| Original language | English (US) |
|---|---|
| Pages (from-to) | 557-583 |
| Number of pages | 27 |
| Journal | Journal of Youth and Adolescence |
| Volume | 27 |
| Issue number | 5 |
| DOIs | |
| State | Published - Oct 1998 |
| Externally published | Yes |
Bibliographical note
Funding Information:This research was supported by grants to the first author from the University of Missouri Research Board and the William T. Grant Foundation. Thanks are due to the students, staff, and parents of the Columbia Public Schools, Columbia, Missouri, for their participation in and support of this research project. The authors also would like to thank Debora Bell-Dolan, Robert Felner, and Heather Tevendale for their valuable comments on earlier drafts of this paper. 1Assistant Professor of Psychology at University of Missouri-Columbia. Received Ph.D. from University of Illinois at Urbana–Champaign. Research interests include self-system processes in child and adolescent development and the design and evaluation of primary prevention programs. To whom correspondence should be addressed at 210 McAlester Hall, Department of Psychology, University of Missouri–Columbia, Columbia, Missouri 65211. 2Graduate student in clinical psychology at University of Missouri–Columbia. Research interests include self-system processes, perfectionism, and the psychosocial development of gifted children. 3Graduate student in clinical psychology at University of Missouri–Columbia. Research interests include self-system processes, intimate relationships, and professional impairment. 4Principal, Columbia Public Schools, Columbia, Missouri. Received Ph.D. from University of Missouri–Columbia. Research interests include effective middle grade educational practices.