CHILDRENS ACADEMIC AND BEHAVIORAL-ADJUSTMENT AS A FUNCTION OF THE CHRONICITY AND PROXIMITY OF PEER REJECTION

The experience of peer rejection is associated with a number of concur rent and later problems for children. However, we know very little abo ut differences in risk relative to different experiences of rejection over time. This study examined later academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. 622 second- through fourth-grade c hildren (ages 7-12) were tested in the spring of 4 consecutive years. The results indicated that both chronicity and proximity directly infl uenced later adjustment. Taken together, the findings suggest that all levels of rejection were associated with greater absenteeism from sch ool, and more chronic and proximal experiences of rejection were assoc iated with elevated externalizing behavior problems and teacher-rated internalizing behavior problems. There was evidence that initial level of adjustment, gender, and development moderated the relation among t hese dimensions of rejection and later adjustment.