Reciprocating Risks of Peer Problems and Aggression for Children's Internalizing Problems

Autor/inn/en	Hoglund, Wendy L. G.; Chisholm, Courtney A.
Titel	Reciprocating Risks of Peer Problems and Aggression for Children's Internalizing Problems
Quelle	In: Developmental Psychology, 50 (2014) 2, S.586-599 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0033617
Schlagwörter	Peer Relationship; Social Isolation; Victims; Aggression; Correlation; Behavior Problems; At Risk Persons; Low Income Groups; Kindergarten; Grade 1; Grade 2; Grade 3; Elementary School Students; Depression (Psychology); Anxiety; Symptoms (Individual Disorders); Gender Differences; Foreign Countries; Surveys; Questionnaires; Statistical Analysis; Factor Analysis; Canada; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Soziale Isolation; Victim; Opfer; Korrelation; Risikogruppe; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Angst; Psychiatrische Symptomatik; Geschlechterkonflikt; Ausland; Survey; Umfrage; Befragung; Fragebogen; Statistische Analyse; Faktorenanalyse; Kanada
Abstract	Three complementary models of how peer relationship problems (exclusion and victimization) and aggressive behaviors relate to prospective levels of internalizing problems are examined. The additive risks model proposes that peer problems and aggression cumulatively increase risks for internalizing problems. The reciprocal risks model hypothesizes that peer problems and aggression transact over time and mediate the effects of each other on prospective internalizing problems. Last, the internalizing risks model proposes that, in addition to aggressive behaviors, prior internalizing problems also provoke peer problems that, in turn, further elevate risks for prospective internalizing problems. Data came from a sample of 453 low-income, ethnically diverse children in kindergarten to Grade 3 who were assessed 3 times over 1 school term (in January, March and June). Findings supported the internalizing risks model. Four key pathways were found to increase risks for internalizing problems by the end of the school year; 2 of these routes were rooted in aggressive behaviors, and 3 paths operated indirectly via levels of peer problems in the spring. Children who were initially aggressive became excluded by peers by the spring, whereas children who initially showed more symptoms of depression and anxiety became victimized by peers by the spring. In turn, both peer exclusion and victimization increased prospective levels of internalizing problems by the end of the school year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01