Wendy Troop-Gordon, Ph.D.

Affiliation

Department of Psychology, North Dakota State University

Human Development and Family Studies, North Dakota State University

Mailing Address

Department of Psychology, Dept 2765
North Dakota State University
Fargo, ND 58108-6050

Phone: (701) 231-8738
Fax: (701) 231-8742
Email: Wendy.Troop@ndsu.edu

Appointments, cross appointments, fellowships

Assistant Professor, Department of Psychology, North Dakota State University
Adjunct Professor, Human Development and Family Studies, North Dakota State University

Research Interests

Broadly speaking, my interest lie at the intersection between children's social cognitions, relational experiences, and psychological and emotional adjustment. More specifically, I am interested in: (a) how cognitive processes (e.g., attentional biases, relational schemas, self-perceptions) contribute to behavioral problems that underlie difficulties in forming positive relationships with peers, (b) how social cognitive biases resulting from problematic relational experiences contribute to adjustment problems, and (c) what contextual factors influence children's ability to form positive relationships with peers, their emotional well being, and their school adjustment. Most recently my lab and I conducted the Classroom Connections Project, a large cross-sectional study of children's peer beliefs, self-esteem, social relationships, and perceptions of teacher's responses to negative interactions among students, and the NDSU Youth Development Study, as four-wave two-year longitudinal study examining trajectories of adjustment as a function of peer experiences.

Selected Publications

Rudolph, K. R., Lewell, N., & Troop-Gordon, W. (in press). Interactive contributions of self-regulation deficits and social motivation to psychopathology: Unraveling divergent pathways to aggressive behavior and depressive symptoms. Development and Psychopathology.

Troop-Gordon, W., & Gerardy, H. (in press). Parents’ beliefs about peer victimization and children’s social and emotional development. Journal of Applied Developmental Psychology.

Ewing Lee, E., & Troop-Gordon, W. (2011). Peer socialization of masculinity and femininity: Differential effects of overt and relational forms of peer victimization. British Journal of Developmental Psychology, 29, 197-213.

Troop-Gordon, W., & Kopp, J. (2011). Teacher-child relationship quality and children’s peer victimization and aggressive behavior in late childhood. Social Development, 20, 536-561.

Ewing-Lee, E., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypicality related to peer victimization and children’s friendships. Sex Roles, 64, 90-102.

Rudolph, K. R., Troop-Gordon, W., & Granger, D. A. (2011). Individual differences in biological stress responses moderate the contribution of early peer victimization to subsequent depressive symptoms. Psychopharmacology, 214, 209-219.

Rudolph, K. R., Troop-Gordon, W., Hessel, E., & Schmidt, J. (2011). A latent growth curve analysis of early and emerging peer victimization as predictors of mental health across elementary school. Journal of Clinical Child & Adolescent Psychology, 40, 111-122.

Troop-Gordon, W., Visconti, K. J., & Kuntz, K. J. (2011). Perceived popularity during early adolescence: Links to declining school adjustment among aggressive youth. Journal of Early Adolescence, 31, 125-151.

Ostafin, B.D., Marlatt, G.A., & Troop-Gordon, W. (2010). Testing the incentive-sensitization theory with at-risk drinkers: Wanting, liking and alcohol consumption. Psychology of Addictive Behaviors, 24, 157-162.

Rudolph, K. R., Troop-Gordon, W., & Granger, D. A. (2010). Peer victimization and children’s socioemotional difficulties: Moderation by individual differences in salivary cortisol and alpha-amylase. Journal of Abnormal Child Psychology, 38, 843-856.

Rudolph, K. R., & Troop-Gordon, W. (2010). Personal-accentuation and contextual amplification models of pubertal timing predicting youth depression. Development and Psychopathology, 22, 433-451.

Troop-Gordon, W., & Quenette, A. (2010). Perceived teachers’ responses to peer victimization and children’s emotional and school adjustment. Merrill-Palmer Quarterly, 56, 333-360.

Visconti, K. J., & Troop-Gordon, W. (2010). Prospective relations between children’s behavioral responses to peer victimization and their socioemotional adjustment. Journal of Applied Developmental Psychology,
31, 261-272.

Wilkowski, B. M., Robinson, M. D., & Troop-Gordon, W. (2010). Specifying the emotional regulation operations involved in the cognitive control of dispositional anger: The role of forgiveness. Journal of Personality and Social Psychology, 98, 830-840.

Rudolph, K. D., Troop-Gordon, W., & Flynn, M. (2009). Relational victimization predicts children’s social-cognitive and self-regulatory responses in a challenging peer context. Developmental Psychology, 45, 1444-1454.

Wilkowski, B. M., Robinson, M. D., Gordon, R. D., & Troop-Gordon, W. (2007). Tracking the evil eye: Trait anger and selective attention within ambiguously hostile scenes. Journal of Research in Personality, 41, 650-666.

Troop-Gordon, W., & Ladd, G. W. (2005). Trajectories of peer victimization and perceptions of the self and schoolmates: Precursors to internalizing and externalizing problems. Child Development, 76, 1072-1091.

Troop-Gordon, W., & Asher, S. R. (2005). Changes in children’s goals when encountering obstacles to conflict resolution. Child Development, 76, 568-582.

Caldwell, M. S., Rudolph, K. D., Troop-Gordon, W., & Kim, D. Y. (2004). Reciprocal influences among relational self-views, social disengagement, and peer stress during early adolescence. Child Development, 75, 1140-1154.

Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development, 74, 1344-1367.

Ladd, G. W., Buhs, E. S, & Troop, W. (2002). Children's interpersonal skills and relationships in school settings: Adaptive significance and implications for school-based prevention and intervention programs. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of childhood social development (pp. 394-415). Oxford, UK: Blackwell Publishers.

Troop, W. P., & Asher, S. R. (1999). Teaching peer relationship competence in schools. In R. J. Stevens (Ed.), Teaching in American schools (pp.141-171). Columbus, OH: Merrill.