Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Ellen Rydell Altermatt"'
Publikováno v:
2020 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b13aae821b49645965629df3fc91589
https://doi.org/10.1119/perc.2020.pr.eblen-zayas
https://doi.org/10.1119/perc.2020.pr.eblen-zayas
Autor:
Ellen Rydell Altermatt
Publikováno v:
Social Development. 26:921-936
Academic successes are a common part of children's daily lives. Prior research indicates that children frequently attempt to capitalize on these events by sharing the good news with peers. This short-term longitudinal study of third- through seventh-
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::27566e86a9359982105a8ce6eb3b8dbe
https://doi.org/10.1111/sode.12235
https://doi.org/10.1111/sode.12235
Autor:
Ellen Rydell Altermatt
Publikováno v:
Journal of College Student Retention: Research, Theory & Practice. 21:21-37
Prior theory and research indicate that psychosocial contextual factors—including students’ ability to establish and maintain satisfying relationships and interactions with peers—can play an important role in predicting college students’ acad
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::69f33f690337c3179637c27e7839446c
https://doi.org/10.1177/1521025116686588
https://doi.org/10.1177/1521025116686588
Autor:
Ellen Rydell Altermatt
Publikováno v:
The Journal of Early Adolescence. 37:760-773
Prior research demonstrates that perceived academic support from peers positively predicts school adjustment. In this cross-sectional study, we provide evidence that perceived academic support from peers declines from 3rd to 8th grade and that this d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e7a58bf7759ede742358f39225c907b8
https://doi.org/10.1177/0272431615624568
https://doi.org/10.1177/0272431615624568
Publikováno v:
Sex Roles. 74:46-61
There is growing evidence that individuals frequently share good news with others and that these positive event disclosures can predict positive affective outcomes. In the current study, we tested hypotheses regarding gender differences in one type o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fe57b9070777d23b5fad3c3ac9cec00a
https://doi.org/10.1007/s11199-015-0549-y
https://doi.org/10.1007/s11199-015-0549-y
Autor:
Ellen Rydell Altermatt
Publikováno v:
The Journal of Experimental Education. 83:218-235
This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle schoo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5a22c2017fb859addb7fa5a7995fc56e
https://doi.org/10.1080/00220973.2014.938855
https://doi.org/10.1080/00220973.2014.938855
Autor:
Ellen Rydell Altermatt
Publikováno v:
The Journal of Early Adolescence. 31:174-203
Although friends often share successes with one another, very little attention has been paid to these interactions. The current study examines the nature of middle school students’ interactions with friends following academic successes and the cons
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f0a26be08a8f7ffbe571e19a49b2973
https://doi.org/10.1177/0272431610379414
https://doi.org/10.1177/0272431610379414
Publikováno v:
Merrill-Palmer Quarterly. 55:454-487
Prior research has identified ways in which parents and teachers contribute to learned helpless responses to failure, but little is known about the role that interactions with peers might play. In this study, the conversations of fourth- through sixt
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::36a612bd9000f0fd9bbd31c0d79cd9c2
https://doi.org/10.1353/mpq.0.0037
https://doi.org/10.1353/mpq.0.0037
Autor:
Ellen Rydell Altermatt
Publikováno v:
The Journal of Early Adolescence. 27:479-508
This study examined gender differences in the interactions early adolescent students report having with significant others following academic failure and the consequences of these interactions for student worry. The 5th- through 8th-grade students (
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f182a780f72c0403fa060212680227d
https://doi.org/10.1177/0272431607302938
https://doi.org/10.1177/0272431607302938
Publikováno v:
Social Development. 14:61-81
The present research examines the achievement-related implications of establishing friendships with high-achieving versus low-achieving classmates. Fifth- , sixth- , and seventh-grade students (N=929) participated. During the fall and spring semester
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f9c782cd9fe1ef9d7cace6610cee6cef
https://doi.org/10.1111/j.1467-9507.2005.00291.x
https://doi.org/10.1111/j.1467-9507.2005.00291.x