Beverley D Cairns
Biographic Data
| ID | 5757462 |
|---|---|
| NAME | Beverley D Cairns |
| GIVEN NAMES | Beverley D |
| FAMILY NAME | Cairns |
| SIGNATURE | CAIRNS B D |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 545 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 11 |
Bullies and victims in rural African American youth
Bullying and victimization are serious problems for youth of many ages and from a variety of backgrounds. These behaviors have not, however, been widely studied in rural minorities. The current work examined behavioral and social correlates of bullying and victimization in a sample of rural African American youth. Incidence rates of bullying, victimization, and aggressive victimization parallel those in other populations. Bullies were rated as ag…
What makes a girl (or a boy) popular (or unpopular)? African American children's perceptions and developmental differences
Open-ended questions were used to obtain narrative accounts of what makes a girl (or a boy) popular (or unpopular) at school. The participants were 489 African American students in Grades 1, 4, and 7 recruited from high-risk inner-city neighborhoods. Appearance and self-presentation were mentioned the most in Grades 4 and 7. Prosocial characteristics were especially relevant for popularity in Grade 1, as were studentship in Grade 4 and peer affil…
Exploring Risk in Early Adolescent African American Youth
Two studies were conducted to explore the degree to which single‐ and multiple‐risk profiles were evident in samples of African American early adolescents in low‐income inner‐city, rural, and suburban schools. Study 1 examined early adolescent risk status (i.e., single, multiple) in relation to later adjustment in a representative sample (70% European American, 30% African American). Youth who experienced a single risk in early adolescence had mo…
Promoting interpersonal competence and educational success through extracurricular activity participation.
This longitudinal study investigated consistent participation in extracurricular activities as a contributor to long-term educational success. Participants were 695 boys and girls who were interviewed annually to the end of high school and again at age 20. Family economic status, interpersonal competence, and educational aspirations during adolescence were used to assess educational status at young adulthood. Consistent extracurricular activity p…
The Transition to High School
This chapter explores the relationship between childhood aggressive behavior and later adjustment, with a focus on the transition to high school. Pattern-oriented prodigal analysis is used to identify four homogeneous groups, based on stability or change in risk and nonrisk status over time
Identifying Children's Peer Social Networks in School Classrooms
Links between peer reports of social cluster membership and observed classroom interactions were examined in a sample of 72 children in 4 th grade and 7 th grade. All participating children in each classroom identified as many social clusters in the classroom as they could recall. Using the social‐cognitive map (SCM) procedure, these individual reports were aggregated to summarize the number of times a given child was nominated as being in the sa…
Rejected Bullies or Popular Leaders? The Social Relations of Aggressive Subtypes of Rural African American Early Adolescents
Teacher assessments of interpersonal characteristics were used to identify subtypes of rural African American early adolescents (161 boys and 258 girls). Teacher ratings of interpersonal characteristics were used to identify popular and unpopular aggressive subtypes for both boys and girls. Unpopular aggressive youths did not have elevated levels of rejected sociometric status but were more likely to have lower levels of peer-perceived social pro…
Aggressive Behaviors in Social Interaction and Developmental Adaptation
Using conflict narratives reported by adolescents in grade 7 (mean age = 13.4 years), this study investigated the interactional properties and developmental functions of four types of aggressive behaviors: social aggression, direct relational aggression, physical aggression, and verbal aggression. A total of 475 participants from the Carolina Longitudinal Study ( Cairns & Cairns, 1994 ) were included. Results showed that the majority of conflict …
The development of social aggression and physical aggression
Using conflict narratives reported by children and adolescents, this study investigated the development and social functions of social aggression in comparison to physical aggression. A total of 510 participants in two cohorts of a longitudinal study were involved (116 girls and 104 boys from Grade 4 and155 girls and 135 boys from Grade 7). Patterns of social aggression and physical aggression were identified based on interview reports in the fir…
Predicting Teen Motherhood and Teen Fatherhood
In a longitudinal investigation of the antecedents and pathways of teen parenthood, 475 participants (248 females and 227 males) were followed from Grade 7 through early adulthood. In the first year of the investigation, homogeneous subgroups were identified by clustering participants on five characteristics (i.e., aggression, popularity, academic competence, age, and socioeconomic status). At the same time, peer social networks were identified b…
Paths across generations
Friendships and Social Networks in Childhood and Adolescence
Early School Dropout
Growth and aggression
Social networks and aggressive behavior
Studied social networks and aggressive behavior in school in 2 cohorts of boys and girls in the 4th and 7th grades (N = 695). Measures of social networks yielded convergent findings. Highly aggressive subjects (both boys and girls) did not differ from matched control subjects in terms of social cluster membership or in being isolated or rejected within the social network. Peer cluster analysis and reciprocal best friend selections indicated that …
Social Structure and Social Cognition in Early Adolescence
To investigate the relations between perceptions of the social structure and affiliative patterns in early adolescence, subjects in three grades of a junior high school were studied in a multi-method, longitudinal research design. Interview, observational, and rating procedures were employed to obtain information about the effective social clusters within each class. After one year, the social structure of the 7th grade (now 8th) was reassessed. …
Social cognition and the acquisition of self
Social networks and aggressive behavior
Studied social networks and aggressive behavior in school in 2 cohorts of boys and girls in the 4th and 7th grades (N = 695). Measures of social networks yielded convergent findings. Highly aggressive subjects (both boys and girls) did not differ from matched control subjects in terms of social cluster membership or in being isolated or rejected within the social network. Peer cluster analysis and reciprocal best friend selections indicated that …
Growth and aggression
Social Structure and Social Cognition in Early Adolescence
To investigate the relations between perceptions of the social structure and affiliative patterns in early adolescence, subjects in three grades of a junior high school were studied in a multi-method, longitudinal research design. Interview, observational, and rating procedures were employed to obtain information about the effective social clusters within each class. After one year, the social structure of the 7th grade (now 8th) was reassessed. …
Rejected Bullies or Popular Leaders? The Social Relations of Aggressive Subtypes of Rural African American Early Adolescents
Teacher assessments of interpersonal characteristics were used to identify subtypes of rural African American early adolescents (161 boys and 258 girls). Teacher ratings of interpersonal characteristics were used to identify popular and unpopular aggressive subtypes for both boys and girls. Unpopular aggressive youths did not have elevated levels of rejected sociometric status but were more likely to have lower levels of peer-perceived social pro…
Aggressive Behaviors in Social Interaction and Developmental Adaptation
Using conflict narratives reported by adolescents in grade 7 (mean age = 13.4 years), this study investigated the interactional properties and developmental functions of four types of aggressive behaviors: social aggression, direct relational aggression, physical aggression, and verbal aggression. A total of 475 participants from the Carolina Longitudinal Study ( Cairns & Cairns, 1994 ) were included. Results showed that the majority of conflict …
What makes a girl (or a boy) popular (or unpopular)? African American children's perceptions and developmental differences
Open-ended questions were used to obtain narrative accounts of what makes a girl (or a boy) popular (or unpopular) at school. The participants were 489 African American students in Grades 1, 4, and 7 recruited from high-risk inner-city neighborhoods. Appearance and self-presentation were mentioned the most in Grades 4 and 7. Prosocial characteristics were especially relevant for popularity in Grade 1, as were studentship in Grade 4 and peer affil…
Predicting Teen Motherhood and Teen Fatherhood
In a longitudinal investigation of the antecedents and pathways of teen parenthood, 475 participants (248 females and 227 males) were followed from Grade 7 through early adulthood. In the first year of the investigation, homogeneous subgroups were identified by clustering participants on five characteristics (i.e., aggression, popularity, academic competence, age, and socioeconomic status). At the same time, peer social networks were identified b…
The development of social aggression and physical aggression
Using conflict narratives reported by children and adolescents, this study investigated the development and social functions of social aggression in comparison to physical aggression. A total of 510 participants in two cohorts of a longitudinal study were involved (116 girls and 104 boys from Grade 4 and155 girls and 135 boys from Grade 7). Patterns of social aggression and physical aggression were identified based on interview reports in the fir…
Identifying Children's Peer Social Networks in School Classrooms
Links between peer reports of social cluster membership and observed classroom interactions were examined in a sample of 72 children in 4 th grade and 7 th grade. All participating children in each classroom identified as many social clusters in the classroom as they could recall. Using the social‐cognitive map (SCM) procedure, these individual reports were aggregated to summarize the number of times a given child was nominated as being in the sa…
Exploring Risk in Early Adolescent African American Youth
Two studies were conducted to explore the degree to which single‐ and multiple‐risk profiles were evident in samples of African American early adolescents in low‐income inner‐city, rural, and suburban schools. Study 1 examined early adolescent risk status (i.e., single, multiple) in relation to later adjustment in a representative sample (70% European American, 30% African American). Youth who experienced a single risk in early adolescence had mo…
Paths across generations
Bullies and victims in rural African American youth
Bullying and victimization are serious problems for youth of many ages and from a variety of backgrounds. These behaviors have not, however, been widely studied in rural minorities. The current work examined behavioral and social correlates of bullying and victimization in a sample of rural African American youth. Incidence rates of bullying, victimization, and aggressive victimization parallel those in other populations. Bullies were rated as ag…
Social cognition and the acquisition of self
Social Structure and Social Cognition in Early Adolescence
To investigate the relations between perceptions of the social structure and affiliative patterns in early adolescence, subjects in three grades of a junior high school were studied in a multi-method, longitudinal research design. Interview, observational, and rating procedures were employed to obtain information about the effective social clusters within each class. After one year, the social structure of the 7th grade (now 8th) was reassessed. …
Social networks and aggressive behavior
Studied social networks and aggressive behavior in school in 2 cohorts of boys and girls in the 4th and 7th grades (N = 695). Measures of social networks yielded convergent findings. Highly aggressive subjects (both boys and girls) did not differ from matched control subjects in terms of social cluster membership or in being isolated or rejected within the social network. Peer cluster analysis and reciprocal best friend selections indicated that …
Early School Dropout
Growth and aggression
Friendships and Social Networks in Childhood and Adolescence
Paths across generations
Predicting Teen Motherhood and Teen Fatherhood
In a longitudinal investigation of the antecedents and pathways of teen parenthood, 475 participants (248 females and 227 males) were followed from Grade 7 through early adulthood. In the first year of the investigation, homogeneous subgroups were identified by clustering participants on five characteristics (i.e., aggression, popularity, academic competence, age, and socioeconomic status). At the same time, peer social networks were identified b…
Aggressive Behaviors in Social Interaction and Developmental Adaptation
Using conflict narratives reported by adolescents in grade 7 (mean age = 13.4 years), this study investigated the interactional properties and developmental functions of four types of aggressive behaviors: social aggression, direct relational aggression, physical aggression, and verbal aggression. A total of 475 participants from the Carolina Longitudinal Study ( Cairns & Cairns, 1994 ) were included. Results showed that the majority of conflict …
The development of social aggression and physical aggression
Using conflict narratives reported by children and adolescents, this study investigated the development and social functions of social aggression in comparison to physical aggression. A total of 510 participants in two cohorts of a longitudinal study were involved (116 girls and 104 boys from Grade 4 and155 girls and 135 boys from Grade 7). Patterns of social aggression and physical aggression were identified based on interview reports in the fir…
Promoting interpersonal competence and educational success through extracurricular activity participation.
This longitudinal study investigated consistent participation in extracurricular activities as a contributor to long-term educational success. Participants were 695 boys and girls who were interviewed annually to the end of high school and again at age 20. Family economic status, interpersonal competence, and educational aspirations during adolescence were used to assess educational status at young adulthood. Consistent extracurricular activity p…
The Transition to High School
This chapter explores the relationship between childhood aggressive behavior and later adjustment, with a focus on the transition to high school. Pattern-oriented prodigal analysis is used to identify four homogeneous groups, based on stability or change in risk and nonrisk status over time
Identifying Children's Peer Social Networks in School Classrooms
Links between peer reports of social cluster membership and observed classroom interactions were examined in a sample of 72 children in 4 th grade and 7 th grade. All participating children in each classroom identified as many social clusters in the classroom as they could recall. Using the social‐cognitive map (SCM) procedure, these individual reports were aggregated to summarize the number of times a given child was nominated as being in the sa…
Rejected Bullies or Popular Leaders? The Social Relations of Aggressive Subtypes of Rural African American Early Adolescents
Teacher assessments of interpersonal characteristics were used to identify subtypes of rural African American early adolescents (161 boys and 258 girls). Teacher ratings of interpersonal characteristics were used to identify popular and unpopular aggressive subtypes for both boys and girls. Unpopular aggressive youths did not have elevated levels of rejected sociometric status but were more likely to have lower levels of peer-perceived social pro…
Exploring Risk in Early Adolescent African American Youth
Two studies were conducted to explore the degree to which single‐ and multiple‐risk profiles were evident in samples of African American early adolescents in low‐income inner‐city, rural, and suburban schools. Study 1 examined early adolescent risk status (i.e., single, multiple) in relation to later adjustment in a representative sample (70% European American, 30% African American). Youth who experienced a single risk in early adolescence had mo…
What makes a girl (or a boy) popular (or unpopular)? African American children's perceptions and developmental differences
Open-ended questions were used to obtain narrative accounts of what makes a girl (or a boy) popular (or unpopular) at school. The participants were 489 African American students in Grades 1, 4, and 7 recruited from high-risk inner-city neighborhoods. Appearance and self-presentation were mentioned the most in Grades 4 and 7. Prosocial characteristics were especially relevant for popularity in Grade 1, as were studentship in Grade 4 and peer affil…
Bullies and victims in rural African American youth
Bullying and victimization are serious problems for youth of many ages and from a variety of backgrounds. These behaviors have not, however, been widely studied in rural minorities. The current work examined behavioral and social correlates of bullying and victimization in a sample of rural African American youth. Incidence rates of bullying, victimization, and aggressive victimization parallel those in other populations. Bullies were rated as ag…
Psychology (17 works) · Developmental psychology (15 works) · Bullying, Victimization, and Aggression (10 works) · Social Psychology (10 works) · Aggression (8 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Social Psychology (8 works) · Early Childhood Education and Development (7 works) · Interpersonal communication (5 works) · Interpersonal relationship (5 works)