The unique and interactive contributions of peer victimization and teacher-child relationships to children's school adjustment

Journal of Abnormal Child Psychology

Volumn 41, Issue 8, 2013, Pages 1191-1202

  Troop Gordon, Wendy ^a   Kuntz, Kayla J ^b  

^a NORTH DAKOTA STATE UNIVERSITY   (United States)

^b MINNESOTA STATE UNIVERSITY MOORHEAD   (United States)

Author keywords

Academic performance; Peer victimization; School adjustment; Teacher child relationships

Indexed keywords

ADAPTIVE BEHAVIOR; ARTICLE; BULLYING; CHILD; CONFLICT; EDUCATIONAL STATUS; FEMALE; HUMAN; HUMAN RELATION; MALE; MENTAL STRESS; PEER GROUP; PSYCHOLOGICAL ASPECT; SCHOOL; SELF REPORT; SOCIAL ADAPTATION; STATISTICAL MODEL; STUDENT; TEACHING; TIME; UNIVERSITY;

ADAPTATION, PSYCHOLOGICAL; BULLYING; CHILD; CONFLICT (PSYCHOLOGY); EDUCATIONAL STATUS; FACULTY; FEMALE; HUMANS; INTERPERSONAL RELATIONS; MALE; MODELS, STATISTICAL; PEER GROUP; SCHOOLS; SELF REPORT; SOCIAL ADJUSTMENT; STRESS, PSYCHOLOGICAL; STUDENTS; TEACHING; TIME FACTORS;

EID: 84885957609     PISSN: 00910627     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10802-013-9776-2     Document Type: Article

References (63)

1. Appleyard, K.; Egeland, B.; van Dulmen, M. H. M.; & Sroufe, L. A. (2005). When more is not better: the role of cumulative risk in child behavior outcomes. Journal of Child Psychology and Psychiatry, 46, 235-245.
2. Arbeau, K. A.; Coplan, R. J.; & Weeks, M. (2010). Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1. International Journal of Behavioral Development, 34, 259-269.
3. Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229.
4. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
5. Bentler, P. M. (1995). EQS structural equations program manual. Encino: Multivariate Software.
6. Birch, S. H.; & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
7. Boivin, M.; Petitclerc, A.; Feng, B.; & Barker, E. D. (2010). The developmental trajectories of peer victimization in middle to late childhood and the changing nature of their behavioral consequences. Merrill-Palmer Quarterly, 56, 231-260.
8. Bollmer, J. M.; Harris, M. J.; & Milich, R. (2006). Reactions to bullying and peer victimization: narratives, physiological arousal, and personality. Journal of Research in Personality, 40, 803-828.
9. Bollen, K. A.; & Curran, P. J. (2006). Latent curve models. New York: Wiley.
10. Bonanno, R. A.; & Hymel, S. (2010). Beyond hurt feelings: investigating why some victims of bullying are at greater risk for suicidal ideation. Merrill-Palmer Quarterly, 56, 420-440.
11. Boulton, M. J. (1997). Teachers' views on bullying: definitions, attitudes and ability to cope. British Journal of Educational Psychology, 67, 223-233.
12. Boulton, M. J.; Chau, C.; Whitehand, C.; Amataya, K.; & Murray, L. (2009). Concurrent and short-term longitudinal associations between peer victimization and school and recess liking during middle childhood. British Journal of Educational Psychology, 79, 207-221.
13. Boulton, M. J.; Don, J.; & Boulton, L. (2011). Predicting children's liking of school from their peer relationships. Social Psychology of Education, 14, 489-501.
14. Boulton, M. J.; Smith, P. K.; & Cowie, H. (2010). Short-term longitudinal relationships between children's peer victimization/bullying experiences and self-perceptions: evidence for reciprocity. School Psychology International, 31, 296-311.
15. Buhs, E. S.; & Ladd, G. W. (2001). Peer rejection as antecedent of young children's school adjustment: an examination of mediating processes. Developmental Psychology, 37, 550-560.
16. Buhs, E. S.; Ladd, G. W.; & Herald, S. L. (2006). Peer exclusion and victimization: processes that mediate the relation between peer group rejection and children's classroom engagement and achievement? Journal of Educational Psychology, 98, 1-13.
17. Cohen, S.; & McKay, G. (1984). Social support, stress and the buffering hypothesis: A theoretical analysis. In A. Baum, S. E. Taylor, & J. E. Singer (Eds.), Handbook of psychology and health (pp. 253-267). Hillsdale: Lawrence Erlbaum.
18. Cohen, S.; Underwood, L. G.; & Gottlieb, B. H. (2000). Social support measurement and intervention: A guide for health and social scientists. New York: Oxford University Press.
19. Compas, B. E. (1987). Coping with stress during childhood and adolescence. Psychological Bulletin, 101, 393-403.
20. Darwich, L.; Hymel, S.; & Waterhouse, T. (2012). School avoidance and substance use among lesbian, gay, bisexual, and questioning youths: the impact of peer victimization and adult support. Journal of Educational Psychology, 104, 381-392.
21. Davidson, L. M.; & Demaray, M. K. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School Psychology Review, 36, 383-405.
22. Eccles, J. S.; & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions, Vol. 3 (pp. 13-44). New York: Academic.
23. Entwisle, D. R.; & Hayduk, L. A. (1988). Lasting effects of elementary school. Sociology of Education, 61, 147-159.
24. Graham, S.; & Juvonen, J. (1998). Self-blame and peer victimization in middle school: an attributional analysis. Developmental Psychology, 34, 587-599.
25. Greene, B. A.; Miller, R. B.; Crowson, H. M.; Duke, B. L.; & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
26. Hamre, B. K.; & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638.
27. Hamre, B. K.; & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear (Ed.), Children's needs III: Development, prevention, and intervention (pp. 59-71). Washington, DC: National Association of School Psychologists.
28. Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: motivational and informational components. Developmental Psychology, 17, 300-312.
29. Hodges, E. V. E.; & Perry, D. G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76, 677-685.
30. Hoglund, W. L. G. (2007). School functioning in early adolescence: gender-linked responses to peer victimization. Journal of Educational Psychology, 99, 683-699.
31. Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. The Elementary School Journal, 112, 38-60.
32. Ibarra-Rovillard, M. S.; & Kuiper, N. A. (2011). Social support and social negativity findings in depression: perceived responsiveness to basic psychological needs. Clinical Psychology Review, 31, 342-352.
33. Iyer, R. V.; Kochenderfer-Ladd, B.; Eisenberg, N.; & Thompson, M. (2010). Peer victimization and effortful control: relations to school engagement and academic achievement. Merrill-Palmer Quarterly, 56, 361-387.
34. Kochenderfer, B. J.; & Ladd, G. W. (1997). Victimized children's responses to peers' aggression: behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9, 59-73.
35. Koomen, H. M. Y.; Verschueren, K.; van Schooten, E.; Jak, S.; & Pianta, R. C. (2012). Validating the Student-Teacher Relationship Scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50, 215-234.
36. 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.
37. Ladd, G. W.; & Price, J. M. (1987). Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child Development, 58, 1168-1189.
38. Lepper, M. R.; Corpus, J. H.; & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology, 97, 184-196.
39. Lynch, M.; & Cicchetti, D. (1997). Children's relationships with adults and peers: an examination of elementary and junior high school students. Journal of School Psychology, 35, 81-99.
40. Ma, L.; Phelps, E.; Lerner, J. V.; & Lerner, R. M. (2009). The development of academic competence among adolescents who bully and who are bullied. Journal of Applied Developmental Psychology, 30, 628-644.
41. Meece, J. L.; Anderman, E. M.; & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
42. Muthen, L. K.; & Muthen, B. O. (2007). Mplus user's guide (5th ed.). Los Angeles, CA: Authors
43. Nakamoto, J.; & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221-242.
44. Nakamoto, J.; & Schwartz, D. (2011). The association between peer victimization and functioning at school among Latino children. Journal of Applied Developmental Psychology, 32, 89-97.
45. Nickerson, A. B.; & Nagle, R. J. (2005). Parent and peer attachment in late childhood and early adolescence. The Journal of Early Adolescence, 25, 223-249.
46. Pianta, R. C.; & Steinberg, M. (1992). Teacher-child relationships and the process of adjusting to school. In W. Damon & R. C. Pianta (Eds.), New directions for child development: Vol. 57, Beyond the parent: The role of others adults in children's lives (pp. 61-80). San Francisco: Jossey-Bass.
47. Pianta, R. C.; Steinberg, M. S.; & Rollins, K. B. (1995). The first two years of school: teacher-child relationships and deflections in children's classroom adjustment. Developmental and Psychopathology, 7, 295-312.
48. Pianta, R.; & Stuhlman, M. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33, 444-458.
49. Rudolph, K. D.; Troop-Gordon, W.; & Flynn, M. (2009). Relational victimization predicts children's social-cognitive and self-regulatory responses in a challenging peer context. Developmental Psychology, 45, 1444-1454.
50. Rudolph, K. D.; Troop-Gordon, W.; Hessel, E. T.; & Schmidt, J. D. (2011). A latent growth curve analysis of early and increasing peer victimization as predictors of mental health across elementary school. Journal of Clinical Child and Adolescent Psychology, 40, 111-122.
51. Rueger, S. Y.; Malecki, C. K.; & Demaray, M. K. (2011). Stability of peer victimization in early adolescence: effect of timing and duration. Journal of School Psychology, 49, 443-464.
52. Ryan, A. M.; & Ladd, G. W. (2012). Peer relationships and adjustment at school. Charlotte: Information Age Publishing. Charlotte, NC, US.
53. Ryan, R. M.; Stiller, J. D.; & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14, 226-249.
54. Sabol, T. J.; & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment & Human Development, 14, 213-231.
55. Sameroff, A. J. (2000). Dialectical processes in developmental psychopathology. In A. J. Sameroff, M. Lewis, & S. M. Miller (Eds.), Handbook of developmental psychopathology (pp. 23-40). Dordrecht: Kluwer Academic Publishers.
56. Satorra, A.; & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507-514.
57. Schwartz, D.; Gorman, A. H.; Dodge, K. A.; Pettit, G. S.; & Bates, J. E. (2008). Friendships with peers who are low or high in aggression as moderators of the link between peer victimization and declines in academic functioning. Journal of Abnormal Child Psychology, 36, 719-730.
58. Shim, S. S.; Ryan, A. M.; & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology, 100, 655-671.
59. Steiger, J. H.; & Lind, J. C. (1980, May). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA.
60. Troop-Gordon, W.; & Kopp, J. (2011). Teacher-child relationship quality and children's peer victimization and aggressive behavior in late childhood. Social Development, 20, 536-561.
61. Troop-Gordon, W.; & Ladd, G. W. (2005). Trajectories of peer victimization and perceptions of self and schoolmates: precursors to internalizing and externalizing problems. Child Development, 76, 1072-1091.
62. Vaillancourt, T.; Duku, E.; Decatanzaro, D.; Macmillan, H.; Muir, C.; & Schmidt, L. A. (2008). Variations in hypothalamic-pituitary-adrenal axis activity among bullied and non-bullied children. Aggressiev Behavior, 34, 294-305.
63. Yeung, R.; & Leadbeater, B. (2010). Adults make a differences: the protective effects of parent and teacher emotional support on emotional and behavioral problems of peer-victimized adolescents. Journal of Community Psychology, 38, 80-98.