Peer Exclusion and Victimization: Processes That Mediate the Relation Between Peer Group Rejection and Children's Classroom Engagement and Achievement?

Autor/inn/en	Buhs, Eric S.; Ladd, Gary W.; Herald, Sarah L.
Titel	Peer Exclusion and Victimization: Processes That Mediate the Relation Between Peer Group Rejection and Children's Classroom Engagement and Achievement?
Quelle	In: Journal of Educational Psychology, 98 (2006) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Peer Groups; Elementary School Students; Grade 5; Rejection (Psychology); Peer Relationship; Student Participation; Academic Achievement; Educational Psychology; Student Behavior; Antisocial Behavior + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; School year 05; 5. Schuljahr; Schuljahr 05; Ablehnung; Peer-Beziehungen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Erziehungspsychologie; Pädagogische Psychologie; Student behaviour; Schülerverhalten
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. (Author).
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