Classroom Emotional Climate as a Moderator of Anxious Solitary Children's Longitudinal Risk for Peer Exclusion: A Child x Environment Model

Autor/inn/en	Avant, Tamara Spangler; Gazelle, Heidi; Faldowski, Richard
Titel	Classroom Emotional Climate as a Moderator of Anxious Solitary Children's Longitudinal Risk for Peer Exclusion: A Child x Environment Model
Quelle	In: Developmental Psychology, 47 (2011) 6, S.1711-1727 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0024021
Schlagwörter	Peer Relationship; Educational Environment; Anxiety; Risk; Children; Rejection (Psychology); Observation; Longitudinal Studies; Models + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Angst; Risiko; Child; Kind; Kinder; Ablehnung; Beobachtung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell
Abstract	This study tests the ability of classroom emotional climate to moderate anxious solitary children's risk for peer exclusion over a 3-year period from 3rd through 5th grade. Six hundred eighty-eight children completed peer nominations for anxious solitude and peer exclusion in the fall and spring semesters of each grade, and observations of classroom emotional climate were conducted at the same time points. Results revealed a positive relation between anxious solitude and peer exclusion in the fall semester of each grade. However, in classrooms with supportive versus unsupportive emotional climates, this relation demonstrated a different pattern of change from fall to spring semesters. In classrooms with supportive emotional climates, children with high versus low levels of anxious solitude experienced relative elevation in fall peer exclusion, but this disappeared by the spring, such that spring peer exclusion levels were equalized among children who differed in anxious solitude. This result is consistent with hypotheses guided by the Child x Environment model. However, in classrooms with unsupportive emotional climates, results did not conform to expectations that children with high anxious solitude would experience stable or increased peer exclusion over time. (Contains 5 tables and 6 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10