain function during development. This is followed by an overview of empirical evidence spanning experiments and correlational studies involving preschool and elementary school ages (4–12?years), with measurement o作者: NOT 時(shí)間: 2025-3-23 14:19 作者: CODE 時(shí)間: 2025-3-23 19:02 作者: ABOUT 時(shí)間: 2025-3-24 00:18 作者: dictator 時(shí)間: 2025-3-24 05:22
Pol A.C. van Lier,Kirby Deater-DeckardExamines social experiences and pathways to maladaptation during elementary school.Explores bullying and other adverse school social experiences and effects of gene-environment interplay.Addresses eff作者: Abbreviate 時(shí)間: 2025-3-24 09:08
http://image.papertrans.cn/b/image/188572.jpg作者: 糾纏 時(shí)間: 2025-3-24 13:23
Preface: A Weak Pedagogy in a Rough World?,th concurrent and subsequent neurobiological changes that may help explain the development of behavioral, emotional, and academic problems. Decades of research have shown the detrimental effects of such negative social experiences at school. The volume begins with several chapters providing overview作者: phase-2-enzyme 時(shí)間: 2025-3-24 15:24
Preface: A Weak Pedagogy in a Rough World?,f their lives (i.e., “elementary school” years), young children spend a considerable number of hours each day in the presence of classroom peers, guided by teachers. This chapter focuses on these two important socializing agents of influence on children’s normative social and academic development, a作者: Lineage 時(shí)間: 2025-3-24 22:08 作者: Control-Group 時(shí)間: 2025-3-24 23:10
https://doi.org/10.1007/978-3-658-14914-7s today is that genetic and environmental factors interact and reciprocally influence each other through gene-environment interplay. Most of the prior research has focused on genetic factors working together with family-related factors (e.g., socioeconomic status, parenting) or stressful life events作者: Dna262 時(shí)間: 2025-3-25 05:08
https://doi.org/10.1007/978-3-662-02878-0ated in prior literature and theory as a contributor to children’s behavioral and emotional problems, through stress-related pathways and mechanisms. However, little is known about the underlying molecular mechanisms that may account for these effects. In this chapter, we first briefly examine how t作者: RACE 時(shí)間: 2025-3-25 09:13
Bruce A. Sherwood,Ruth W. Chabayips can operate as a positive socialization force that enhances development, unhealthy peer relationships can operate as a negative socialization force that undermines development. Youth who are exposed to adversity or marginalized from peer groups not only lose the benefits of having a strong socia作者: 馬賽克 時(shí)間: 2025-3-25 15:27
Bruce A. Sherwood,Ruth W. Chabayeed requires stable, positive interactions with others; a sense of acceptance by one’s family and peers; enduring, emotionally intimate relationships; and a perception that one is valued. However, for some children, interpersonal relationships fail to fulfill this most essential of needs. Social psy作者: Monolithic 時(shí)間: 2025-3-25 18:55 作者: 上下倒置 時(shí)間: 2025-3-25 23:22 作者: Lipoprotein 時(shí)間: 2025-3-26 00:49
Book 2022ys in which after the transition to primary education children, supervised by teachers, need to function with their peers. The volume addresses issues affecting 10% to 20% of children who become poorly accepted or victimized by peers, receive low support by teachers or even have conflictual relation作者: GET 時(shí)間: 2025-3-26 05:53 作者: 使尷尬 時(shí)間: 2025-3-26 08:32
Prologue: Introduction,, dysregulation and disrupted social decision-making, and brain structure and functioning. Collectively, the chapters present implications for prevention and intervention, along with recommendations for new directions in future research.作者: DIKE 時(shí)間: 2025-3-26 12:48 作者: atrophy 時(shí)間: 2025-3-26 20:26 作者: installment 時(shí)間: 2025-3-27 00:29 作者: affinity 時(shí)間: 2025-3-27 01:17
Adults’ Understanding of Electricityof school settings. In this closing commentary, after briefly summarizing key points, we offer three recommendations for future research that are informed by and build upon the gaps and needs for future research highlighted by the volume authors.作者: minion 時(shí)間: 2025-3-27 06:44 作者: Indict 時(shí)間: 2025-3-27 12:02
The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesizedn, may be altered by life experiences and could jeopardize later development, a concept referred to as biological embedding. We conclude by outlining key methodological, biological, and statistical limitations constraining the generalization of emerging findings investigating epigenetic mechanisms in peer relationships research.作者: 漸強(qiáng) 時(shí)間: 2025-3-27 15:36 作者: 變白 時(shí)間: 2025-3-27 19:36
Prologue: Introduction,th concurrent and subsequent neurobiological changes that may help explain the development of behavioral, emotional, and academic problems. Decades of research have shown the detrimental effects of such negative social experiences at school. The volume begins with several chapters providing overview作者: 同位素 時(shí)間: 2025-3-28 01:48
Elementary School Social Experiences with Peers and Teachers: Manifestation and Development,f their lives (i.e., “elementary school” years), young children spend a considerable number of hours each day in the presence of classroom peers, guided by teachers. This chapter focuses on these two important socializing agents of influence on children’s normative social and academic development, a作者: LUCY 時(shí)間: 2025-3-28 06:10
,How Peers and Teachers Shape Elementary School Children’s Academic and Socioemotional Development,h peers and teachers contribute to their socioemotional development and academic achievement, for better or for worse. In this chapter, we examined relationships with peers and teachers and their contribution to elementary school?children’s?(mal)adaptive developmental outcomes. We focused on two typ作者: ALOFT 時(shí)間: 2025-3-28 09:10
School Social Relations and Child Development: Gene-Environment Interplay,s today is that genetic and environmental factors interact and reciprocally influence each other through gene-environment interplay. Most of the prior research has focused on genetic factors working together with family-related factors (e.g., socioeconomic status, parenting) or stressful life events作者: BULLY 時(shí)間: 2025-3-28 12:42
The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesizedated in prior literature and theory as a contributor to children’s behavioral and emotional problems, through stress-related pathways and mechanisms. However, little is known about the underlying molecular mechanisms that may account for these effects. In this chapter, we first briefly examine how t作者: 落葉劑 時(shí)間: 2025-3-28 17:47
Biological Embedding of Peer Experiences: The Contribution of Peer Adversity to Stress Regulation,ips can operate as a positive socialization force that enhances development, unhealthy peer relationships can operate as a negative socialization force that undermines development. Youth who are exposed to adversity or marginalized from peer groups not only lose the benefits of having a strong socia作者: Flatter 時(shí)間: 2025-3-28 22:13
School Social Relations, Self-Regulation, and Social Decision-Making,eed requires stable, positive interactions with others; a sense of acceptance by one’s family and peers; enduring, emotionally intimate relationships; and a perception that one is valued. However, for some children, interpersonal relationships fail to fulfill this most essential of needs. Social psy作者: 痛苦一下 時(shí)間: 2025-3-29 01:54 作者: muster 時(shí)間: 2025-3-29 04:33
Epilogue: Concluding Commentary,tcomes, but harsh, rejecting social experiences in school consistently contribute to growth in behavioral, emotional, and academic problems. As a collection, the chapters in the current volume offer key insights into the known, likely, or potential causal processes that not only help explain why the作者: 耐寒 時(shí)間: 2025-3-29 11:06
