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Easterbrooks, M. A. Emde, R. N.

Eisenberg, N. and Fabes, R. A. (1994).Emotion, regulation and the development of social competenceIn:Clark, M. ed. . Newbury Park, CA: Sage, pp. 119–150.

Eisenberg, N. Fabes, R. A.

Fabes, R. A. and Eisenberg, N. (1992).Young children’s emotional arousal and anger/aggressive behaviorsIn:Fraczek, A. and Zumkley, H. eds. . New York: Springer-Verlag, pp. 85–101, DOI: Rebecca Minkoff Womens Kimiko Stud Wedge Sandal Black LTeYpW

Fincham, F. (1994).Understanding the association between marital conflict and child adjustment: Overview. 8(2): 123–127, DOI: https://doi.org/10.1037/0893-3200.8.2.123

Fincham, F.

Folkman, S. and Lazarus, R. S. (1980).An analysis of coping in a middle-aged community sample. 21(3): 219–239, DOI: DC Trase Tx M BKW Men’s LowTop Sneakers Schwarz 4OkxVJu1

Folkman, S. Lazarus, R. S.

Goeke-Morey, M. C. (1999).. Notre Dame, IN: University of Notre Dame. (Unpublished doctoral dissertation).

Goeke-Morey, M. C. , Cummings, E. M. , Harold, G. T. and Shelton, K. H. (2003).Categories and continua of destructive and constructive marital conflict tactics from the perspective of U.S. and Welsh children. 17(3): 327–338, DOI: Trussardi Jeans Trussardi Womens Court Shoes Black dixvZ

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Goeke-Morey, M. C. , Cummings, E. M. and Papp, L. M. (2007).Children and marital conflict resolution: Implications for emotional security and adjustment. 21(4): 744–753, DOI: Cole Haan Mens Dustin II Penny Loafer Black QCV8pfB

Goodman, S. H. , Barfoot, B. , Frye, A. A. and Belli, A. M. (1999).Dimensions of marital conflict and children’s problem-solving skills. 13(1): 33–45, DOI: The Fruit Company Women’s 3905 Mules Grey Safari 003 kMu3Db

Goodman, S. H. Barfoot, B. Frye, A. A. Belli, A. M.

Grych, J. H. and Fincham, F. D. (1990).Marital conflict and children’s adjustment: A cognitive-contextual framework. 108(2): 267–290, DOI: Mustang Women’s 1272301810 LowTop Sneakers Blau KQ9peMK

Grych, J. H. Fincham, F. D.

Herrera, C. and Dunn, J. (1997).Early experiences with family conflict: Implications for arguments with a close friend. 33(5): 869–881, DOI: Ladies Leather Hkm Brown Riding Yard Stylish Lace Fashion Country Boots Size UK 48 kmJYgSqaQ

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Lindeman, M. , Harakka, T. and Keltikangas-Järvinen, L. (1997).Age and gender differences in adolescents’ reactions to conflict situations: aggression, prosociality, and withdrawal. 26(3): 339–351, DOI: Geox D Marie D34W8A Ladies Court Shoe EU Size 36 Black kFDEAv

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Interview data from both schools were transcribed and then coded using the coding categories displayed in Mallimoda Womens Bohemian Beaded Ankle Strap Sandals Platform Wedge Heel Elastic TStrap Roman Sandals Flip Flops Shoes Thongs Style 3black on39f
. After reading all transcripts and seeing that some new themes were needed to represent what these children said, the researchers added the items marked with asterisks as thematic categories. Each question’s response was coded separately. If a child’s response addressed a general coding category more than once within a question (e.g., answering the question, “What do you learn at school?” with “I learn math, reading, writing, and about math”), it was counted only once in that category. However, if the child gave specific information about what was learned (e.g., “I learn how to count, how to add numbers, and how to subtract”), each response was counted (i.e., “3” for the math category).

Two independent coders reviewed children’s interviews or autophotography choices. They reached 92% agreement when coding the “A” school interviews and 91% agreement when coding the “A” school photographs. Two different independent coders reached 97% agreement when coding the “F” school interviews and 98% agreement when coding the “F” school photographs. A third independent coder coded those interviews or photographs on which the coders had disagreed. New rules were generated from the first two coders’ discussions following their comparisons. In Appendix A , if only a bolded theme is shown, that bolded theme also was used as a coding category. If a bolded theme also encompassed unbolded categories, the unbolded categories were also used for coding, with totals for the unbolded coding categories added together to obtain a total for the bolded theme. For example, the bolded theme “Behavior Management” was used as both a coding category and as a theme, but the theme “Food” was not. Because the unbolded coding categories of Breakfast, Lunch, and Snack were under the bolded theme “Food,” for example, the totals for those three unbolded categories were added together to obtain a total for the theme of “Food.” These theme totals were used for the data analyses.

Four thematic categories were used for the children’s autophotography—Teachers, Friends, Places, or Things. In cases where two were named (e.g., Teachers and Friends), the total percentage was divided between those two theme categories.

Our first research question was “Does the prevalence of themes represented in interviews with children differ by the child’s age or by the school’s “grade” (i.e., an “A” school or an “F” school)?” Analyses of Variance (ANOVAs) were computed on the percentage of each theme that was represented in children’s interviews with school (“A” versus “F”) and grade group (younger or older grade group) as between-subject factors. Table 1 shows percentage of talk by theme for each grade group and each school. In the column with results of statistical analyses, “GG” signifies a significant main effect of grade group, “S” signifies a significant main effect of school, and “GG x S” signifies a significant interaction between grade group and school. As Table 1 shows, a significant interaction was found between grade group and school for the percentage of talk about core academics, F (1, 137) = 21.78, p < .001, and the percentage of talk about teachers, F (1, 137) = 10.29, p = .002. Both ANOVAs also revealed significant main effects of grade group and school (all p s < .01).

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