Class Climate Moderates Peer Relations and Emotional Adjustment in Children with an Early History of Anxious Solitude: A Child x Environment Model

Autor/in	Gazelle, Heidi
Titel	Class Climate Moderates Peer Relations and Emotional Adjustment in Children with an Early History of Anxious Solitude: A Child x Environment Model
Quelle	In: Developmental Psychology, 42 (2006) 6, S.1179-1192 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Females; Child Health; Emotional Adjustment; Social Adjustment; Student Adjustment; Grade 1; Anxiety; Social Behavior; Young Children; Peer Relationship; Rejection (Psychology); Gender Differences; Bullying; Depression (Psychology) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Emotionale Anpassung; Soziale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 01; 1. Schuljahr; Schuljahr 01; Angst; Social behaviour; Soziales Verhalten; Frühe Kindheit; Peer-Beziehungen; Ablehnung; Geschlechterkonflikt; Mobbing
Abstract	Classroom emotional climate was hypothesized to moderate psychosocial adjustment in 1st grade for children with an early childhood history of anxious solitude. Participants were 1,364 children in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and their mothers, child-care providers, and teachers. As anticipated, children with an early childhood history of anxious solitude were more rejected, poorly accepted (boys), and victimized (girls) by peers and demonstrated more depressive symptoms (girls) in 1st-grade classrooms with negative observed emotional climate. Results support a Child x Environment model of children's social and emotional adjustment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10