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 program focuses on two areas pertaining to children's and adolescent's social development.

The first is on studying the causes, outcomes, and prevention of antisocial behavior (i.e., aggression, bullying, rule-breaking, and youth violence). Within this area, he is interested in how these behaviors are associated with children's individual characteristics (self-regulation and social-cognitions), and environmental influences (i.e., peer relationships, and family and school contexts).

The second area of research focuses more specifically on children's and adolescents' peer relationships. Within this area, he is interested in studying topics relating to bullying and peer victimization, peer rejection and friendships, and the impact of peer relationships on children's psychological and educational outcomes.

Related to these interests, Dr. Ettekal has worked on several school-based program development and evaluation projects on social and emotional learning and reducing problem behaviors.
Selected Publications
--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
--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
Article featured in CNN: "Bullied kids suffer academically, too, study says"
--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
Research Interests
Aggression, Bullying and Peer Victimization
Peer Relationships
Social and Emotional Development
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