Social-Cognitive Competence, Peer Rejection and Neglect, and Behavioral and Emotional Problems in Middle Childhood

Autor/inn/en	Hoglund, Wendy L. G.; Lalonde, Christopher E.; Leadbeater, Bonnie J.
Titel	Social-Cognitive Competence, Peer Rejection and Neglect, and Behavioral and Emotional Problems in Middle Childhood
Quelle	In: Social Development, 17 (2008) 3, S.528-553 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2007.00449.x
Schlagwörter	Emotional Problems; Peer Relationship; Risk; Adjustment (to Environment); Grade 2; Rejection (Psychology); Behavior Problems; Longitudinal Studies; Interpersonal Competence; Perspective Taking; Antisocial Behavior; Grade 3; Social Development; Student Behavior; Child Neglect + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Risiko; School year 02; 2. Schuljahr; Schuljahr 02; Ablehnung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interpersonale Kompetenz; Zukunftsperspektive; School year 03; 3. Schuljahr; Schuljahr 03; Soziale Entwicklung; Student behaviour; Schülerverhalten; Kindesvernachlässigung
Abstract	This prospective, longitudinal study examines individual differences in two conceptually related but empirically distinct domains of social-cognitive competence (cognitive interpretive understanding and interpersonal perspective co-ordination) as moderators of the relation between peer rejection and neglect and behavioral and emotional problems in grades 2 and 3. As expected, peer rejection and neglect increased risks for behavioral and emotional problems whereas interpretive understanding (understanding of mental states) and perspective co-ordination (awareness of others' emotions and motives) reduced risks for aggressive, disruptive, inattentive, and anxious, sad, withdrawn behaviors. Assumptions that awareness of others' perspectives bestows consistent benefits for children experiencing peer problems were challenged. Unexpectedly, rejection and neglect increased risks for behavioral and emotional problems for children who demonstrated average and high levels of perspective co-ordination. More advanced perspective co-ordination may heighten children's sensitivity to peer relationship problems and result in general maladjustment, both concurrently and over time. Less advanced perspective co-ordination may also be responsible for the "optimistic bias" that has been noted in aggressive children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10