Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?

Eric S. Buhs, Gary W. Ladd, Sarah L. Herald

Research output: Contribution to journalReview article

436 Citations (Scopus)

Abstract

Longitudinal data from a study of kindergarten through 5th graders were used to estimate a structural model in which chronic peer exclusion and chronic peer abuse were hypothesized to mediate the link between children's early peer rejection, later classroom engagement, and achievement. Peer exclusion and abuse were expected to predict changes in 2 forms of school engagement (classroom participation and school avoidance), and changes in both forms of engagement were expected to predict changes in achievement. The model fit the data well and lent support to the premise that distinct forms of peer maltreatment and classroom engagement mediate the link between early peer rejection and changes in children's achievement. Early peer rejection was associated with declining classroom participation and increasing school avoidance, but different forms of chronic peer maltreatment mediated these relations. Whereas chronic peer exclusion principally mediated the link between peer rejection and classroom participation, chronic peer abuse primarily mediated the link between rejection and school avoidance. Children's reduced classroom participation, more than gains in school avoidance, anteceded decrements in children's achievement.

Original languageEnglish (US)
Pages (from-to)1-13
Number of pages13
JournalJournal of Educational Psychology
Volume98
Issue number1
DOIs
StatePublished - Feb 1 2006

Fingerprint

Peer Group
Crime Victims
peer group
victimization
exclusion
classroom
participation
abuse
school
maltreatment
Structural Models
structural model
kindergarten
Rejection (Psychology)

Keywords

  • Classroom engagement
  • Exclusion
  • Peer relationships
  • Peer victimization
  • School adjustment

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Peer exclusion and victimization : Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement? / Buhs, Eric S.; Ladd, Gary W.; Herald, Sarah L.

In: Journal of Educational Psychology, Vol. 98, No. 1, 01.02.2006, p. 1-13.

Research output: Contribution to journalReview article

@article{f4c0337bf41246bc90a84232762001f5,
title = "Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?",
abstract = "Longitudinal data from a study of kindergarten through 5th graders were used to estimate a structural model in which chronic peer exclusion and chronic peer abuse were hypothesized to mediate the link between children's early peer rejection, later classroom engagement, and achievement. Peer exclusion and abuse were expected to predict changes in 2 forms of school engagement (classroom participation and school avoidance), and changes in both forms of engagement were expected to predict changes in achievement. The model fit the data well and lent support to the premise that distinct forms of peer maltreatment and classroom engagement mediate the link between early peer rejection and changes in children's achievement. Early peer rejection was associated with declining classroom participation and increasing school avoidance, but different forms of chronic peer maltreatment mediated these relations. Whereas chronic peer exclusion principally mediated the link between peer rejection and classroom participation, chronic peer abuse primarily mediated the link between rejection and school avoidance. Children's reduced classroom participation, more than gains in school avoidance, anteceded decrements in children's achievement.",
keywords = "Classroom engagement, Exclusion, Peer relationships, Peer victimization, School adjustment",
author = "Buhs, {Eric S.} and Ladd, {Gary W.} and Herald, {Sarah L.}",
year = "2006",
month = "2",
day = "1",
doi = "10.1037/0022-0663.98.1.1",
language = "English (US)",
volume = "98",
pages = "1--13",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "1",

}

TY - JOUR

T1 - Peer exclusion and victimization

T2 - Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?

AU - Buhs, Eric S.

AU - Ladd, Gary W.

AU - Herald, Sarah L.

PY - 2006/2/1

Y1 - 2006/2/1

N2 - Longitudinal data from a study of kindergarten through 5th graders were used to estimate a structural model in which chronic peer exclusion and chronic peer abuse were hypothesized to mediate the link between children's early peer rejection, later classroom engagement, and achievement. Peer exclusion and abuse were expected to predict changes in 2 forms of school engagement (classroom participation and school avoidance), and changes in both forms of engagement were expected to predict changes in achievement. The model fit the data well and lent support to the premise that distinct forms of peer maltreatment and classroom engagement mediate the link between early peer rejection and changes in children's achievement. Early peer rejection was associated with declining classroom participation and increasing school avoidance, but different forms of chronic peer maltreatment mediated these relations. Whereas chronic peer exclusion principally mediated the link between peer rejection and classroom participation, chronic peer abuse primarily mediated the link between rejection and school avoidance. Children's reduced classroom participation, more than gains in school avoidance, anteceded decrements in children's achievement.

AB - Longitudinal data from a study of kindergarten through 5th graders were used to estimate a structural model in which chronic peer exclusion and chronic peer abuse were hypothesized to mediate the link between children's early peer rejection, later classroom engagement, and achievement. Peer exclusion and abuse were expected to predict changes in 2 forms of school engagement (classroom participation and school avoidance), and changes in both forms of engagement were expected to predict changes in achievement. The model fit the data well and lent support to the premise that distinct forms of peer maltreatment and classroom engagement mediate the link between early peer rejection and changes in children's achievement. Early peer rejection was associated with declining classroom participation and increasing school avoidance, but different forms of chronic peer maltreatment mediated these relations. Whereas chronic peer exclusion principally mediated the link between peer rejection and classroom participation, chronic peer abuse primarily mediated the link between rejection and school avoidance. Children's reduced classroom participation, more than gains in school avoidance, anteceded decrements in children's achievement.

KW - Classroom engagement

KW - Exclusion

KW - Peer relationships

KW - Peer victimization

KW - School adjustment

UR - http://www.scopus.com/inward/record.url?scp=33645750703&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33645750703&partnerID=8YFLogxK

U2 - 10.1037/0022-0663.98.1.1

DO - 10.1037/0022-0663.98.1.1

M3 - Review article

AN - SCOPUS:33645750703

VL - 98

SP - 1

EP - 13

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 1

ER -