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

E. S. Buhs, G. W. Ladd

Research output: Contribution to journalArticle

337 Citations (Scopus)

Abstract

A short-term longitudinal design (N = 399) was used to examine peer relations processes that may mediate the relation between peer rejection and children's emotional and academic adjustment during kindergarten. These proposed mediating processes extend the current literature by explicating behavioral pathways via which the attitudinal construct of peer rejection may affect adjustment outcomes. Structural equatiton modeling results supported the hypothesis that negative peer treatment (e.g., victimization, refusal of peer group entry bids, and exclusion from peer activities) and classroom participation partially mediate the relationship between rejection and adjustment outcomes. Rejected children were more likely to experience negative peer treatment, more likely to show decreases in classroom participation, and more likely to report loneliness, to express a desire to avoid school, and to perform less well on achievement measures.

Original languageEnglish (US)
Pages (from-to)550-560
Number of pages11
JournalDevelopmental psychology
Volume37
Issue number4
DOIs
StatePublished - Jul 2001

Fingerprint

Social Adjustment
classroom
examination
participation
peer group
kindergarten
victimization
school
Peer Group
Loneliness
Crime Victims
exclusion
experience
Therapeutics
Rejection (Psychology)
literature

ASJC Scopus subject areas

  • Demography
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Cite this

Peer rejection as an antecedent of young children's school adjustment : an examination of mediating processes. / Buhs, E. S.; Ladd, G. W.

In: Developmental psychology, Vol. 37, No. 4, 07.2001, p. 550-560.

Research output: Contribution to journalArticle

@article{dbf72b9ea2134ef19d436b7bf2192902,
title = "Peer rejection as an antecedent of young children's school adjustment: an examination of mediating processes.",
abstract = "A short-term longitudinal design (N = 399) was used to examine peer relations processes that may mediate the relation between peer rejection and children's emotional and academic adjustment during kindergarten. These proposed mediating processes extend the current literature by explicating behavioral pathways via which the attitudinal construct of peer rejection may affect adjustment outcomes. Structural equatiton modeling results supported the hypothesis that negative peer treatment (e.g., victimization, refusal of peer group entry bids, and exclusion from peer activities) and classroom participation partially mediate the relationship between rejection and adjustment outcomes. Rejected children were more likely to experience negative peer treatment, more likely to show decreases in classroom participation, and more likely to report loneliness, to express a desire to avoid school, and to perform less well on achievement measures.",
author = "Buhs, {E. S.} and Ladd, {G. W.}",
year = "2001",
month = "7",
doi = "10.1037/0012-1649.37.4.550",
language = "English (US)",
volume = "37",
pages = "550--560",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "4",

}

TY - JOUR

T1 - Peer rejection as an antecedent of young children's school adjustment

T2 - an examination of mediating processes.

AU - Buhs, E. S.

AU - Ladd, G. W.

PY - 2001/7

Y1 - 2001/7

N2 - A short-term longitudinal design (N = 399) was used to examine peer relations processes that may mediate the relation between peer rejection and children's emotional and academic adjustment during kindergarten. These proposed mediating processes extend the current literature by explicating behavioral pathways via which the attitudinal construct of peer rejection may affect adjustment outcomes. Structural equatiton modeling results supported the hypothesis that negative peer treatment (e.g., victimization, refusal of peer group entry bids, and exclusion from peer activities) and classroom participation partially mediate the relationship between rejection and adjustment outcomes. Rejected children were more likely to experience negative peer treatment, more likely to show decreases in classroom participation, and more likely to report loneliness, to express a desire to avoid school, and to perform less well on achievement measures.

AB - A short-term longitudinal design (N = 399) was used to examine peer relations processes that may mediate the relation between peer rejection and children's emotional and academic adjustment during kindergarten. These proposed mediating processes extend the current literature by explicating behavioral pathways via which the attitudinal construct of peer rejection may affect adjustment outcomes. Structural equatiton modeling results supported the hypothesis that negative peer treatment (e.g., victimization, refusal of peer group entry bids, and exclusion from peer activities) and classroom participation partially mediate the relationship between rejection and adjustment outcomes. Rejected children were more likely to experience negative peer treatment, more likely to show decreases in classroom participation, and more likely to report loneliness, to express a desire to avoid school, and to perform less well on achievement measures.

UR - http://www.scopus.com/inward/record.url?scp=0035403839&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0035403839&partnerID=8YFLogxK

U2 - 10.1037/0012-1649.37.4.550

DO - 10.1037/0012-1649.37.4.550

M3 - Article

C2 - 11444490

AN - SCOPUS:0035403839

VL - 37

SP - 550

EP - 560

JO - Developmental Psychology

JF - Developmental Psychology

SN - 0012-1649

IS - 4

ER -