Hinke M Endedijk
Biographic Data
| ID | 5763046 |
|---|---|
| NAME | Hinke M Endedijk |
| GIVEN NAMES | Hinke M |
| FAMILY NAME | Endedijk |
| SIGNATURE | ENDEDIJK H M |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0001-5607-2589 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Do My Reactions Outweigh My Actions? The Relation between Reactive and Proactive Aggression with Peer Acceptance in Preschoolers
Aggressive behaviors negatively impact peer relations starting from an early age. However, not all aggressive acts have the same underlying motivations. Reactive aggression arises as a response to an antecedent behavior of someone else, whereas proactive aggression is initiated by the aggressor and is instrumental. In this study, we aim to understand the relation between reactive and proactive aggression and peer acceptance in preschoolers. Paren…
The Teacher’s Invisible Hand
The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 stu…
The Role of Stress and Mineralocorticoid Receptor Haplotypes in the Development of Symptoms of Depression and Anxiety During Adolescence
Adolescence is a critical developmental period characterized by heightened levels of depressive and anxiety symptoms. Experiencing chronic or environmental stress, for example, as a result of traumatic events or insensitive parenting, increases the risk for depression and anxiety. However, not all adolescents develop depressive or anxiety symptoms following environmental stressors, due to differences in stress resilience. One of the factors invol…
Cooperation and preference by peers in early childhood
Children who are more proficient in cooperation with peers tend to be more preferred. To date, the development of peer cooperation has been studied mainly in two research traditions, one focusing on action coordination and the other focusing on interaction quality. Both aspects of cooperation are relevant for children's peer relations, but it is unclear whether both aspects of children's earliest cooperation skills predict their later preference …
The Role of Stressful Parenting and Mineralocorticoid Receptor Haplotypes on Social Development During Adolescence and Young Adulthood
The development of social behavior could be affected by stressful parenting. The mineralocorticoid receptor, one of the two main receptors for the stress hormone cortisol, plays a vital role in adequate responses to stress. Therefore, the effects of stressful parenting on social development (i.e., empathic concern, perspective taking and prosocial behavior) may be moderated by functional genetic variation in mineralocorticoid receptor haplotypes …
The Role of Child Characteristics and Peer Experiences in the Development of Peer Cooperation
Cooperation with peers is challenging for young children, and there are large individual differences in the development of cooperation. The roles of child characteristics and peer experiences for peer interaction during free play have been studied extensively, but it is unclear which factors predict young children's successful cooperation at different points in development. In this study, 2‐, 3‐, and 4‐year‐old children were observed during a pee…
Development of interpersonal coordination between peers during a drumming task
During social interaction, the behavior of interacting partners becomes coordinated. Although interpersonal coordination is well-studied in adults, relatively little is known about its development. In this project we explored how 2-, 3-, and 4-year-old children spontaneously coordinated their drumming with a peer. Results showed that all children adapted their drumming to their partner's drumming by starting and stopping their drumming in a coord…
The Role of Child Characteristics and Peer Experiences in the Development of Peer Cooperation
Cooperation with peers is challenging for young children, and there are large individual differences in the development of cooperation. The roles of child characteristics and peer experiences for peer interaction during free play have been studied extensively, but it is unclear which factors predict young children's successful cooperation at different points in development. In this study, 2‐, 3‐, and 4‐year‐old children were observed during a pee…
The Role of Child Characteristics and Peer Experiences in the Development of Peer Cooperation
Cooperation with peers is challenging for young children, and there are large individual differences in the development of cooperation. The roles of child characteristics and peer experiences for peer interaction during free play have been studied extensively, but it is unclear which factors predict young children's successful cooperation at different points in development. In this study, 2‐, 3‐, and 4‐year‐old children were observed during a pee…
Development of interpersonal coordination between peers during a drumming task
During social interaction, the behavior of interacting partners becomes coordinated. Although interpersonal coordination is well-studied in adults, relatively little is known about its development. In this project we explored how 2-, 3-, and 4-year-old children spontaneously coordinated their drumming with a peer. Results showed that all children adapted their drumming to their partner's drumming by starting and stopping their drumming in a coord…
The Role of Stressful Parenting and Mineralocorticoid Receptor Haplotypes on Social Development During Adolescence and Young Adulthood
The development of social behavior could be affected by stressful parenting. The mineralocorticoid receptor, one of the two main receptors for the stress hormone cortisol, plays a vital role in adequate responses to stress. Therefore, the effects of stressful parenting on social development (i.e., empathic concern, perspective taking and prosocial behavior) may be moderated by functional genetic variation in mineralocorticoid receptor haplotypes …
The Role of Stress and Mineralocorticoid Receptor Haplotypes in the Development of Symptoms of Depression and Anxiety During Adolescence
Adolescence is a critical developmental period characterized by heightened levels of depressive and anxiety symptoms. Experiencing chronic or environmental stress, for example, as a result of traumatic events or insensitive parenting, increases the risk for depression and anxiety. However, not all adolescents develop depressive or anxiety symptoms following environmental stressors, due to differences in stress resilience. One of the factors invol…
Cooperation and preference by peers in early childhood
Children who are more proficient in cooperation with peers tend to be more preferred. To date, the development of peer cooperation has been studied mainly in two research traditions, one focusing on action coordination and the other focusing on interaction quality. Both aspects of cooperation are relevant for children's peer relations, but it is unclear whether both aspects of children's earliest cooperation skills predict their later preference …
The Teacher’s Invisible Hand
The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 stu…
Do My Reactions Outweigh My Actions? The Relation between Reactive and Proactive Aggression with Peer Acceptance in Preschoolers
Aggressive behaviors negatively impact peer relations starting from an early age. However, not all aggressive acts have the same underlying motivations. Reactive aggression arises as a response to an antecedent behavior of someone else, whereas proactive aggression is initiated by the aggressor and is instrumental. In this study, we aim to understand the relation between reactive and proactive aggression and peer acceptance in preschoolers. Paren…
Developmental psychology (7 works) · Psychology (7 works) · Social Psychology (5 works) · Social Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Peer group (3 works) · Autism Spectrum Disorder Research (2 works) · Bullying, Victimization, and Aggression (2 works) · Child and Animal Learning Development (2 works) · Child Development and Digital Technology (2 works)