Previous research indicated that FE's development in children show ontogenetic differences and stages of growth are sequentially invariant. In this research two samples drawn from two types of school (N=400) between 13-16 years, were compared on compositions focussing on 21 FE dimensions. The 8 FE dimensions were found developmental in nature. The univariate F tests for equality of means confirmed between group homogeneity and within-group heterogeneity. The correlational structure between developmental FE's and context variables of home and school supported the hypothesis of socialization effects on FE's development and functioning. Implications of findings emerge important in providing positive growth experiences to school children in the social cognitive domain.