Papers

Cho, D., Zatto, B. R. L., & Hoglund, W. L. G. (2022). Forms of peer victimization in adolescence: Covariation with symptoms of depression. Developmental Psychology.

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Zatto, B. R. L., & Hoglund, W. L. G. (2022). Depressive and anxious symptoms and teacher-child dependency and conflict in early childhood. Journal of School Psychology, 91, 129-145.

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Hoglund, W. L. G., & Hau, P. (2021). Early co-occurrence of peer victimization and aggression. Development and Psychopathology, 1-17.

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Zatto, B. R. L. & Hoglund, W. L. G. (2019). Children’s internalizing problems and teacher-child relationship quality across preschool. Early Childhood Research Quarterly, 49, 28-39.

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Chakawa, A., & Hoglund, W. L. G. (in press). Measuring cultural socialization practices: Extending the research to diverse racial/ethnic groups in Canada. Canadian Journal of Behavioural Science.

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Mejia, T., & Hoglund, W. L. G. (2016). Do children’s adjustment problems contribute to teacher-child relationship quality? Support for a child-driven model. Early Childhood Research Quarterly, 34, 13-26.

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Hoglund, W. L. G., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality, and children’s adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337-357.

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Hoglund, W. L. G., Jones, S. M., Brown, J. L., & Aber, J. L. (2015). The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools. Journal of Educational Psychology, 107(2), 517-532.

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Hoglund, W. L. G., & Chisholm, C. A. (2014). Reciprocating risks of peer relationship problems and aggression for children’s internalizing problems. Developmental Psychology, 50(2), 586-599.

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Hoglund, W. L. G., & Hosan, N. E. (2013). The context of ethnicity: Peer victimization and adjustment problems in early adolescence. Journal of Early Adolescence, 33, 585-609.

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Hoglund, W. L. G., Hosan, N. E., & Leadbeater, B. J. (2012). Using your WITS: A 6-year follow-up of a peer victimization prevention program.School Psychology Review, 41(2), 193-214.

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Leadbeater, B. J., & Hoglund, W. L. G. (2009). The effects of peer victimization and physical aggression on changes in internalizing from first to third grade. Child Development, 80, 843–859.

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Hoglund, W. L. G., Lalonde, C. E., & Leadbeater, B. J. (2008). Social-cognitive competence, peer acceptance, and behavioral and emotional problems in middle childhood. Social Development, 17, 528-553.

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Hoglund, W. L. G. (2007). School functioning in early adolescence: Gender-linked responses to peer victimization. Journal of Educational Psychology, 99, 1-17.

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Hoglund, W. L., & Leadbeater, B. J. (2007). Managing threat: Do social-cognitive processes mediate the link between peer victimization and adjustment problems in early adolescence? Journal of Research on Adolescence, 17, 525-540.

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Leadbeater, B. J., Ohan, J. L., & Hoglund, W. L. (2006). How children’s justifications of the “best thing to do” in  peer conflicts relate to their emotional and behavioral problems in early elementary school. Merrill–Palmer Quarterly, 52, 721–754.

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Hoglund, W. L., & Leadbeater, B. J. (2004). The effects of family, school, and classroom ecologies on changes in children’s social competence and emotional and behavioral problems in first grade. Developmental Psychology, 40, 533-544.

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