Emotion Dysregulation Mediates the Longitudinal Relation between Peer Rejection and Depression: Differential Effects of Gender and Grade

Autor/inn/en	Fussner, Lauren M.; Luebbe, Aaron M.; Mancini, Kathryn J.; Becker, Stephen P.
Titel	Emotion Dysregulation Mediates the Longitudinal Relation between Peer Rejection and Depression: Differential Effects of Gender and Grade
Quelle	In: International Journal of Behavioral Development, 42 (2018) 2, S.155-166 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025416669062
Schlagwörter	Emotional Problems; Correlation; Peer Relationship; Rejection (Psychology); Depression (Psychology); Grade 3; Grade 4; Grade 5; Grade 6; Elementary School Students; Elementary School Teachers; Predictor Variables; Gender Differences; Age Differences; Children; At Risk Persons; Surveys; Likert Scales; Statistical Analysis + Suchen Sie Ihr Suchwort? Korrelation; Peer-Beziehungen; Ablehnung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prädiktor; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Risikogruppe; Survey; Umfrage; Befragung; Likert-Skala; Statistische Analyse
Abstract	The goal of the current investigation was to test emotion dysregulation as a mechanism explaining the longitudinal association between peer rejection and depressive symptoms across 1 school year in middle childhood and to determine whether this process differed based on gender and grade. Youth in Grades 3 through 6 (N = 131; 71 girls) and their primary school teachers (n = 8) were recruited from a Midwestern elementary school. Youth reported on their emotion dysregulation and depressive symptoms at two time points (T1 and T2), approximately 6 months apart. Teachers completed ratings of peer rejection at T1. Peer rejection at T1 predicted youth-report of depressive symptoms at T2, even after controlling for depression at T1. Moderated mediation suggested that change in emotion dysregulation mediated the relation of peer rejection to depressive symptoms over time, but only for older boys. Results underscore the importance of considering gender-specific processes within interpersonal risk models of depression, and provide support for peer rejection as a critical social process shaping emotion regulation in middle childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01