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      When Predictions Fail: The Case of Unexpected Pathways Toward High School Dropout

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      Journal of Social Issues
      Wiley

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          The development of anxiety: the role of control in the early environment.

          Current developments in cognitive and emotion theory suggest that anxiety plays a rather central role in negative emotions. This article reviews findings in the area of anxiety and depression, helplessness, locus of control, explanatory style, animal learning, biology, parenting, attachment theory, and childhood stress and resilience to articulate a model of the environmental influences on the development of anxiety. Evidence from a variety of sources suggests that early experience with diminished control may foster a cognitive style characterized by an increased probability of interpreting or processing subsequent events as out of one's control, which may represent a psychological vulnerability for anxiety. Implications for research are discussed.
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            From First Grade Forward: Early Foundations of High School Dropout

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              Early school dropout: configurations and determinants.

              This longitudinal study examined behavioral, cognitive, and demographic factors associated with early school dropout. Follow-up assessments were completed on a sample of girls (n = 248) and boys (n = 227) who had first been seen when they were in the seventh grade. School status was determined for all living subjects; 99% of them were interviewed individually in the fifth annual test wave. Overall, 14% of the group had dropped out of school prior to completing grade 11. The clusters of males and females most vulnerable to early school dropout were characterized in grade 7 by high levels of aggressiveness and low levels of academic performance (82% early dropout in males; 47% early dropout in females). In seventh grade, subjects who subsequently dropped out tended to affiliate with persons who were also at risk for dropout. Socioeconomic status, race, and early parenthood were also associated with school dropout. The primary outcomes were supported by convergent variable-oriented and person-oriented analyses. Some developmental dynamics of the phenomena are discussed.
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                Author and article information

                Journal
                Journal of Social Issues
                J Social Issues
                Wiley
                0022-4537
                1540-4560
                March 2008
                March 2008
                : 64
                : 1
                : 175-194
                Article
                10.1111/j.1540-4560.2008.00554.x
                89712fa6-f0ed-4542-b4aa-3e722e3118e5
                © 2008

                http://doi.wiley.com/10.1002/tdm_license_1.1

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