David Schwartz
University of Southern California
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Publication
Featured researches published by David Schwartz.
Journal of Abnormal Child Psychology | 1999
David Schwartz; Steven McFadyen-Ketchum; Kenneth A. Dodge; Gregory S. Pettit; John E. Bates
This study is a prospective investigation of the predictive association between early behavior problems (internalizing, externalizing, hyperactivity–impulsiveness, immaturity–dependency) and later victimization in the peer group. Teacher ratings of the behavioral adjustment of 389 kindergarten and 1st-grade children (approximate age range of 5 to 6 years-old) were obtained, using standardized behavior problem checklists. These ratings predicted peer nomination scores for victimization, obtained 3 years later, even after the prediction associated with concurrent behavior problems was statistically controlled. Further analyses suggested that the relation between early behavior problems and later victimization is mediated by peer rejection and moderated by childrens dyadic friendships. Behavior problems appear to play an important role in determining victimization within the peer group, although the relevant pathways are complex and influenced by other aspects of childrens social adjustment.
Journal of Abnormal Child Psychology | 2002
David Schwartz; Jo Ann M. Farver; Lei Chang; Yoolim Lee-Shin
This study reports a cross-sectional investigation of the behavioral, academic, and psychosocial correlates of victimization in South Korean childrens peer groups. The participants were 122 children (66 boys, 56 girls; from 10–12-years-old) recruited from a primary school in Seoul, South Korea. Multi-informant assessments (peer nominations, teacher ratings, and self-reports) of peer victimization, social behavior, loneliness/social dissatisfaction, and academic functioning were obtained. Multivariate analyses indicated that peer victimization was associated with poor academic adjustment, loneliness, submissive–withdrawn behavior, aggression, and low levels of assertive–prosocial behavior. These findings suggest that there is considerable similarity in the social processes underlying peer group victimization across South Korean and Western cultural settings.
Developmental Psychology | 2000
David Schwartz; Kenneth A. Dodge; Gregory S. Pettit; John E. Bates
Two prospective investigations of the moderating role of dyadic friendship in the developmental pathway to peer victimization are reported. In Study 1, the preschool home environments (i.e., harsh discipline, marital conflict, stress, abuse, and maternal hostility) of 389 children were assessed by trained interviewers. These children were then followed into the middle years of elementary school, with peer victimization, group social acceptance, and friendship assessed annually with a peer nomination inventory. In Study 2, the home environments of 243 children were assessed in the summer before 1st grade, and victimization, group acceptance, and friendship were assessed annually over the next 3 years. In both studies, early harsh, punitive, and hostile family environments predicted later victimization by peers for children who had a low number of friendships. However, the predictive associations did not hold for children who had numerous friendships. These findings provide support for conceptualizations of friendship as a moderating factor in the pathways to peer group victimization. Language: en
Developmental Psychology | 2006
David Schwartz; Andrea Hopmeyer Gorman; Jonathan Nakamoto; Tara McKay
This article reports a short-term longitudinal study focusing on popularity and social acceptance as predictors of academic engagement for a sample of 342 adolescents (approximate average age of 14). These youths were followed for 4 consecutive semesters. Popularity, social acceptance, and aggression were assessed with a peer nomination inventory, and data on academic engagement were obtained from school records. For adolescents who were highly aggressive, increases in popularity were associated with increases in unexplained absences and decreases in grade point average. Conversely, changes in social acceptance were not predictive of changes in grade point average or unexplained absences. These results highlight the importance of multidimensional conceptualizations of social standing for research on school adjustment during adolescence and emphasize the potential risks associated with popularity.
Developmental Psychology | 2001
David Schwartz; Lei Chang; Jo Ann M. Farver
This study reports a cross-sectional investigation of the behavioral and academic correlates of victimization in Chinese childrens peer groups. The participants were 296 children (161 boys and 135 girls; mean age = 11.5 years) from Tianjin, China. Multi-informant assessments (peer nominations, teacher ratings, and self-reports) of peer victimization, aggression, submissiveness-withdrawal, assertiveness-prosociability, and academic functioning were obtained. Structural equation models indicated that peer victimization was associated with poor academic functioning, submissive-withdrawn behavior, aggression, and low levels of assertive-prosocial behavior. These findings suggest that there is considerable similarity in the social processes underlying peer group victimization across Chinese and Western cultural settings.
International Journal of Behavioral Development | 2004
Lei Chang; Jennifer E. Lansford; David Schwartz; Jo Ann M. Farver
The present study used a family systems approach to examine harsh parenting, maternal depressed affect, and marital quality in relation to children’s externalising behaviour problems in a sample of 158 Hong Kong primary school children. At two time points, peers and teachers provided ratings of children’s externalising behaviours, and mothers completed questionnaires assessing depressed affect, marital quality, and harsh parenting. Path analyses showed that maternal depressed affect had both direct effects on child externalising and indirect effects through harsh parenting. The effect of marital quality on child externalising was not direct but was mediated through harsh parenting. These findings reflect family processes that have similarities with those found in Western samples as well as differences in terms of how Hong Kong Chinese culture may facilitate and inhibit these processes.
Journal of Abnormal Psychology | 2008
David Schwartz; Andrea Hopmeyer Gorman; Mylien T. Duong; Johnathan Nakamoto
This article reports a longitudinal investigation that examines academic and social difficulties as predictors of depressive symptoms during middle childhood. Participants were 199 elementary school children (M=9.1 years) who were followed for 2 consecutive school years. In both years of the project, children completed a questionnaire assessing depressive symptoms and a peer nomination inventory assessing friendships and social standing. Grade point averages (GPAs) were obtained from a review of school records. Low GPAs were predictive of depressive symptoms, but this effect did not hold for children who had numerous friends. Similarly, children who had relatively few friends tended to experience depressive symptoms. However, the effect was attenuated for children with high GPAs. Taken together, the findings suggest that competencies in 1 domain can moderate the risks associated with difficulties in the other domain.
Journal of Clinical Child and Adolescent Psychology | 2015
David Schwartz; Jennifer E. Lansford; Kenneth A. Dodge; Gregory S. Pettit; John E. Bates
We examined evidence that peer victimization in middle childhood is a lead indicator of internalizing behavior problems and diagnostic outcomes during adolescence. This research was conducted as part of an ongoing multisite longitudinal investigation. The participants were 388 children (198 boys, 190 girls). Peer victimization was assessed with a peer nomination inventory that was administered when the average age of the participants was approximately 8.5 years. Internalizing problems were assessed using a behavior problem checklist completed by mothers in 9 consecutive years, and a structured clinical interview was administered to the participants in the summer following high school graduation (10–11 years after the victimization assessment). Peer victimization in middle childhood was correlated with internalizing problems on a bivariate basis through the late years of adolescence. Multilevel analyses also revealed associations between peer victimization and increases in internalizing problems over time. In addition, peer victimization had a modest link to unipolar depressive disorders in late adolescence. Victimization in the peer group during middle childhood appears to be a marker of long-term risk for internalizing behavior problems and unipolar depression.
Developmental Psychology | 2013
David Schwartz; Jennifer E. Lansford; Kenneth A. Dodge; Gregory S. Pettit; John E. Bates
This article presents a prospective investigation focusing on the moderating role of peer victimization on associations between harsh home environments in the preschool years and academic trajectories during elementary school. The participants were 388 children (198 boys, 190 girls) who we recruited as part of an ongoing multisite longitudinal investigation. Preschool home environment was assessed with structured interviews and questionnaires completed by parents. Peer victimization was assessed with a peer nomination inventory that was administered when the average age of the participants was approximately 8.5 years. Grade point averages (GPAs) were obtained from reviews of school records, conducted for 7 consecutive years. Indicators of restrictive punitive discipline and exposure to violence were associated with within-subject declines in academic functioning over 7 years. However, these effects were exacerbated for those children who had also experienced victimization in the peer group during the intervening years.
Journal of Abnormal Child Psychology | 2009
Mylien T. Duong; David Schwartz; Lei Chang; Brynn M. Kelly; Shelley R. Tom
This study examines the relation between maternal physical discipline and victimization by peers, as moderated by child aggression. The sample consisted of 211 Hong Kong Chinese children (98 boys, 113 girls; average age of 11.9). Physical discipline was assessed with a questionnaire completed by mothers, and victimization by peers and aggression were measured using a peer nomination inventory. Latent variable models revealed a moderately strong link between children’s experiences with maternal physical discipline and peer victimization, but this effect held only for children who were also high on aggression. These results highlight the interplay between harsh home environments and child aggression and their contributions to the child’s adjustment in the peer group.