Idean Ettekal
Biographic Data
| ID | 103116 |
|---|---|
| NAME | Idean Ettekal |
| GIVEN NAMES | Idean |
| FAMILY NAME | Ettekal |
| SIGNATURE | ETTEKAL I |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0003-3306-9330 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 89 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Patterns of child and adolescent digital media use: Associations with school support, engagement, and cybervictimization
Transactional associations among children’s externalizing and internalizing behaviors, teacher and peer relationships, and academic performance
Longitudinal Estimation of Exposure to Family Violence Predicting Internalizing and Externalizing Symptoms and the Co-Occurrence During Early Adolescence
Prior literature has suggested that following exposure to family violence, adolescents can develop internalizing and externalizing symptoms, including bullying perpetration and depressive symptoms. However, incongruities suggest that exposure to family violence is not a consistent precipitating event associated with bullying perpetration and depressive symptoms. Therefore, using latent growth models, the current study applied the intergenerationa…
Developmental Changes of Aggressive and Rule-Breaking Adolescent Antisocial Behavior: The Persistence of Exposure to Family Violence
Prior literature has supported the distinct factor structure of aggressive and rule-breaking adolescent antisocial behavior and has linked these differences to the age of onset hypothesis. However, the age of onset hypothesis is not consistent, and few studies have examined the stability of aggressive and rule-breaking antisocial behavior over time and the predictive effects of exposure to family violence. Thus, the current study (52% female; M a…
Family closeness and bullying perpetration: The roles of associating with antisocial peers, bullying victimization, exposure to community violence, and gender differences among African American adoles…
Bullying victimization and perpetration negatively affect African American students' physical and mental health. Among the many risk factors associated with bullying behaviors, associating with antisocial peers, and exposure to community violence may function as important contextual risk factors, particularly among African American youth residing in underserved urban communities. However, few studies have explored the degree to which family close…
Joint developmental trajectories of anxious solitude and peer adversities from early childhood through adolescence: Characteristics and associations with indices of internalizing problems
This study's aims were to identify distinct classes of youth exhibiting differing joint trajectories of anxious solitude (AS) and peer adversities from early childhood to adolescence and to examine relations between trajectory classes and the development of internalizing problems. A sample of 383 children (193 girls) was followed from kindergarten ( M age = 5.56 years) through Grade 12 ( M age = 17.89). Measures of AS, peer group rejection and vi…
Testing the Diathesis and Transactional Stress Models Among African American Adolescents
Prior literature suggests that stress exposure is associated with elevated rates of depressive symptoms in African American adolescents. However, there is substantial within-group variability which may be attributable to differences in adolescents’ individual characteristics (e.g., self-esteem, coping styles), and interpersonal experiences (e.g., peer support). The current study first examined whether active coping, perceived peer support, self-e…
Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities
The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, an…
Co-occurring trajectories of internalizing and externalizing problems from grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance
This investigation examined patterns of codeveloping internalizing and externalizing problems from early childhood through adolescence (i.e., Grades 1 to 12). Subgroups of children with heterogeneous developmental trajectories (i.e., pure and co-occurring internalizing and externalizing problems) were identified and their long-term associations with teacher-child relationship quality and academic (math and reading) performance were assessed. Find…
Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model
From social withdrawal to depression: A quasireplication and extension of Boivin, Hymel, and Bukowski (1995)
Tenets of the Boivin et al. (1995) social process model were reexamined with two longitudinal samples using both the original and contemporary analytic strategies. Study goals included reconstructing (e.g., quasireplicating) Boivin et al.'s (1995) original findings and evaluating hypothesized relations across both comparable and longer developmental epochs. Samples included 491 children (245 girls, Mage = 10.0; 80.1% White;19.1% low-, 43.1% middl…
Meta‐analytic approaches to understanding adolescent development: Contributions of the special issue
Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12
Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence: Associations with early childhood individual and contextual antecedents
As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that…
Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement?
This investigation’s aims were to map prevalence, normative trends, and patterns of continuity or change in school-based peer victimization throughout formal schooling (i.e., Grades K–12), and determine whether specific victimization patterns (i.e., differential trajectories) were associated with children’s academic performance. A sample of 383 children (193 girls) was followed from kindergarten (Mage = 5.50) through Grade 12 (Mage = 17.89), and …
Developmental continuity and change in physical, verbal, and relational aggression and peer victimization from childhood to adolescence
To investigate the developmental course of aggression and peer victimization in childhood and adolescence, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression, and victimization. Developmental continuity and change were assessed by examining transitions within and between subgroups from Grades 1 to 11. This longitudinal study consisted of 482 children (50% female…
Costs and benefits of children’s physical and relational aggression trajectories on peer rejection, acceptance, and friendships: Variations by aggression subtypes, gender, and age
This study examined the associations between children's co-occurring relational and physical aggression trajectories and their peer relations (i.e., peer rejection, peer acceptance, and reciprocated friendships) from late childhood (Grade 4; Mage = 10.0) to early adolescence (Grade 8; Mage = 13.9). Using a sample of 477 children (240 girls), the findings indicated there were multiple heterogeneous subgroups of children who followed distinct co-oc…
Grade-School Children’s Social Collaborative Skills: Links With Partner Preference and Achievement
Little is known about the skills children need to successfully collaborate with classmates on academic assignments. The purposes of this study were to identify grade-schoolers’ collaborative skills, evaluate the importance of identified skills for collaborative work, and determine whether differences in skill use were related to children’s social and scholastic competence. Initially, third through fifth graders ( N = 113) described attributes of …
Peer‐related loneliness across early to late adolescence: Normative trends, intra‐individual trajectories, and links with depressive symptoms
Study aims were to: (a) describe normative levels and person‐oriented developmental trends in loneliness across adolescence, and (2) examine the association between loneliness and depressive symptoms during this same epoch. Participants included 478 youth (239 males and females; 80% Caucasian, 16% African American, and 4% other). Measures of loneliness and multiple indicators of depressive symptoms were gathered yearly across grades 6 through 12 …
The Familial Socialization of Culturally Related Values in Mexican American Families
Research has documented a relation between parents' ethnic socialization and youth's ethnic identity, yet there has been little research examining the transmission of cultural values from parents to their children through ethnic socialization and ethnic identity. This study examines a prospective model in which mothers' and fathers' Mexican American values and ethnic socialization efforts are linked to their children's ethnic identity and Mexican…
The Familial Socialization of Culturally Related Values in Mexican American Families
Research has documented a relation between parents' ethnic socialization and youth's ethnic identity, yet there has been little research examining the transmission of cultural values from parents to their children through ethnic socialization and ethnic identity. This study examines a prospective model in which mothers' and fathers' Mexican American values and ethnic socialization efforts are linked to their children's ethnic identity and Mexican…
Developmental continuity and change in physical, verbal, and relational aggression and peer victimization from childhood to adolescence
To investigate the developmental course of aggression and peer victimization in childhood and adolescence, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression, and victimization. Developmental continuity and change were assessed by examining transitions within and between subgroups from Grades 1 to 11. This longitudinal study consisted of 482 children (50% female…
Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence: Associations with early childhood individual and contextual antecedents
As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that…
Costs and benefits of children’s physical and relational aggression trajectories on peer rejection, acceptance, and friendships: Variations by aggression subtypes, gender, and age
This study examined the associations between children's co-occurring relational and physical aggression trajectories and their peer relations (i.e., peer rejection, peer acceptance, and reciprocated friendships) from late childhood (Grade 4; Mage = 10.0) to early adolescence (Grade 8; Mage = 13.9). Using a sample of 477 children (240 girls), the findings indicated there were multiple heterogeneous subgroups of children who followed distinct co-oc…
Grade-School Children’s Social Collaborative Skills: Links With Partner Preference and Achievement
Little is known about the skills children need to successfully collaborate with classmates on academic assignments. The purposes of this study were to identify grade-schoolers’ collaborative skills, evaluate the importance of identified skills for collaborative work, and determine whether differences in skill use were related to children’s social and scholastic competence. Initially, third through fifth graders ( N = 113) described attributes of …
Testing the Diathesis and Transactional Stress Models Among African American Adolescents
Prior literature suggests that stress exposure is associated with elevated rates of depressive symptoms in African American adolescents. However, there is substantial within-group variability which may be attributable to differences in adolescents’ individual characteristics (e.g., self-esteem, coping styles), and interpersonal experiences (e.g., peer support). The current study first examined whether active coping, perceived peer support, self-e…
The Familial Socialization of Culturally Related Values in Mexican American Families
Research has documented a relation between parents' ethnic socialization and youth's ethnic identity, yet there has been little research examining the transmission of cultural values from parents to their children through ethnic socialization and ethnic identity. This study examines a prospective model in which mothers' and fathers' Mexican American values and ethnic socialization efforts are linked to their children's ethnic identity and Mexican…
Peer‐related loneliness across early to late adolescence: Normative trends, intra‐individual trajectories, and links with depressive symptoms
Study aims were to: (a) describe normative levels and person‐oriented developmental trends in loneliness across adolescence, and (2) examine the association between loneliness and depressive symptoms during this same epoch. Participants included 478 youth (239 males and females; 80% Caucasian, 16% African American, and 4% other). Measures of loneliness and multiple indicators of depressive symptoms were gathered yearly across grades 6 through 12 …
Grade-School Children’s Social Collaborative Skills: Links With Partner Preference and Achievement
Little is known about the skills children need to successfully collaborate with classmates on academic assignments. The purposes of this study were to identify grade-schoolers’ collaborative skills, evaluate the importance of identified skills for collaborative work, and determine whether differences in skill use were related to children’s social and scholastic competence. Initially, third through fifth graders ( N = 113) described attributes of …
Costs and benefits of children’s physical and relational aggression trajectories on peer rejection, acceptance, and friendships: Variations by aggression subtypes, gender, and age
This study examined the associations between children's co-occurring relational and physical aggression trajectories and their peer relations (i.e., peer rejection, peer acceptance, and reciprocated friendships) from late childhood (Grade 4; Mage = 10.0) to early adolescence (Grade 8; Mage = 13.9). Using a sample of 477 children (240 girls), the findings indicated there were multiple heterogeneous subgroups of children who followed distinct co-oc…
Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement?
This investigation’s aims were to map prevalence, normative trends, and patterns of continuity or change in school-based peer victimization throughout formal schooling (i.e., Grades K–12), and determine whether specific victimization patterns (i.e., differential trajectories) were associated with children’s academic performance. A sample of 383 children (193 girls) was followed from kindergarten (Mage = 5.50) through Grade 12 (Mage = 17.89), and …
Developmental continuity and change in physical, verbal, and relational aggression and peer victimization from childhood to adolescence
To investigate the developmental course of aggression and peer victimization in childhood and adolescence, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression, and victimization. Developmental continuity and change were assessed by examining transitions within and between subgroups from Grades 1 to 11. This longitudinal study consisted of 482 children (50% female…
Meta‐analytic approaches to understanding adolescent development: Contributions of the special issue
Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12
Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence: Associations with early childhood individual and contextual antecedents
As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that…
Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities
The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, an…
Co-occurring trajectories of internalizing and externalizing problems from grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance
This investigation examined patterns of codeveloping internalizing and externalizing problems from early childhood through adolescence (i.e., Grades 1 to 12). Subgroups of children with heterogeneous developmental trajectories (i.e., pure and co-occurring internalizing and externalizing problems) were identified and their long-term associations with teacher-child relationship quality and academic (math and reading) performance were assessed. Find…
Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model
From social withdrawal to depression: A quasireplication and extension of Boivin, Hymel, and Bukowski (1995)
Tenets of the Boivin et al. (1995) social process model were reexamined with two longitudinal samples using both the original and contemporary analytic strategies. Study goals included reconstructing (e.g., quasireplicating) Boivin et al.'s (1995) original findings and evaluating hypothesized relations across both comparable and longer developmental epochs. Samples included 491 children (245 girls, Mage = 10.0; 80.1% White;19.1% low-, 43.1% middl…
Testing the Diathesis and Transactional Stress Models Among African American Adolescents
Prior literature suggests that stress exposure is associated with elevated rates of depressive symptoms in African American adolescents. However, there is substantial within-group variability which may be attributable to differences in adolescents’ individual characteristics (e.g., self-esteem, coping styles), and interpersonal experiences (e.g., peer support). The current study first examined whether active coping, perceived peer support, self-e…
Patterns of child and adolescent digital media use: Associations with school support, engagement, and cybervictimization
Transactional associations among children’s externalizing and internalizing behaviors, teacher and peer relationships, and academic performance
Longitudinal Estimation of Exposure to Family Violence Predicting Internalizing and Externalizing Symptoms and the Co-Occurrence During Early Adolescence
Prior literature has suggested that following exposure to family violence, adolescents can develop internalizing and externalizing symptoms, including bullying perpetration and depressive symptoms. However, incongruities suggest that exposure to family violence is not a consistent precipitating event associated with bullying perpetration and depressive symptoms. Therefore, using latent growth models, the current study applied the intergenerationa…
Developmental Changes of Aggressive and Rule-Breaking Adolescent Antisocial Behavior: The Persistence of Exposure to Family Violence
Prior literature has supported the distinct factor structure of aggressive and rule-breaking adolescent antisocial behavior and has linked these differences to the age of onset hypothesis. However, the age of onset hypothesis is not consistent, and few studies have examined the stability of aggressive and rule-breaking antisocial behavior over time and the predictive effects of exposure to family violence. Thus, the current study (52% female; M a…
Family closeness and bullying perpetration: The roles of associating with antisocial peers, bullying victimization, exposure to community violence, and gender differences among African American adoles…
Bullying victimization and perpetration negatively affect African American students' physical and mental health. Among the many risk factors associated with bullying behaviors, associating with antisocial peers, and exposure to community violence may function as important contextual risk factors, particularly among African American youth residing in underserved urban communities. However, few studies have explored the degree to which family close…
Joint developmental trajectories of anxious solitude and peer adversities from early childhood through adolescence: Characteristics and associations with indices of internalizing problems
This study's aims were to identify distinct classes of youth exhibiting differing joint trajectories of anxious solitude (AS) and peer adversities from early childhood to adolescence and to examine relations between trajectory classes and the development of internalizing problems. A sample of 383 children (193 girls) was followed from kindergarten ( M age = 5.56 years) through Grade 12 ( M age = 17.89). Measures of AS, peer group rejection and vi…
Psychology (18 works) · Developmental psychology (16 works) · Child and Adolescent Psychosocial and Emotional Development (14 works) · Social Psychology (11 works) · Bullying, Victimization, and Aggression (6 works) · Poison control (6 works) · Social Psychology (6 works) · Academic achievement (5 works) · Child Development and Digital Technology (5 works) · Clinical Psychology (5 works)