Idean Ettekal
Assistant Professor, Educational Psychology
Office#: 722 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 862-8307
E-mail:
Vita: View Document
Short Bio
Idean Ettekal is an Assistant Professor in the Department of Educational Psychology (Learning Sciences Program). He received a Ph.D. in Family and Human Development from Arizona State University, and a B.A. at the University of California, Berkeley, majoring in Psychology and American Studies, and minoring in Education.

Before joining the faculty at Texas A&M, Dr. Ettekal served as the Project Director on the Violence in Children's Environment (VICE) study at the University at Buffalo's Research Institute on Addictions. The VICE project (a 5-year R01 funded by NIDA) focused on examining developmental pathways to youth violence, victimization and drug use in a high-risk sample.

Dr. Ettekal's research examines the impact of children's and adolescent's interpersonal relationships (e.g., peer and parent-child relationships) on their social and emotional development. In particular, he is interested in studying how children's interpersonal experiences (e.g., peer victimization, peer rejection and friendships, and hostile parent-child interactions) shape the development of antisocial and externalizing behaviors such as aggression, bullying, rule-breaking, and youth violence. Key to this work is elucidating how children's self-regulation and social cognitions influence the associations between children's social experiences and their behavioral adjustment. His research applies a variety of longitudinal and developmental methodologies (e.g., structural equation modeling, latent growth modeling, latent transition analysis, mediation analysis, missing data analysis). Related to these interests, Dr. Ettekal has worked on several school-based program evaluations on social and emotional learning.
Selected Publications
--Ettekal, I., Kochenderfer-Ladd, B., & Ladd, G. W. (2015). A synthesis of person- and relational-level factors that influence bullying and bystanding behaviors: Toward an integrative framework. Aggression and Violent Behavior, 23, 75-86. doi:10.1016/j.avb.2015.05.011
--Ettekal, I., & Ladd, G. W. (2015). Costs and benefits of children's physical and relational aggression trajectories on peer rejection, acceptance and friendships: Variations by aggression subtypes, gender, and age. Developmental Psychology, 51, 1756-1770. doi:10.1037/dev0000057
--Ettekal, I., & Ladd, G. W. (2015). Developmental pathways from childhood aggression- disruptiveness, chronic peer rejection and deviant friendships to early-adolescent rule breaking. Child Development, 86, 614-631. doi:10.1111/cdev.12321
Media Coverage
Article featured in CNN: "Bullied kids suffer academically, too, study says"
Research Interests
Aggression, Bullying and Peer Victimization
Peer Relationships
Social and Emotional Development
Publications (journal articles, books, book chapters)*

1. Ettekal, I., & Ladd, G. W. (2017). Developmental continuity and change in physical, verbal and relational aggression and peer victimization from childhood to adolescence. Developmental Psychology, 53, 1709-1721. doi:10.1037/dev0000357

2. Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children's school engagement and achievement? Journal of Educational Psychology, 109, 826-841. doi:10.1037/edu0000177

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Catapult Round 4 - A Comprehensive Investigation of Early Self-Control Development and School Readiness ($29,331). (Co-PI)
TAMU College of Education & Human Development (State)
2018/01/15 - 2019/06/15
Total Funding: 0.
Courses Taught
2018 - 2019
EPSY 689
2017 - 2018
EPSY 435, EPSY 685, EPSY 689
Awards

(2017-2017). Early Career Travel Award.  Society for Research on Child Development (SRCD)

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