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Developmental Psychology|February 14, 2020
Development of achievement goals and their relation to academic interest and achievement in adolescence: A review of the literature and two longitudinal studiesVsevolod Scherrer, Franzis Preckel, Isabelle Schmidt, et al.Developmental Psychology|February 28, 2020
A four-wave, cross-lagged model of problematic internet use and mental health among Chinese college students: Disaggregation of within-person and between-person effectsNan Zhou, Hongjian Cao, Fenge Liu, et al.Developmental Psychology|February 28, 2020
Supporting the old but neglecting the young? The two faces of ageismChristopher Bratt, Dominic Abrams, Hannah J SwiftDevelopmental Psychology|March 6, 2020
Considering the role of positive emotion in the early emergence of prosocial behavior: Commentary on Hammond and Drummond (2019)Nancy EisenbergDevelopmental Psychology|May 21, 2014
Instability versus quality: residential mobility, neighborhood poverty, and children's self-regulationAmanda L Roy, Dana Charles McCoy, C Cybele RaverDevelopmental Psychology|May 21, 2014
Collective efficacy and the contingent consequences of exposure to life-threatening violenceChristopher R Browning, Margo Gardner, David Maimon, et al.Developmental Psychology|June 10, 2014
Social goals, aggression, peer preference, and popularity: longitudinal links during middle schoolTiina Ojanen, Danielle Findley-Van NostrandDevelopmental Psychology|June 10, 2014
How do children share information in groups?Michaela Gummerum, Patrick J Leman, Tara S HollinsDevelopmental Psychology|November 7, 2012
Timing of high-quality child care and cognitive, language, and preacademic developmentWeilin Li, George Farkas, Greg J Duncan, et al.Developmental Psychology|November 7, 2012
Phase-adequate engagement at the post-school transitionJulia Dietrich, Philip Parker, Katariina Salmela-AroPageof 454