Rhonda S Jamison
Biographic Data
| ID | 5803867 |
|---|---|
| NAME | Rhonda S Jamison |
| GIVEN NAMES | Rhonda S |
| FAMILY NAME | Jamison |
| SIGNATURE | JAMISON R S |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 37 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 2 |
Too Cool for School? The Relationship between Coolness and Academic Reputation in Early Adolescence
The relationship between peer‐nominated coolness and academic reputation was examined at two time points spanning the first year of middle school ( N = 807; 52 percent female; 52 percent A frican‐ A merican; 48 percent E uropean A merican). Students predominantly nominated peers who were from their same gender and ethnic group as being cool. Associations between coolness and academic reputation differed across subgroups, were contingent upon leve…
Social goals, social behavior, and social status in middle childhood
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the co…
Social goals, social behavior, and social status in middle childhood
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the co…
Too Cool for School? The Relationship between Coolness and Academic Reputation in Early Adolescence
The relationship between peer‐nominated coolness and academic reputation was examined at two time points spanning the first year of middle school ( N = 807; 52 percent female; 52 percent A frican‐ A merican; 48 percent E uropean A merican). Students predominantly nominated peers who were from their same gender and ethnic group as being cool. Associations between coolness and academic reputation differed across subgroups, were contingent upon leve…
Social goals, social behavior, and social status in middle childhood
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the co…
Too Cool for School? The Relationship between Coolness and Academic Reputation in Early Adolescence
The relationship between peer‐nominated coolness and academic reputation was examined at two time points spanning the first year of middle school ( N = 807; 52 percent female; 52 percent A frican‐ A merican; 48 percent E uropean A merican). Students predominantly nominated peers who were from their same gender and ethnic group as being cool. Associations between coolness and academic reputation differed across subgroups, were contingent upon leve…
Bullying, Victimization, and Aggression (2 works) · Developmental psychology (2 works) · Psychology (2 works) · Association (psychology (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Demography (1 work) · Demography (1 work) · Early Childhood Education and Development (1 work) · Ethnic group (1 work) · Motivation and Self-Concept in Sports (1 work)