Peer rejection as an antecedent of young children's school adjustment: An examination of mediating processes

Authors
Citation
Es. Buhs et Gw. Ladd, Peer rejection as an antecedent of young children's school adjustment: An examination of mediating processes, DEVEL PSYCH, 37(4), 2001, pp. 550-560
Citations number
51
Categorie Soggetti
Psycology
Journal title
DEVELOPMENTAL PSYCHOLOGY
ISSN journal
00121649 → ACNP
Volume
37
Issue
4
Year of publication
2001
Pages
550 - 560
Database
ISI
SICI code
0012-1649(200107)37:4<550:PRAAAO>2.0.ZU;2-U
Abstract
A short-term longitudinal design (N = 399) was used to examine peer relatio ns processes that may mediate the relation between peer rejection and child ren's emotional and academic adjustment during kindergarten. These proposed mediating processes extend the current literature by explicating behaviora l pathways via which the attitudinal construct of peer rejection may affect adjustment outcomes. Structural equation modeling results supported the hy pothesis that negative peer treatment (e.g., victimization, refusal of peer group entry bids, and exclusion from peer activities) and classroom partic ipation partially mediate the relationship between rejection and adjustment outcomes. Rejected children were more likely to experience negative peer t reatment, more likely to show decreases in classroom participation, and mor e likely to report loneliness, to express a desire to avoid school, and to perform less well on achievement measures.