Scott D Gest
Dados Biográficos
| ID | 300753 |
|---|---|
| NOME | Scott D Gest |
| PRENOMES | Scott D |
| SOBRENOME | Gest |
| ASSINATURA | GEST S D |
| AFILIAÇÕES | Pennsylvania State University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 32 |
| TOTAL DE CITAÇÕES | 598 |
| TOTAL COMO AUTOR | 32 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1988 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 11 |
Children's friendship stability in the United States, China, and Indonesia
Predictors of friendship stability from individual attributes and dyadic similarities were assessed using cross-classified multilevel analyses in this 6- to 8-month longitudinal study of 10-year-old US (White, Black, Asian, other; n = 477, 50% girls), Chinese (n = 467, 59% girls), and Indonesian (Sudanese, Javanese, other; n = 419, 45% girls) children with complete participation and reciprocated baseline friendships. Across countries, individual …
Peer relationships mediate the pathways from behavioral qualities to United States and Chinese children's loneliness
Loneliness is a perceived deficit in social relationships that is nested within broader cultural meaning systems. This longitudinal study examined predictors of loneliness in Chinese and U.S. children with the hypothesis that peer relationship parameters (number of friends, social preference, and popularity) mediate the associations between behavior qualities and loneliness differently across countries. Fifth-grade Chinese (n = 576, Mage = 10.58 …
A Comparison of Peer Influence Estimates from Siena Stochastic Actor-based Models and from Conventional Regression Approaches
The current study compares estimates of peer influence from an analytic approach that explicitly address network processes with those from traditional approaches that do not. Using longitudinal network data from the PROmoting School-community-university Partnerships to Enhance Resilience peers project, we obtain estimates of social influence on multiple outcomes from both conventional linear modeling approaches and the stochastic actor-based mode…
Preventing Adolescent Substance Use
Predicting elementary teachers’ efforts to manage social dynamics from classroom composition, teacher characteristics, and the early year peer ecology
Social Network Implications of Normative School Transitions in Non-Urban School Districts
This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were drawn from 25 communities followed from sixth to ninth grades. Variability in timing of NSTs permitted mu…
The Effect of Having Aggressive Friends on Aggressive Behavior in Childhood
This study uses propensity scores to statistically approximate the causal effect of having aggressive friends on aggressive behavior in childhood. Participants were 1,355 children (53% girls; 31% minority) in 97 third and fifth grade classrooms enrolled in the Classroom Peer Ecologies Project. Propensity scores were calculated to control for the impact of 21 relevant confounder variables related to having aggressive friendships and aggressive beh…
Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying
This study investigated the significance of classroom-level norm salience, calculated as the within-classroom correlation between a behavior and peer-nominated popularity, by examining the extent to which norm salience moderated the relation of individual classroom behaviors (academic achievement, prosocial behavior, and bullying) with peer acceptance, and was associated with between-classroom differences in student-rated feelings about school an…
Emergence of mixed-sex friendship groups during adolescence
Prospective longitudinal data from over 14,000 youth residing in 28 communities in the rural United States were analyzed to examine the emergence of mixed-sex friendship groups in early adolescence. Youth were surveyed on 5 occasions between fall of 6th grade and spring of 9th grade. At each assessment, youth reported the names of up to 7 same-grade friends and described patterns of alcohol use, cigarette use, and delinquency. Approximately 800-9…
Popularity as an Organizing Factor of Preadolescent Friendship Networks
This study investigates friendship selection and influence processes in relation to popularity, aggression, and prosociality among 613 fifth graders in 26 classrooms within one academic year. Results showed that youth tended to select their friends based on similarity in popularity more than similarity in aggression or prosociality. Aggressive youths tended to select prosocial peers as friends given similarity in popularity, but prosocial youths …
Peers and the Emergence of Alcohol Use
This study addresses not only influence and selection of friends as sources of similarity in alcohol use, but also peer processes leading drinkers to be chosen as friends more often than non-drinkers, which increases the number of adolescents subject to their influence. Analyses apply a stochastic actor-based model to friendship networks assessed five times from 6 th through 9 th grades for 50 grade cohort networks in Iowa and Pennsylvania, which…
Dynamic Social Networks and Physical Aggression
We examined three interrelated questions: (1) Who selects physically aggressive friends?; (2) Are physically aggressive adolescents influential?; and (3) Who is susceptible to influence from these friends? Using stochastic actor-based modeling, we tested our hypotheses using a sample of 480 adolescents (ages 11-13) who were followed across four assessments (fall and spring of 6 th and 7 th grade). After controlling for other factors that drive ne…
Teacher-Student Agreement on "Bullies and Kids They Pick On" in Elementary School Classrooms
This article examined teacher–student agreement on the measure: "bullies and kids they pick on" in 38 (15 first, 12 third, and 11 fifth grade) elementary school classrooms. Overall agreement between teachers and students was low, 7.9%. The frequency of bully–victim dyads reported by teachers and victim prominence were positive predictors, and class size was a negative predictor, of teacher–student agreement. Gender and grade differences emerged. …
Teaching practices and elementary classroom peer ecologies
Popularity trajectories and substance use in early adolescence
The storm and stress (or calm) of early adolescent self-concepts
This study uses intraindividual variability and change methods to test theoretical accounts of self-concept and its change across time and context and to test the developmental implications of this variability. The 5-year longitudinal study of 541 youths in a rural Pennsylvania community from 3rd through 7th grade included twice-yearly assessments of self-concept (academic and social), corresponding external evaluations of competence (e.g., teach…
Implementation quality
Peer Influences on Academic Motivation
The present study examines the relative role of three distinct types of peer relationships (reciprocated friendships, frequent interactions, and shared group membership) in within-year changes in academic self-concept and engagement before and after the transition to middle school (fifth and seventh grade). In a series of linear regression analyses, main effects of each peer type’s academic self-concept and engagement on changes in youths’ academ…
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-cla…
Behavioral and Cognitive Readiness for School
Utilizing a diverse sample of 356 4-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the pre-kindergarten year. Classroom participation and prosocial behavior each accounted…
A reputation for success (or failure)
The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time …
Promoting Academic and Social-Emotional School Readiness
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
Features of groups and status hierarchies in girls' and boys' early adolescent peer networks
Girls and boys were more similar than different in the structural features of their social groups and networks in early adolescence. Boys' groups were somewhat larger than girls' groups, but contrary to prominent theoretical views, there were no systematic sex differences in tight-knittedness or in the salience of status hierarchies
Teacher Reports of Children's Friendships and Social Groups
Teacher–peer agreement about children’s friendships and social group affiliations was examined in a sample of 219 children in grades 1, 3, and 5. Peer reports were used to identify reciprocated friendships and informal social groups. Teachers listed each child’s closest friends and described the informal social groups existing in their classrooms. Teachers also rated children’s externalizing behavior problems and academic orientation and provided…
Teacher Reports of Children's Friendships and Social Groups
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 …
Promoting Academic and Social-Emotional School Readiness
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
Peers and the Emergence of Alcohol Use
This study addresses not only influence and selection of friends as sources of similarity in alcohol use, but also peer processes leading drinkers to be chosen as friends more often than non-drinkers, which increases the number of adolescents subject to their influence. Analyses apply a stochastic actor-based model to friendship networks assessed five times from 6 th through 9 th grades for 50 grade cohort networks in Iowa and Pennsylvania, which…
Peer Experience
Three conceptually distinct dimensions of classroom social position (number of mutual friendships, social network centrality, and sociometric status) were examined in relation to each other and to peer‐nominated behavioral reputation among 205 7‐ and 8‐year old children. There were moderate correlations in children’s standing across the three dimensions, but categorical analyses underscored the limits to these associations (e.g., 39% of Rejected …
Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying
This study investigated the significance of classroom-level norm salience, calculated as the within-classroom correlation between a behavior and peer-nominated popularity, by examining the extent to which norm salience moderated the relation of individual classroom behaviors (academic achievement, prosocial behavior, and bullying) with peer acceptance, and was associated with between-classroom differences in student-rated feelings about school an…
Popularity as an Organizing Factor of Preadolescent Friendship Networks
This study investigates friendship selection and influence processes in relation to popularity, aggression, and prosociality among 613 fifth graders in 26 classrooms within one academic year. Results showed that youth tended to select their friends based on similarity in popularity more than similarity in aggression or prosociality. Aggressive youths tended to select prosocial peers as friends given similarity in popularity, but prosocial youths …
A reputation for success (or failure)
The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time …
Peer Influences on Academic Motivation
The present study examines the relative role of three distinct types of peer relationships (reciprocated friendships, frequent interactions, and shared group membership) in within-year changes in academic self-concept and engagement before and after the transition to middle school (fifth and seventh grade). In a series of linear regression analyses, main effects of each peer type’s academic self-concept and engagement on changes in youths’ academ…
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…
Teacher-Student Agreement on "Bullies and Kids They Pick On" in Elementary School Classrooms
This article examined teacher–student agreement on the measure: "bullies and kids they pick on" in 38 (15 first, 12 third, and 11 fifth grade) elementary school classrooms. Overall agreement between teachers and students was low, 7.9%. The frequency of bully–victim dyads reported by teachers and victim prominence were positive predictors, and class size was a negative predictor, of teacher–student agreement. Gender and grade differences emerged. …
Implementation quality
The storm and stress (or calm) of early adolescent self-concepts
This study uses intraindividual variability and change methods to test theoretical accounts of self-concept and its change across time and context and to test the developmental implications of this variability. The 5-year longitudinal study of 541 youths in a rural Pennsylvania community from 3rd through 7th grade included twice-yearly assessments of self-concept (academic and social), corresponding external evaluations of competence (e.g., teach…
Dynamic Social Networks and Physical Aggression
We examined three interrelated questions: (1) Who selects physically aggressive friends?; (2) Are physically aggressive adolescents influential?; and (3) Who is susceptible to influence from these friends? Using stochastic actor-based modeling, we tested our hypotheses using a sample of 480 adolescents (ages 11-13) who were followed across four assessments (fall and spring of 6 th and 7 th grade). After controlling for other factors that drive ne…
A Comparison of Peer Influence Estimates from Siena Stochastic Actor-based Models and from Conventional Regression Approaches
The current study compares estimates of peer influence from an analytic approach that explicitly address network processes with those from traditional approaches that do not. Using longitudinal network data from the PROmoting School-community-university Partnerships to Enhance Resilience peers project, we obtain estimates of social influence on multiple outcomes from both conventional linear modeling approaches and the stochastic actor-based mode…
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-cla…
Behavioral and Cognitive Readiness for School
Utilizing a diverse sample of 356 4-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the pre-kindergarten year. Classroom participation and prosocial behavior each accounted…
A Developmental Approach to Prevention Research
A developmental framework emphasizing the combined impact of correlated constraints within and without the individual was applied to a prospective longitudinal study of early parenthood. The purpose was to use a person‐approach to the analysis of longitudinal data to clarify risk for early parenthood and to generate hypotheses about potentially useful intervention strategies. Respondents were 475 youth who were assessed annually from seventh grad…
Social Network Implications of Normative School Transitions in Non-Urban School Districts
This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were drawn from 25 communities followed from sixth to ninth grades. Variability in timing of NSTs permitted mu…
Emergence of mixed-sex friendship groups during adolescence
Prospective longitudinal data from over 14,000 youth residing in 28 communities in the rural United States were analyzed to examine the emergence of mixed-sex friendship groups in early adolescence. Youth were surveyed on 5 occasions between fall of 6th grade and spring of 9th grade. At each assessment, youth reported the names of up to 7 same-grade friends and described patterns of alcohol use, cigarette use, and delinquency. Approximately 800-9…
Teacher Reports of Children's Friendships and Social Groups
Teacher–peer agreement about children’s friendships and social group affiliations was examined in a sample of 219 children in grades 1, 3, and 5. Peer reports were used to identify reciprocated friendships and informal social groups. Teachers listed each child’s closest friends and described the informal social groups existing in their classrooms. Teachers also rated children’s externalizing behavior problems and academic orientation and provided…
Shared book reading and children’s language comprehension skills
Teacher Reports of Children's Friendships and Social Groups
Children's friendship stability in the United States, China, and Indonesia
Predictors of friendship stability from individual attributes and dyadic similarities were assessed using cross-classified multilevel analyses in this 6- to 8-month longitudinal study of 10-year-old US (White, Black, Asian, other; n = 477, 50% girls), Chinese (n = 467, 59% girls), and Indonesian (Sudanese, Javanese, other; n = 419, 45% girls) children with complete participation and reciprocated baseline friendships. Across countries, individual …
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 …
The Structure and Coherence of Competence from Childhood Through Adolescence
Ann S. Masten, J. Douglas Coatsworth, Jennifer Neemann, Scott D. Gest, Auke Tellegen, Norman Garmezy, The Structure and Coherence of Competence from Childhood Through Adolescence, Child Development, Vol. 66, No. 6 (Dec., 1995), pp. 1635-1659
Behavioral inhibition
The stability of individual differences in behavioral inhibition and their association with peer relations, emotional distress, and life-course timing were examined in a longitudinal study of 205 individuals from childhood (ages 8 to 12) to early adulthood (ages 17 to 24). Behavioral inhibition was conceptualized as stranger wariness and measured through ratings made by interviewers following individual interview or testing sessions. Individual d…
A Developmental Approach to Prevention Research
A developmental framework emphasizing the combined impact of correlated constraints within and without the individual was applied to a prospective longitudinal study of early parenthood. The purpose was to use a person‐approach to the analysis of longitudinal data to clarify risk for early parenthood and to generate hypotheses about potentially useful intervention strategies. Respondents were 475 youth who were assessed annually from seventh grad…
Peer Experience
Three conceptually distinct dimensions of classroom social position (number of mutual friendships, social network centrality, and sociometric status) were examined in relation to each other and to peer‐nominated behavioral reputation among 205 7‐ and 8‐year old children. There were moderate correlations in children’s standing across the three dimensions, but categorical analyses underscored the limits to these associations (e.g., 39% of Rejected …
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…
Shared book reading and children’s language comprehension skills
Teacher Reports of Children's Friendships and Social Groups
Teacher–peer agreement about children’s friendships and social group affiliations was examined in a sample of 219 children in grades 1, 3, and 5. Peer reports were used to identify reciprocated friendships and informal social groups. Teachers listed each child’s closest friends and described the informal social groups existing in their classrooms. Teachers also rated children’s externalizing behavior problems and academic orientation and provided…
Teacher Reports of Children's Friendships and Social Groups
Features of groups and status hierarchies in girls' and boys' early adolescent peer networks
Girls and boys were more similar than different in the structural features of their social groups and networks in early adolescence. Boys' groups were somewhat larger than girls' groups, but contrary to prominent theoretical views, there were no systematic sex differences in tight-knittedness or in the salience of status hierarchies
Behavioral and Cognitive Readiness for School
Utilizing a diverse sample of 356 4-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the pre-kindergarten year. Classroom participation and prosocial behavior each accounted…
A reputation for success (or failure)
The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time …
Promoting Academic and Social-Emotional School Readiness
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-cla…
Implementation quality
Peer Influences on Academic Motivation
The present study examines the relative role of three distinct types of peer relationships (reciprocated friendships, frequent interactions, and shared group membership) in within-year changes in academic self-concept and engagement before and after the transition to middle school (fifth and seventh grade). In a series of linear regression analyses, main effects of each peer type’s academic self-concept and engagement on changes in youths’ academ…
Teaching practices and elementary classroom peer ecologies
Popularity trajectories and substance use in early adolescence
The storm and stress (or calm) of early adolescent self-concepts
This study uses intraindividual variability and change methods to test theoretical accounts of self-concept and its change across time and context and to test the developmental implications of this variability. The 5-year longitudinal study of 541 youths in a rural Pennsylvania community from 3rd through 7th grade included twice-yearly assessments of self-concept (academic and social), corresponding external evaluations of competence (e.g., teach…
Popularity as an Organizing Factor of Preadolescent Friendship Networks
This study investigates friendship selection and influence processes in relation to popularity, aggression, and prosociality among 613 fifth graders in 26 classrooms within one academic year. Results showed that youth tended to select their friends based on similarity in popularity more than similarity in aggression or prosociality. Aggressive youths tended to select prosocial peers as friends given similarity in popularity, but prosocial youths …
Peers and the Emergence of Alcohol Use
This study addresses not only influence and selection of friends as sources of similarity in alcohol use, but also peer processes leading drinkers to be chosen as friends more often than non-drinkers, which increases the number of adolescents subject to their influence. Analyses apply a stochastic actor-based model to friendship networks assessed five times from 6 th through 9 th grades for 50 grade cohort networks in Iowa and Pennsylvania, which…
Dynamic Social Networks and Physical Aggression
We examined three interrelated questions: (1) Who selects physically aggressive friends?; (2) Are physically aggressive adolescents influential?; and (3) Who is susceptible to influence from these friends? Using stochastic actor-based modeling, we tested our hypotheses using a sample of 480 adolescents (ages 11-13) who were followed across four assessments (fall and spring of 6 th and 7 th grade). After controlling for other factors that drive ne…
Teacher-Student Agreement on "Bullies and Kids They Pick On" in Elementary School Classrooms
This article examined teacher–student agreement on the measure: "bullies and kids they pick on" in 38 (15 first, 12 third, and 11 fifth grade) elementary school classrooms. Overall agreement between teachers and students was low, 7.9%. The frequency of bully–victim dyads reported by teachers and victim prominence were positive predictors, and class size was a negative predictor, of teacher–student agreement. Gender and grade differences emerged. …
Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying
This study investigated the significance of classroom-level norm salience, calculated as the within-classroom correlation between a behavior and peer-nominated popularity, by examining the extent to which norm salience moderated the relation of individual classroom behaviors (academic achievement, prosocial behavior, and bullying) with peer acceptance, and was associated with between-classroom differences in student-rated feelings about school an…
Emergence of mixed-sex friendship groups during adolescence
Prospective longitudinal data from over 14,000 youth residing in 28 communities in the rural United States were analyzed to examine the emergence of mixed-sex friendship groups in early adolescence. Youth were surveyed on 5 occasions between fall of 6th grade and spring of 9th grade. At each assessment, youth reported the names of up to 7 same-grade friends and described patterns of alcohol use, cigarette use, and delinquency. Approximately 800-9…
Psychology (31 obras) · Developmental psychology (27 obras) · Social Psychology (24 obras) · Bullying, Victimization, and Aggression (18 obras) · Social Psychology (16 obras) · Peer group (14 obras) · Early Childhood Education and Development (11 obras) · Friendship (11 obras) · Child and Adolescent Psychosocial and Emotional Development (9 obras) · Aggression (8 obras)