LEADER 06665nam 2200565 450 001 9910586636503321 005 20231108153257.0 010 $a3-031-07109-3 035 $a(MiAaPQ)EBC7073382 035 $a(Au-PeEL)EBL7073382 035 $a(CKB)24429526000041 035 $a(EXLCZ)9924429526000041 100 $a20230111d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aBiosocial interplay during elementary school $epathways toward maladaptation in young children /$fPol A. C. van Lier, Kirby Deater-Deckard, editors 210 1$aCham, Switzerland :$cSpringer,$d[2022] 210 4$d©2022 215 $a1 online resource (215 pages) 311 08$aPrint version: van Lier, Pol A. C. Biosocial Interplay During Elementary School Cham : Springer International Publishing AG,c2022 9783031071089 320 $aIncludes bibliographical references and index. 327 $aIntro -- Contents -- Prologue: Introduction -- Elementary School Social Experiences with Peers and Teachers: Manifestation and Development -- Chapter Overview -- The Socializing Influence of Peers in Elementary School -- Individual Characteristics -- Interactions -- Dyadic Relationships -- Groups -- The Socializing Influence of Teachers in Elementary School -- Individual Characteristics -- Interactions -- Dyadic Relationships -- Groups -- Conclusion -- References -- How Peers and Teachers Shape Elementary School Children's Academic and Socioemotional Development -- Introduction -- Peer Experiences at the Dyad Level -- Peer Processes at the Group Level -- Processes Through Which Peer Influences at the Group Level May Affect Socioemotional and Academic Development -- Teacher-Child Experiences at the Dyadic Level -- Teacher-Child Interactions at the Group Level -- Interplay Between Peer and Teacher Experiences -- Conclusions and Future Directions -- References -- School Social Relations and Child Development: Gene-Environment Interplay -- Introduction -- Gene-Environment Interplay -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Methods of Testing Gene-Environment Interplay -- Quantitative Genetic Studies -- Molecular Genetic Studies -- Gene-Environment Interplay: Evidence from Quantitative Genetic Studies -- Quantitative Genetic Studies of Externalizing Problems -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Quantitative Genetic Studies of Internalizing Problems -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Gene-Environment Interplay: Evidence from Molecular Genetic Studies -- Molecular Genetic Studies of Externalizing Problems -- Genetic Main Effects -- Gene-Environment Interplay -- Molecular Genetic Studies of Internalizing Problems. 327 $aGenetic Main Effects -- Gene-Environment Interplay -- Conclusion and Future Directions -- References -- The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesized Role of DNA Methylation -- Introduction -- Peer Victimization: A Stressful Experience? -- Biological Embedding of Stress Through the Epigenome -- Early-Life Stress and DNA Methylation -- Emerging Evidence of Associations Between Peer Victimization and DNA Methylation -- Peer Victimization and DNA Methylation: A Focus on Adjustment Difficulties -- Methodological, Biological, and Statistical Considerations -- Conclusion -- References -- Biological Embedding of Peer Experiences: The Contribution of Peer Adversity to Stress Regulation -- Components of Biological Stress-Response Systems -- Hypothalamic-Pituitary-Adrenal (HPA) Axis -- Autonomic Nervous System (ANS) -- Immune System -- Interrelations Among Stress-Response Systems -- Theoretical Frameworks of Peer Adversity Effects -- General Developmental Frameworks of Early Adversity Effects -- Specific Frameworks of Peer Adversity Effects -- Intersection of Theoretical Frameworks with Stress-Response Systems -- Empirical Evidence for Peer Adversity Effects -- Hypothalamic-Pituitary-Adrenal (HPA) Axis -- Autonomic Nervous System (ANS) -- Immune System -- Future Directions for Research on Biological Embedding of Peer Adversity -- Distinguishing Effects of Specific Types of Peer Adversity on Specific Indexes of Stress-Response Systems -- Tracking Effects of Peer Adversity Over Time -- Exploring Individual, Gender, and Age Differences in the Effects of Peer Adversity -- Linking Biological Embedding of Peer Adversity to Developmental Outcomes -- Integrating Genetics into Peer Adversity Models and Research -- Conclusion -- References -- School Social Relations, Self-Regulation, and Social Decision-Making. 327 $aSelf-Regulation Development and Social Decision-Making -- "Under the Microscope": Social Stress and Dysregulation Within Lab-Based Paradigms -- Interpersonal Stress at School: Implications for Self-Regulation and Social Decision-Making -- Other School-Based Relationships -- Implications for School-Based Intervention -- Summary and Conclusion -- References -- School Social Relationships and Brain Functioning -- Theoretical Foundations -- Empirical Evidence -- Peer Interaction -- Peer Feedback -- Peer Exclusion -- Individual Differences in Temperament or Prior Peer Experiences -- Future Directions -- Implications and Conclusions -- References -- Epilogue: Concluding Commentary -- Recommendations -- Recommendation 1: Study Virtual and In-Person School Social Experiences -- Recommendation 2: Integrating Neurobiological Factors into Prevention and Intervention -- Recommendation 3: Embracing Diversity and Complexity of People and Systems -- Concluding Thoughts -- References -- Index. 606 $aChild development 606 $aEducation, Elementary$xSocial aspects 606 $aSociobiology 606 $aSociobiologia$2thub 606 $aDesenvolupament infantil$2thub 606 $aEducació primària$2thub 608 $aLlibres electrònics$2thub 615 0$aChild development. 615 0$aEducation, Elementary$xSocial aspects. 615 0$aSociobiology. 615 7$aSociobiologia 615 7$aDesenvolupament infantil 615 7$aEducació primària 676 $a305.231 702 $aVan Lier$b Pol A. C. 702 $aDeater-Deckard$b Kirby 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910586636503321 996 $aBiosocial Interplay During Elementary School$93060594 997 $aUNINA