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Title: Attachment styles and aggressor-victim relationships in preadolescence.
Creator: Miller, Ashley M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low...
Show moreThe current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358753
Subject Headings: Bullying in schools, Aggressiveness in children, Interpersonal conflict in children, Social interaction in children, Interaction analysis in education
Format: Document (PDF)

Title: Social networks and behavioral characteristics of aggressive and victimized children.
Creator: Malone, Maurice James, Florida Atlantic University, Perry, David G.
Abstract/Description: Children nominated same-sex, same-grade peers on aggression, victimization, friendship, and behavioral characteristics. Results showed that aggressive children did not have fewer friends, but did have more enemies than nonaggressive children. Victimized children had fewer friends and more enemies than nonvictimized children. It was also shown that aggressive children's friends are also aggressive and victimized children's friends are other victims. Children who were both aggressive and...
Show moreChildren nominated same-sex, same-grade peers on aggression, victimization, friendship, and behavioral characteristics. Results showed that aggressive children did not have fewer friends, but did have more enemies than nonaggressive children. Victimized children had fewer friends and more enemies than nonvictimized children. It was also shown that aggressive children's friends are also aggressive and victimized children's friends are other victims. Children who were both aggressive and victimized were perceived as the most disruptive and least liked of all children. It was found that children's friends are indeed similar to them while their enemies are dissimilar.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/15004
Subject Headings: Aggressiveness in children, Social interaction in children, Children--Attitudes, Abused children--Attitudes
Format: Document (PDF)

Title: Child Maltreatment and Maladaptive Behavior: An Exploration of the Role of Hostility, Social Influence, and Proximity, Regarding Social Learning in Children.
Creator: Samimi, Linda, Tarantino, Santo J., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Sociology
Abstract/Description: A study comparing children identified through the juvenile justice system as maltreated to nonmaltreated children was conducted to assess differences in hostility levels between the two groups. Hostility, conceptualized as resistance to social influence, was hypothesized to originate in early childhood as a psychological distancing mechanism which generalizes to social situations of all types. It was further hypothesized that this distancing would promote resistance to social influence and a...
Show moreA study comparing children identified through the juvenile justice system as maltreated to nonmaltreated children was conducted to assess differences in hostility levels between the two groups. Hostility, conceptualized as resistance to social influence, was hypothesized to originate in early childhood as a psychological distancing mechanism which generalizes to social situations of all types. It was further hypothesized that this distancing would promote resistance to social influence and a preference for increased social diatance, diminishing the impact of social learning modalities and increasing the risk for the development of maladaptive social behaviors. T-tests and analysis of variance indicated no significant differences between the two groups regarding hostility scale scores, although maltreated children evidenced significantly less susceptibility to social influence, and were found to score significantly lower on socialization and social adjustment measures.
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Date Issued: 1987
PURL: http://purl.flvc.org/fau/fd/FA00012597
Subject Headings: Child abuse, Hostility (Psychology), Social interaction in children
Format: Document (PDF)

Title: Aggression and victimization as a function of children's attachment strategies with parents and best friends.
Creator: Hodges, Ernest Van Every, Florida Atlantic University, Perry, David G.
Abstract/Description: One hundred ninety-four children in the fourth through eighth grades were administered self-report questionnaires to measure hyperactivating and deactivating coping strategies with their parents and best friends. Subjects also completed a peer nomination inventory designed to assess the degree to which peers are aggressive and/or victimized. It was hypothesized that children who scored higher on hyperactivating strategies would be rated as higher in victimization and that children who scored...
Show moreOne hundred ninety-four children in the fourth through eighth grades were administered self-report questionnaires to measure hyperactivating and deactivating coping strategies with their parents and best friends. Subjects also completed a peer nomination inventory designed to assess the degree to which peers are aggressive and/or victimized. It was hypothesized that children who scored higher on hyperactivating strategies would be rated as higher in victimization and that children who scored higher on deactivating strategies would be rated as higher in aggression. It was also hypothesized that as children get older, other relationships besides that with the mother begin to play a major role in predicting children's behavior with peers. Results confirmed these hypotheses.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/14935
Subject Headings: Aggressiveness in children, Social interaction in children, Victims--Psychology, Children--Family relationships
Format: Document (PDF)

Title: The role of middle childhood attachment styles in peer liking and target-specific aggression.
Creator: May, Alexzandria., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Attachment, a vital part of human life, is defined as a strong emotional bond with a caregiver that is formed through repetitions of behaviors that children adjust to accordingly. One forms a view on relationships that transfers from parents to peers as a result of their internal working model (IWM). A secure attachment can form a healthy model while an insecure one may form an unhealthy, negative model. The present study assesses preadolescents' attachment styles toward their friends and...
Show moreAttachment, a vital part of human life, is defined as a strong emotional bond with a caregiver that is formed through repetitions of behaviors that children adjust to accordingly. One forms a view on relationships that transfers from parents to peers as a result of their internal working model (IWM). A secure attachment can form a healthy model while an insecure one may form an unhealthy, negative model. The present study assesses preadolescents' attachment styles toward their friends and examines whether their attachment styles interact with peers' attachment styles to predict liking of the peers and aggression toward the peers.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332723
Subject Headings: Parenting, Psychological aspects, Attachment behavior in children, Peer pressure in children, Social interaction in adolescence, Interpersonal relationships in children
Format: Document (PDF)

Title: On the Importance of Being Fun: Over Time Associations Between Perceptions of Fun and Changes in Peer Preference and Popularity.
Creator: Dirghangi, Shrija R., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: In this short- term longitudinal study (N=428), the unique predictive association between the positive peer nominated characteristic of being fun and peer status (peer preference and popularity) was assessed in a sample of fourth through sixth grade students. Concurrent hierarchical regression analyses and longitudinal structural equation modeling analyses found that peer nominated fun positively predicted preference and popularity, after accounting for the contribution of predictors...
Show moreIn this short- term longitudinal study (N=428), the unique predictive association between the positive peer nominated characteristic of being fun and peer status (peer preference and popularity) was assessed in a sample of fourth through sixth grade students. Concurrent hierarchical regression analyses and longitudinal structural equation modeling analyses found that peer nominated fun positively predicted preference and popularity, after accounting for the contribution of predictors potentially confounded with being fun, such as prosocial behavior, academic achievement, relational aggression, and physical aggression. The longitudinal association between fun and preference was qualified by grade in school, such that being fun predicted increases in preference for younger children but not for older children. There were bidirectional associations between peer status and fun; fun predicted increases in peer preference and popularity, but peer preference and popularity also predicted later increases in fun. The findings point to the need to expand existing conceptualizations of the antecedents of peer status beyond known predictors and to examine the developmental shifts in the landscape of children’s peer interactions that make certain characteristics more desirable at different ages.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004690, http://purl.flvc.org/fau/fd/FA00004690
Subject Headings: Peer pressure, Popularity, Social acceptance, Social interaction in children, Social status
Format: Document (PDF)

Title: Gender Stereotypes and Gender Identity as Interacting Influences on Children's Self-Concepts: A Self-Socialization Model of Gender Development.
Creator: Tobin, Desiree Denise, Florida Atlantic University, Perry, David G., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The goal of this study was to test the gender self-socialization model (GSSM). This model suggests that gender identity motivates children to strive for cognitive consistency between their gender stereotypes and their self-efficacy for those stereotypes. This study presents a novel approach to stereotype assessment by focusing on children's idiosyncratic stereotypes (as opposed to number of commonly shared stereotypes, which do not provide detailed information about the types of stereotypes...
Show moreThe goal of this study was to test the gender self-socialization model (GSSM). This model suggests that gender identity motivates children to strive for cognitive consistency between their gender stereotypes and their self-efficacy for those stereotypes. This study presents a novel approach to stereotype assessment by focusing on children's idiosyncratic stereotypes (as opposed to number of commonly shared stereotypes, which do not provide detailed information about the types of stereotypes individual children hold). Participants were 305 children in grades three through eight (Mage = 10.8 years). Independent variables included children's stereotypes of 62 contextually tagged behaviors and gender identity (comprising five dimensions). Interactive influences of children's stereotypes and gender identity on self-efficacy were investigated. As expected, stereotypes and gender identity worked together to predict children's self-efficacy perception for the 62 behaviors. These findings suggest that the role of gender identity is important in the adoption of personally held gender stereotypes.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000881
Subject Headings: Psychology, Social, Psychology, Developmental, Self in children, Self--Social aspects, Identity (Psychology), Social interaction
Format: Document (PDF)

Title: Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.
Creator: Stephens, Eudora A., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated...
Show moreThe qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3359155
Subject Headings: Classroom environment, Effective teaching, Communication in education, Teacher-student relationships, Interaction analysis in education, Social interaction in children
Format: Document (PDF)

Title: Gender identity and gender stereotypes as interacting influences on children's adjustment.
Creator: Franz, Stephanie., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: One of the hypotheses put forth by the Gender Self-Socialization Model (GSSM) is the stereotype emulation hypothesis. This hypothesis states that one role of gender identity is to motivate children to follow gender stereotypes that they have internalized. The GSSM also states that each of the constructs of gender identity, gender stereotypes, and gender typing is product of the cognitive interplay between the other two. Egan and Perry (2001) conceptualized gender identity as multidimensional,...
Show moreOne of the hypotheses put forth by the Gender Self-Socialization Model (GSSM) is the stereotype emulation hypothesis. This hypothesis states that one role of gender identity is to motivate children to follow gender stereotypes that they have internalized. The GSSM also states that each of the constructs of gender identity, gender stereotypes, and gender typing is product of the cognitive interplay between the other two. Egan and Perry (2001) conceptualized gender identity as multidimensional, and one of these dimensions is felt pressure against other gender behavior. This study found that there was an interaction between one aspect of gender identity (felt pressure) and gender stereotypes, supporting the stereotype emulation hypothesis. This study also found that the interaction between felt pressure and sexism was more powerful in predicting adjustment in children than looking only at the main effect of felt pressure.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186690
Subject Headings: Stereotype (Psychology), Gender identity, Identity (Psychology) in children, Social interaction in children, Adjustment (Psychology) in children, Resilience (Personality trait) in children
Format: Document (PDF)

Title: Narcissism, perceptions of peer relationships, and target-specific aggression in middle childhood.
Creator: Anderson, Chelsie., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study examined how narcissism affects preadolescent children's choices of peer targets for aggression. Based on the idea that narcissists have a grandiose sense of self that requires nourishment, we hypothesized that narcissistic children are especially likely to attack peers who threaten, or fail to nourish, their grandiose self. We assessed narcissism and the degree to which each child's aggression toward peers depended on (a) the child's perceived liking by each peer, (b) the child's...
Show moreThis study examined how narcissism affects preadolescent children's choices of peer targets for aggression. Based on the idea that narcissists have a grandiose sense of self that requires nourishment, we hypothesized that narcissistic children are especially likely to attack peers who threaten, or fail to nourish, their grandiose self. We assessed narcissism and the degree to which each child's aggression toward peers depended on (a) the child's perceived liking by each peer, (b) the child's liking of each peer, (c) each peer's actual liking of the child, and (d) the child's perceived similarity to each peer. Participants were 197 children in the fourth through eighth grades at a university school. Narcissism predicted the four types of target-specific aggression in disparate ways for boys and girls. Narcissistic boys were especially likely to direct aggression toward male peers whom (a) they perceived as disliking them, (b) they disliked, and (c) they perceived as dissimilar to themselves. Narcissistic girls were especially likely to attack female peers whom they perceived as similar to themselves. Narcissism may enhance different motives for boys and girls in same-sex peer relatinships. We propose that narcissism enhances investment in status and rivalry amoung girls while enhancing the motive to attack dissimilar peers among boys.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356886
Subject Headings: Identity (Psychology) in children, Adjustment (Psychology), Sex differences (Psychology), Affect (Psychology), Aggressiveness, Narcissism, Philosophy, Interpersonal relations in children, Social interaction in children, Self-esteem in children
Format: Document (PDF)

Title: Emotional and physiological regulation during parent-child interaction in preschoolers.
Creator: Marsh, Kathryn L., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the...
Show moreThe purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the Self- Expressiveness in Family Questionnaire (Halberstadt et al., 1995). Greater vagal suppression occurred during the sad conditions suggesting that negative emotions require more processing strategies. Greater attentional scores were related to the child's RSA and higher resting RSA was associated with great motor restriction. The mothers had higher SEFQ scores than the fathers. Higher maternal positive expressivity, lower maternal total expressivity, and lower paternal positive expressivity scores were related to the children's displays of empathy.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362553
Subject Headings: Parent and child, Adjustment (Psychology) in children, Social interaction in children, Developmental psychology, Moral education (Early childhood)
Format: Document (PDF)

Title: Narcissism, adjustment, and target-specific aggression in preadolescence: a test of the self-image failure hypothesis.
Creator: Pauletti, Rachel E., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study examined the consequences of self-image failure among narcissistic children. It was hypothesized that narcissistic children who perceive themselves as falling short of their hoped-for grandiose self (e.g., whose self-esteem is low) would not only increase over time in general aggression and decrease prosocial behavior, but also increase in the tendency to direct aggression specifically toward more socially successful peers (i.e., their putative rivals for social status)....
Show moreThis study examined the consequences of self-image failure among narcissistic children. It was hypothesized that narcissistic children who perceive themselves as falling short of their hoped-for grandiose self (e.g., whose self-esteem is low) would not only increase over time in general aggression and decrease prosocial behavior, but also increase in the tendency to direct aggression specifically toward more socially successful peers (i.e., their putative rivals for social status). Participants were 195 (101 boys) fourth through seventh-graders who were tested in both the fall and the spring of a school year. Results yielded some support for the hypotheses. Narcissism combined with low self-appraisals of the real self to predict decreases in prosocial behavior and increased aggression toward popular and attractive peers. These findings not only provide longitudinal evidence for the self-image failure hypothesis but also underscore the importance of a target-specific approach to investigating children's aggression.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362564
Subject Headings: Adjustment (Psychology) in children, Interpersonal relations in children, Narcissism, Aggressiveness, Identity (Psychology) in adolescence, Self-esteem in adolescence, Social interaction in adolescence
Format: Document (PDF)

Title: Exploring Culturally and Linguistically Diverse Voices: A Critical Case Study With Middle School Students.
Creator: Tuinhof de moed, Simone, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they...
Show moreThis dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they played in the process of their own social empowerment, a role that could be achieved through the development of their voices by becoming critically involved in creating spaces for their heritage languages and cultures in English-only settings. In this study, student voice is the means for the culturally and linguistically diverse and English learners' voices to emerge: the voices that are frequently oppressed because of the lack of power. This framework provides guidance to integrate the excluded learners' voices in a school milieu that habitually muffles these voices. Listening to the bicultural and bilingual voices is important but not sufficient to challenge the power structure of U.S. schools. In this study, culturally and linguistically diverse learners and English learners conceptualized ways that their heritage languages and cultures could be (more) recognized in their school settings. The voices of the students are important; they should be respected and valued. Hearing the students in this study reminds us and validates the assertion that students from diverse languages and cultures are not monolith. They have different and unique experiences and this study gave voice to some of those. Leaders from state level, district level, and school level could open the doors for students to share their experiences in the schools; in the case of this study, to learn from these students what a school milieu that authentically recognizes their cultures and languages is.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004553, http://purl.flvc.org/fau/fd/FA00004553
Subject Headings: Children of immigrants -- Education -- Social aspects, Educational equalization, Interaction analysis in education, Multiculturalism, Multilingualism, Psycholinguistics
Format: Document (PDF)

Title: Links between attachment profiles and adjustment outcomes in preadolescence.
Creator: Garic, Dea, Perry, David G., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study examined the possibility of using cluster analysis to classify attachment styles in middle childhood. Attachment classifications were measured by looking at child coping strategies and perceived maternal behavior. The attachment classification was then tested for construct validity by examining whether it can predict adjustment outcomes in interpretable patterns. The adjustment outcomes examined were a self-reported global self-worth scale and peer-reported internalizing and...
Show moreThe current study examined the possibility of using cluster analysis to classify attachment styles in middle childhood. Attachment classifications were measured by looking at child coping strategies and perceived maternal behavior. The attachment classification was then tested for construct validity by examining whether it can predict adjustment outcomes in interpretable patterns. The adjustment outcomes examined were a self-reported global self-worth scale and peer-reported internalizing and externalizing behaviors measured using a Peer Nomination Inventory. The current study had 199 third through eight graders and provided evidence for the cluster analysis approach and also showed that the disorganized attachment was associated with the most adverse adjustment outcomes. That is, results showed that disorganized attachment was linked with the lowest levels of global self-worth and the highest rates of internalizing and externalizing behaviors and was significantly different from the securely attached cluster on each measure. The implications and possible underlying causes are discussed.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004443, http://purl.flvc.org/fau/fd/FA00004443
Subject Headings: Adjustment (Psychology) in adolescence, Adjustment (Psychology) in children, Attachment behavior in adolescence, Identity (Psychology) in adolescence, Interpersonal relations in adolescence, Interpersonal relations in children, Self esteem in adolescence, Social interaction in adolescence, Social interaction in children
Format: Document (PDF)

Title: Aggression and prosocial behavior predict changes in perceptions of friendship quality in primary and middle school students.
Creator: Shawcross, Lauren, Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools...
Show moreThis study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools in the United States.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004408, http://purl.flvc.org/fau/fd/FA00004408
Subject Headings: Friendship in adolescence, Friendship in children, Interaction analysis in education, Interpersonal relations in adolescence, Interpersonal relations in children, Social perceptions in adolescence, Social perceptions in children, Social psychology, Social skills -- Study and teaching (Elementary), Social skills -- Study and teaching (Middle school)
Format: Document (PDF)

Social interaction in children (9)	+ -
Interaction analysis in education (4)	+ -
Adjustment (Psychology) in children (3)	+ -
Aggressiveness in children (3)	+ -
Interpersonal relations in children (3)	+ -

Aggressiveness (2)	+ -
Identity (Psychology) in children (2)	+ -
Narcissism (2)	+ -
Social interaction in adolescence (2)	+ -
Abused children--Attitudes (1)	+ -
Adjustment (Psychology) (1)	+ -
Adjustment (Psychology) in adolescence (1)	+ -
Adjustment (Psychology) in children (1)	+ -
Affect (Psychology) (1)	+ -
Attachment behavior in children (1)	+ -
Attachment behavior in adolescence (1)	+ -
Bullying in schools (1)	+ -
Child abuse (1)	+ -
Children of immigrants -- Education -- Social aspects (1)	+ -
Children--Attitudes (1)	+ -
Children--Family relationships (1)	+ -
Classroom environment (1)	+ -
Communication in education (1)	+ -
Developmental psychology (1)	+ -
Educational equalization (1)	+ -
Effective teaching (1)	+ -
Friendship in adolescence (1)	+ -
Friendship in children (1)	+ -
Gender identity (1)	+ -
Hostility (Psychology) (1)	+ -

Charles E. Schmidt College of Science (10)	+ -
Department of Psychology (10)	+ -
Florida Atlantic University (8)	+ -
Perry, David G. (4)	+ -
College of Education (2)	+ -

Department of Curriculum, Culture, and Educational Inquiry (2)	+ -
Laursen, Brett (2)	+ -
Anderson, Chelsie. (1)	+ -
Burnaford, Gail (1)	+ -
Department of Sociology (1)	+ -
Dirghangi, Shrija R. (1)	+ -
Dorothy F. Schmidt College of Arts and Letters (1)	+ -
Franz, Stephanie. (1)	+ -
Garic, Dea (1)	+ -
Hodges, Ernest Van Every (1)	+ -
Malone, Maurice James (1)	+ -
Marsh, Kathryn L. (1)	+ -
May, Alexzandria. (1)	+ -
Miller, Ashley M. (1)	+ -
Pauletti, Rachel E. (1)	+ -
Samimi, Linda (1)	+ -
Shawcross, Lauren (1)	+ -
Stephens, Eudora A. (1)	+ -
Tarantino, Santo J. (1)	+ -
Tobin, Desiree Denise (1)	+ -
Tuinhof de moed, Simone (1)	+ -

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