Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?

Journal of Educational Psychology

Volumn 98, Issue 1, 2006, Pages 1-13

  Buhs, Eric S ^a   Ladd, Gary W ^b   Herald, Sarah L ^b  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

Classroom engagement; Exclusion; Peer relationships; Peer victimization; School adjustment

Indexed keywords

EID: 33645750703     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.98.1.1     Document Type: Review

References (58)

1. Asher, S. R., Singleton, I. C., Tinsley, B. R., & Hymel, S. (1979). A reliable sociometric measure for preschool children. Developmental Psychology, 15, 443-444.
2. Baron, R. M., & Kenny, D. A. (1986). The mediator-moderator distinction in social psychology: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
3. Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 407-529.
4. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
5. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
6. Boivin, M., & Hymel, S. (1997). Peer experiences and self-perception: A sequential model. Developmental Psychology, 33, 135-145.
7. Boivin, M., Hymel, S., & Bukowski, W. M. (1995). The roles of social withdrawal, peer rejection, and victimization by peers in predicting loneliness and depressed mood in childhood. Development & Psychopathology, 7, 765-785.
8. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
9. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Beverly Hills, CA: Sage.
10. Buhs, E. S., & Ladd, G. W. (2001). Peer rejection in kindergarten as an antecedent of young children's school adjustment: An examination of mediating processes. Developmental Psychology, 37, 550-560.
11. Bukowski, W. M., Hoza, B., & Boivin, M. (1993). Popularity, friendship, and emotional adjustment during early adolescence. New Directions for Child Development, 60, 23-37.
12. Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young children. Child Development, 63, 350-365.
13. Cillessen, A. H. N., & Bukowski, W. M. (2000). Recent advances in the measurement of acceptance and rejection in the peer system. San Francisco: Jossey-Bass.
14. Coie, J. D. (1990). Towards a theory of peer rejection. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 365-401). New York: Cambridge University Press.
15. Coie, J. D., Lochman, J. E., Terry, R., & Hyman, C. (1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal of Consulting and Clinical Psychology, 60, 783-792.
16. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-esteem processes. In M. R. Gunnar & L. A. Sroufe (Eds.), The Minnesota Symposia on Child Development: Vol. 23. Self-processes and development (pp. 43-77). Hillsdale, NJ: Erlbaum.
17. Dohrenwend, B. P., & Dohrenwend, B. S. (1981). Socioenvironmental factors, stress, and psychopathology. American Journal of Community Psychology, 9, 128-164.
18. Entwisle, D. R., & Astone, N. M. (1994). Some practical guidelines for measuring youth's race/ethnicity and sociometric status. Child Development, 65, 1521-1540.
19. Ford, M. E. (1985). The concept of competence: Themes and valuations. In H. A. Marlowe Jr. & R. B. Weinberg (Eds.), Competence development (pp. 3-49). New York: Academic Press.
20. Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 11-42). New York: Cambridge University Press.
21. Hawker, D. S. J., & Boulton, M. J. (2001). Subtypes of peer harassment and their correlates: A social dominance perspective. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 378-397). New York: Guilford Press.
22. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
23. Hymel, S., Wagner, E., & Butler, L. J. (1990). Reputational bias: View from the peer group. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 156-186). New York: Cambridge University Press.
24. Johnson, S. H. (1988). Life events as stressors in childhood and adolescence. Newbury Park, CA: Sage.
25. Jöreskog, K., & Sörbom, D. (2001). LISREL 8: Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Erlbaum.
26. Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92, 349-359.
27. Koch, H. L. (1933). Popularity among preschool children: Some related factors and a technique for its measurement. Child Development, 4, 164-175.
28. Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67, 1305-1317.
29. Ladd, G. W. (1990). Having friends, keeping friends, making friends and being liked by peers in the classroom: Predictors of children's early school adjustment? Child Development, 61, 1081-1100.
30. Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review of Psychology, 50, 333-359.
31. Ladd, G. W. (2003). Probing the adaptive significance of children's behavior and relationships in the school context: A child-by-environment perspective. In R. Kail (Ed.), Advances in child behavior and development (pp. 43-104). New York: Wiley.
32. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
33. Ladd, G. W., Buhs, E. S., & Seid, M. (2000). Children's initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Merrill-Palmer Quarterly, 46, 255-279.
34. Ladd, G. W., & Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development, 70, 910-929.
35. Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 1579-1601.
36. Ladd, G. W., Herald, S. L., & Andrews, R. K. (2006). Young children's peer relations and social competence. In B. Spodek & O. N. Saracho (Eds.), Handbook on the education of young children (pp. 23-54). Hillsdale, NJ: Erlbaum.
37. Ladd, G. W., Kochenderfer, B. J. & Coleman, C. C. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67, 1103-1118.
38. Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children's school adjustment? Child Development, 68, 1181-1197.
39. Ladd, G. W., & Kochenderfer-Ladd, B. (2002). Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14, 74-96.
40. Ladd, G. W., & Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32, 1008-1024.
41. Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Development, 74, 1344-1367.
42. Leary, M. R. (2001). Towards a conceptualization of interpersonal rejection. In M. R. Leary (Ed.). Interpersonal rejection (pp. 4-20). Oxford, England: Oxford University Press.
43. MacCallum, R. (1986). Specification searches in covariance structure modeling. Psychological Bulletin, 100, 107-120.
44. MacDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The consequences of childhood peer rejection. In M. R. Leary (Ed.), Inter personal rejection (pp. 213-247). Oxford, England: Oxford University Press.
45. Mechanic, D. (1983). Adolescent health and illness behavior: Review of the literature and a new hypothesis for the study of stress. Journal of Human Stress, 9, 4-13.
46. Northway, M. L. (1944). Outsiders: A study of the personality patterns of children least acceptable to their age mates. Sociometry, 7, 10-25.
47. Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school-based intervention program. In D. J. Pepler & K. II. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Hillsdale, NJ: Erlbaum.
48. Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
49. Reinehr, R. C. (1984). Wide Range Achievement Test-Revised. In D. H. Keyser & R. C. Sweetland (Eds.), Test critiques (Vol. 3, pp. 758-761). Kansas City, MO: Test Corporation of America.
50. Rodkin, P. C., Farmer, T. W., & Pearl, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14-24.
51. Saris, W. E., & Stronkhorst, L. H. (1984). Causal modeling in nonexperimental research: An introduction to the LISREL approach. Amsterdam: Sociometric Research Foundation.
52. Steiger, J. H. (1990). Structural model evaluation and modification: An interval approach. Multivariate Behavioral Research, 25, 173-180.
53. Vandell, D. L. & Hembree, S. E. (1994). Peer social status and friendship: Independent contributors to children's social and academic adjustment. Merrill-Palmer Quarterly, 40, 461-470.
54. Wentzel, K. R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61, 1-24.
55. Wentzel, K. R. (2003). Sociometric status and adjustment in middle school: A longitudinal study. Journal of Early Adolescence, 23, 5-28.
56. Wentzel, K. R. & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68, 1198-1209.
57. Wilkenson, G. S. (1993). The Wide Range Achievement Test. Wilmington, DE: Wide Range. Inc.
58. Younger, A., Gentile, C., & Burgess, K. (1993). Children's perceptions of social withdrawal: Changes across age. In K. H. Rubin & J. B. Asendorf (Eds.), Social withdrawal, inhibition, and shyness in childhood (pp. 215-235). Hillsdale, NJ: Erlbaum.