CoChat
Sign Up
Cited by 457Child and Adolescent Psychosocial and Emotional DevelopmentResilience and Mental HealthChild Abuse and Trauma

The DOI matches its Crossref record; 42 of the 42 references it cites were found in a registry or an index.

COMPETENCE AND STRESS IN SCHOOL CHILDREN: THE MODERATING EFFECTS OF INDIVIDUAL AND FAMILY QUALITIES

Masten, Ann S., Garmezy, Norman, Tellegen, Auke, Pellegrini, David S., Larkin, Kevin, Larsen, Andrea·1988·Journal of Child Psychology and Psychiatry
DOI 10.1111/j.1469-7610.1988.tb00751.x
Open this paper in CoChat — free account

Abstract

This study examined the associations of stress exposure to various aspects of school-based competence in a normative sample of 205 children aged 8-13. Potential moderators of these relations, including child attributes of sex and IQ and environmental attributes of socioeconomic status (SES) and family qualities, were also studied. Stress exposure was indexed by a life event questionnaire. Competence was assessed by teacher ratings, peer assessments and school record data. Family attributes were derived from a set of rating scales completed by interviewers after 6 hours of interviews with a parent. Results suggest that the relations of stress exposure to competence vary as a function of individual differences as well as the competence criterion. Disadvantaged children, with lower IQ and SES, and less positive family qualities, were generally less competent and more likely to be disruptive at high stress levels. Advantaged children were more competent, and with stress positively engaged in school, but were not likely to be disruptive. Boys were less socially competent than girls and, when stress was high, appeared to be less protected by positive family qualities. Causal hypotheses for future research in this area are discussed.

Overview

Integrity signals

Registry

Crossref · 10.1111/j.1469-7610.1988.tb00751.x

Cites

42 of 42 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 42 references

Research works printed but not linked: 11

  1. 10.2307/1129836 · DOI
  2. Hauser, 1977, The process of stratification: Trends and analysis
  3. Hetherington E. M., 1980, Parent‐child interaction: Theory, research, and prospect
  4. Kopp C. B., 1983, Infancy and developmental psychology, 1080
  5. 10.2307/1129666 · DOI
  6. Linder H. D., 1985, A contextual life events interview as a measure of stress: A comparison of questionnaire‐based as interview‐based stress indices
  7. Madge N., 1981, Intelligence, 245
  8. Masten A. S.(1987).Competence and risk factors in middle childhood as predictors of adaptation in late adolescence. InA.Masten(Chair) Competence in children at risk: Significance for developmental psychopathology. Symposium conducted at the biennial meeting of the Society of Research in Child Development Baltimore.
  9. 10.1037/0003-066X.41.4.432 · DOI
  10. 10.1037/0012-1649.22.1.124 · DOI
  11. Spivack G., 1967, Devereux Elementary School Behavior Rating Scale Manual.

Cited by

Sorted by citations

See all 457

Related

Metadata

Authors
Masten, A. S., Garmezy, N., Tellegen, A., Pellegrini, D. S., Larkin, K., & Larsen, A.
Affiliations
  • University of Minnesota (US)
  • Catholic University of America (US)
Corresponding author
Masten, Ann S.
ORCID
Venue
Journal of Child Psychology and Psychiatry
Publisher
Wiley
Published
1988-11
Volume
29
Issue
6
Pages
745-764
ISSN
  • 0021-9630 (ISSN-L)
  • 1469-7610
DOI
10.1111/j.1469-7610.1988.tb00751.x
OpenAlex
W2031455197
Cited by
457
References
42
Citations by year
2025: 5 · 2024: 3 · 2023: 5 · 2022: 6 · 2021: 5 · 2020: 9 · 2019: 10 · 2018: 8 · 2017: 6 · 2016: 10 · 2015: 16 · 2014: 13 · 2013: 15 · 2012: 19
FWCI
12.91
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 6610 d)
Locations
  • Journal of Child Psychology and Psychiatry (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Institutes of Health (5r01mh033222-09)
  • Medical Research Council
  • National Institute of Mental Health (R01-MH-33222)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Psychology › Clinical Psychology › Resilience and Mental Health
  • Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
Keywords
stress exposure, elementary school students, life events, socioeconomic status, family quality, IQ, sex differences, disruptive behavior, social competence, academic engagement, moderating effect, teacher ratings, peer assessment
MeSH terms
Achievement, Adaptation, Psychological, Aptitude, Child, Child Behavior Disorders, Child Development, Female, Humans, Intelligence, Learning Disabilities, Life Change Events, Male, Parent-Child Relations, Psychological Tests, Risk Factors, Stress, Psychological

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review