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Psychology

D-Index
75
Citations
36332
World Ranking
1749
National Ranking
1031

Overview

Gary W. Ladd is affiliated with Arizona State University in the United States. Their research primarily focuses on psychology and social sciences, with specific contributions to clinical psychology, social psychology, developmental and educational psychology, safety research, and sociology and political science.

Their scholarly work addresses various aspects of child and adolescent psychosocial and emotional development, bullying, victimization, and aggression, behavioral and psychological studies, youth development and social support, as well as psychosocial factors impacting youth.

Recent publications by Gary W. Ladd include the following:

  • Social behavior competencies of self-identified bullies from a U.S. nationally representative sample of 8-18 year old students, 2020, Children and Youth Services Review
  • From social withdrawal to depression: A quasireplication and extension of Boivin, Hymel, and Bukowski (1995), 2021, Developmental Psychology
  • Joint developmental trajectories of anxious solitude and peer adversities from early childhood through adolescence: Characteristics and associations with indices of internalizing problems, 2024, Developmental Psychology

Their research has appeared most frequently in the journal Developmental Psychology, with additional publications in Children and Youth Services Review.

Gary W. Ladd has collaborated with several co-authors, including:

  • Gary W. Ladd (self-collaboration counted separately)
  • Idean Ettekal
  • Shannon Rupp
  • Stephen N. Elliott
  • Wendy Troop-Gordon

Best Publications

  • The Teacher-Child Relationship and Children's Early School Adjustment

    Sondra H. Birch;Gary W. Ladd

  • Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence?.

    Gary W. Ladd;Sondra H. Birch;Eric S. Buhs

  • Peer victimization : Cause or consequence of school maladjustment?

    Becky J. Kochenderfer;Gary W. Ladd

  • Friendship Quality as a Predictor of Young Children's Early School Adjustment

    Gary W. Ladd;Becky J. Kochenderfer;Cynthia C. Coleman

  • Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?

    Eric S. Buhs;Gary W. Ladd;Sarah L. Herald

  • Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children's early school adjustment?

    Gary W. Ladd

  • Children's interpersonal behaviors and the teacher-child relationship.

    Sondra H. Birch;Gary W. Ladd

  • Classroom Peer Acceptance, Friendship, and Victimization: Distinct Relational Systems That Contribute Uniquely to Children's School Adjustment?

    Gary W. Ladd;Becky J. Kochenderfer;Cynthia C. Coleman

  • Peer rejection as an antecedent of young children's school adjustment: an examination of mediating processes.

    Eric S. Buhs;Gary W. Ladd

  • The Role of Chronic Peer Difficulties in the Development of Children's Psychological Adjustment Problems

    Gary W. Ladd;Wendy Troop‐Gordon

  • Family-Peer Relationships: Modes of Linkage.

    Ross D. Parke;Gary W. Ladd

  • Predicting children's social and school adjustment following the transition from preschool to kindergarten.

    Gary W. Ladd;Joseph M. Price

  • The Child Behavior Scale : A teacher-report measure of young children's aggressive, withdrawn, and Prosocial behaviors

    Gary W. Ladd;Susan Muth Profilet

  • Anxious Solitude and Peer Exclusion: A Diathesis-Stress Model of Internalizing Trajectories in Childhood.

    Heidi Gazelle;Gary W. Ladd

  • Peer relationships in child development.

    Thomas J. Berndt;Gary W. Ladd

  • Peer relationships and social competence during early and middle childhood.

    Gary W. Ladd

  • Identifying victims of peer aggression from early to middle childhood: analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims.

    Gary W. Ladd;Becky Kochenderfer-Ladd

  • Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment

    Gary W. Ladd;Kim B. Burgess

  • Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school.

    Gary W. Ladd;Kim B. Burgess

  • A Cognitive-Social Learning Model of Social-Skill Training.

    Gary W. Ladd;Jacquelyn Mize

  • Victimized children's responses to peers' aggression: behaviors associated with reduced versus continued victimization.

    Becky J. Kochenderfer;Gary W. Ladd

  • Continuity and Change in Early School Engagement: Predictive of Children’s Achievement Trajectories from First to Eighth Grade?

    Gary W. Ladd;Lisa M. Dinella

  • Having Friends, Keeping Friends, Making Friends, and Being Liked by Peers in the Classroom: Predictors of Children's Early School Adjustment?

    Unknown

Frequent Co-Authors

Karen D. Rudolph
Karen D. Rudolph University of Illinois at Urbana-Champaign
Kimberly A. Updegraff
Kimberly A. Updegraff Arizona State University
Craig H. Hart
Craig H. Hart Brigham Young University
Wendy Troop-Gordon
Wendy Troop-Gordon Auburn University
Ross D. Parke
Ross D. Parke University of California, Riverside
Mark Reiser
Mark Reiser Arizona State University
Thomas J. Berndt
Thomas J. Berndt Purdue University West Lafayette
Gregory S. Pettit
Gregory S. Pettit Auburn University
Ed Cairns
Ed Cairns University of Ulster
Nicki R. Crick
Nicki R. Crick University of Minnesota

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