Outlines the principles and components of the "Classroom Community," a model used in an urban high school for students with emotional and behavioral problems. The model employs a shared-responsibility approach to facilitating the development of self-discipline and social responsibility. (MKA)

A longitudinal study evaluated child-care effects on young children's self-control, compliance, and problem behavior. Findings indicated that mothering was a stronger and more consistent predictor of child outcomes than child care. There was little evidence that early, extensive, and continuous care was related to problematic child behavior.…

Describes using behavior maps to help students identify and change nonadaptive patterns of interaction with adults and peers. Strategies are presented for developing and using behavior maps, and three examples of behavior maps of differing complexity are provided. Evaluation of behavior mapping efforts is also discussed. (CR)

Strategies for curbing disruptions in the classroom include setting expectations, naming and defining behaviors students must learn, modeling appropriate and alternative behavior, setting up routines showing that self-control is important, settling on predictable consequences for blurting out, having children start over if communication breaks…

Assessed the possible confounding of preadolescents' temperament as a predictor of psychological adjustment, using confirmatory factor analysis (CFA) and expert ratings. CFAs demonstrated that temperament could be reliably measured after eliminating overlapping items. Negative emotionality and impulsivity were negatively related to symptom…

This discussion of the developmental underpinnings of self-determination for students with disabilities considers metacognition, self-perception, social problem solving, and autonomous decision making. It urges developing school policies contributing to self-sufficiency; ameliorating curricular, instructional, and service delivery systems…

Examined longitudinally committed and situational compliance in "Do" and "Don't" contexts and internalization of standards among 108 young children through age 4. Found that the "Do" context was more challenging than the "Don't" context. Both forms of compliance were longitudinally stable, but only within a given context. Committed compliance was…

Examined relation of different types of negative emotion and regulation and control to 55- to 97-month-olds' internalizing and externalizing problem behaviors. Found that children with externalizing problems, compared to children with internalizing problems and nondisordered children, were more prone to anger, impulsivity, and low regulation.…

Cognition, motivation, and emotions are recognized by psychologists as the three fundamental classes of mental operations, yet most research in educational psychology has focused on the first two classes. Educational psychology textbooks for preservice teachers contain chapters on learning, problem solving, assessment, and motivation, but not on…

College students face a myriad of pressures and challenges in the academic environment as they seek to maintain optimal performance or even to remain in the academic program. In 2002, it was reported that more than 30% of first-year students did not return for their second year of college (Smith), and only 40% are reported to actually compete…

The hypothesis that the relations of effortful control and impulsivity to children's agreeableness would be at least partly indirect through their resiliency was tested. Eighty-two children (M age = 58.67 mos.) were participants. Children nominated peers on agreeableness and completed a behavioral measure of effortful control. Teachers and a…

Objective: of the study was to examine the extent to which cognitive emotion regulation strategies were "common determinants" of Internalizing and Externalizing problems and/or "specific determinants" distinguishing one problem category from the other. Method: The sample comprised 271 12- to 18-year-old secondary school students. Internalizing and…

This study of 572 male and 120 female graduates of a boot camp investigates the potency of self-control as a predictor of recidivism in comparison to gender, age, and elements of life-course theory. It also examines whether the effects of self-control on recidivism are commensurate within the categories of gender. Recidivism is defined as a felony…

This study evaluates the role of familial support and dysfunctional attitudes in depression, delinquency and the concomitance of these disorders in an adolescent population from a middle-class community in the Trois-Rivieres area. The Beck Depression Inventory and the Mesure d'adaptation sociale et personnelle pour adolescents quebecois-MASPAQ…

This study evaluated the Planning, Attention, Simultaneous, and Successive (PASS) characteristics of children assessed for Attention Deficit/Hyperactivity Disorder (ADHD referred), children with a Reading Disability (RD), and children in Regular Education (RE). The Cognitive Assessment System (CAS) was used to assess PASS processes for the 119…