Peer variables as predictors of later childhood adjustment

1995 ◽  
Vol 7 (4) ◽  
pp. 787-802 ◽  
Author(s):  
Betsy Hoza ◽  
Brooke S. G. Molina ◽  
William M. Bukowski ◽  
Lorrie K. Sippola
Keyword(s):  
Peer Relationships ◽  
Externalizing Problems ◽  
Peer Group ◽  
Moderating Effects ◽  
Passive Isolation ◽  
Group Relationships ◽  
Childhood Adjustment ◽  
Main Effects ◽  
Data Analytic ◽  
Internalizing And Externalizing

AbstractThis study examined the relation between children's peer relationships and teacher-rated psychological adjustment. A number of shortcomings in the peer literature were addressed by: (a) employing carefully delineated peer variables (passive isolation, rejected isolation, aggressive-disruptive, peer preference, mutual friendship); (b) employing a data analytic strategy that permitted simultaneous examination of main effects of and interactions among peer variables; (c) using an outcome measure that is well-normed for children and widely used in studies of adjustment; and (d) controlling for outcome measures' autocorrelations across time points. For 236 school children in the third, fourth, and fifth grades, concurrent associations were examined between these peer variables and internalizing and externalizing problems. Longitudinal associations were examined over a period of 2 years. In so doing, we found that passive isolation was a risk factor for internalizing problems, and rejected isolation was marginally predictive of externalizing problems. Furthermore, we found complex moderating effects of mutual friendship, such that children who were not isolated may derive benefits from having a close mutual friend, but the results were not clear for children with poor peer-group relationships. Much additional research is needed to further clarify these findings.

The origins of mental toughness–internalizing and externalizing problems at the age of 5 years predict higher mental toughness scores at the age of 14 years

2017 ◽  
Vol 41 (S1) ◽  
pp. S452-S453
Author(s):  
D. Sadeghi Bahmani ◽  
M. Hatzinger ◽  
M. Gerber ◽  
S. Lemola ◽  
P.J. Clough ◽  
...  
Keyword(s):  
Prosocial Behavior ◽  
Peer Relationships ◽  
Externalizing Problems ◽  
Sleep Disturbances ◽  
Demographic Data ◽  
Explanatory Power ◽  
Mental Toughness ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing

BackgroundThe concept of mental toughness has gained increasing importance among non-elite athletes for its psychological importance and explanatory power for a broad range of health-related behaviors. On the flip side, no study has focused so far on the psychological origins of mental toughness. Therefore, the aims of the present study were three-fold: to explore, to what extent psychological profiles of preschoolers at the age of five years predicted mental toughness scores and sleep disturbances at the age of 14 years, and to explore possible gender differences.MethodNine years after their first assessment at the age of five years (preschoolers), a total of 77 adolescents (mean age: 14.35 years; SD = 1.22; 42% females) took part in the present follow-up study. At baseline, both parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ), covering internalizing and externalizing problems, hyperactivity, negative peer relationships, and prosocial behavior. At follow-up, participants completed a booklet of questionnaires covering socio-demographic data, mental toughness, and sleep disturbances.ResultsPreschoolers with high prosocial behavior and low internalizing and externalizing problems, as rated by parents and teachers, at the age of 14 years self-reported higher mental toughness and lower sleep disturbances. At the age of 14 years, and relative to their male counterparts, female participants reported lower MT scores and higher sleep disturbances.ConclusionsThe pattern of results suggests that mental toughness traits during adolescence have their origins during pre-school years.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The Waterloo Longitudinal Project: Predicting internalizing and externalizing problems in adolescence

1995 ◽  
Vol 7 (4) ◽  
pp. 751-764 ◽  
Author(s):  
Kenneth H. Rubin ◽  
Xinyin Chen ◽  
Patricia McDougall ◽  
Anne Bowker ◽  
Joanne McKinnon
Keyword(s):  
Social Competence ◽  
Externalizing Problems ◽  
Social Withdrawal ◽  
Peer Group ◽  
Data Set ◽  
Internalizing And Externalizing Problems ◽  
Social And Emotional ◽  
Emotional Outcomes ◽  
Delinquent Activity ◽  
Internalizing And Externalizing

AbstractWe examined childhood social withdrawal and aggression as predictive of adolescent maladaption, comparing and contrasting social and emotional outcomes associated with aggression and social withdrawal. We also focused on childhood social competence as a predictor of adolescent adaptation. The sample comprised 60 children for whom a complete data set was available at both ages 7 and 14 years. The predictors were aggregated measures of social withdrawal, aggression, and social competence derived from three sources—behavioral observations, peer assessments, and teacher ratings. The outcomes focused primarily on markers of internalizing and externalizing problems. The results indicated that childhood social withdrawal uniquely and significantly contributed to the prediction of adolescent loneliness, felt insecurity, and negative self-regard. Aggression predicted adolescent delinquent activity; social competence predicted felt security in the peer group and substance use in adolescence.

scholarly journals Featured Article: Interpersonal Stressors and Resources as Predictors of Adolescent Adjustment Following Traumatic Brain Injury

2018 ◽  
Vol 43 (7) ◽  
pp. 703-712 ◽  
Author(s):  
Ann Lantagne ◽  
Robin L Peterson ◽  
Michael W Kirkwood ◽  
H Gerry Taylor ◽  
Terry Stancin ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Externalizing Symptoms ◽  
Adolescent Adjustment ◽  
Moderating Effects ◽  
Severe Tbi ◽  
Interpersonal Stressors ◽  
Main Effects ◽  
Internalizing And Externalizing ◽  
Internalizing And Externalizing Symptoms

Abstract Objective The present study sought to examine adolescents’ perceptions of their interpersonal stressors and resources across parent, sibling, friend, and school relationships, and the longitudinal associations with self-reported adjustment after traumatic brain injury (TBI) over a 12-month period. Methods We examined the main effects of stressors and resources on internalizing and externalizing symptoms in 152 adolescents who had sustained complicated mild-to-severe TBI. We also investigated the conjoint effects of stressors and resources and the moderating effects of TBI severity with stressors and resources on outcomes. Results High stressors consistently predicted worse adjustment. High resources were generally only associated with fewer internalizing symptoms. Main effects were qualified by interactions between school stressors and resources in predicting externalizing symptoms and between friend stressors and resources in predicting internalizing and externalizing symptoms. For school stressors, the effects of resources on externalizing symptoms functioned as a buffer. In comparison, the buffering effects of friend resources on internalizing and externalizing symptoms disappeared at moderate-to-high levels of friend stress. Moderating effects of TBI severity were also observed, such that as family resources increased, only adolescents with complicated mild-to-moderate TBI, but not those with severe TBI, experienced decreases in internalizing and eternalizing symptoms. Conclusion Interpersonal stressors and social support have important implications for adolescent adjustment after TBI. Adolescents with low levels of school resources, with high levels of friend stress, and who sustain severe TBI are at greatest risk for difficulties with adjustment.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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