Adolescent Personality Factors in Self-Ratings and Peer Nominations and Their Prediction of Peer Acceptance and Peer Rejection

1997 ◽  
Vol 69 (3) ◽  
pp. 534-554 ◽  
Author(s):  
Ron H. Scholte ◽  
Marcel A.G. van Aken ◽  
Cornelis F.M. van Lieshout
Keyword(s):  
Peer Acceptance ◽  
Peer Rejection ◽  
Personality Factors ◽  
Peer Nominations ◽  
Adolescent Personality

scholarly journals Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten

2018 ◽  
Vol 32 (1) ◽  
pp. 163-174 ◽  
Author(s):  
Danielle S. Roubinov ◽  
W. Thomas Boyce ◽  
Nicole R. Bush
Keyword(s):  
Oppositional Defiant Disorder ◽  
Interpersonal Relationships ◽  
Family Environment ◽  
Peer Acceptance ◽  
Harsh Parenting ◽  
Social Worlds ◽  
Multiple Perspectives ◽  
Oppositional Defiant ◽  
Teacher Relationships ◽  
Peer Nominations

AbstractHarsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher–child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher–child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher–child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher–child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.

Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities

2020 ◽  
pp. 016502542093563 ◽  
Author(s):  
Qinxin Shi ◽  
Idean Ettekal ◽  
Jeffrey Liew ◽  
Steven Woltering
Keyword(s):  
Early Childhood ◽  
Behavior Problems ◽  
Prosocial Behavior ◽  
Low Income ◽  
Developmental Trajectories ◽  
Peer Acceptance ◽  
Peer Rejection ◽  
Individual Characteristics ◽  
Risk And Resilience ◽  
Stable Class

The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, antecedents consisted of risk and protective factors from both individual (i.e., ego-resilient personality, behavior problems, intelligence, academic performance, gender, and ethnicity) and contextual domains (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher–child warmth and conflict, and peer acceptance and rejection). We identified four distinct prosocial trajectories including a high-stable (52.5%), high-desisting (15%), moderate-increasing (20.6%), and low-stable class (11.9%). Results revealed that the low-stable, high-desisting, and moderate-increasing classes were associated with lower ego resiliency, higher behavior problems, lower teacher–child warmth, higher teacher–child conflict, and peer rejection in early childhood, compared to the high-stable group. Boys and African Americans were more likely to be in the low-stable, high-desisting, and moderate-increasing classes. Individual characteristics such as ego-resilient personality and contextual influences such as teacher–child warmth served as common protective antecedents. Interestingly, teacher–child conflict served as a unique predictor for the high-desisting class, and behavior problems and peer rejection served as unique predictors for the low-stable class.

Peer acceptance of children with language and communication impairments in a mainstream primary school: Associations with type of language difficulty, problem behaviours and a change in placement organization

2012 ◽  
Vol 28 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Glynis Laws ◽  
Geraldine Bates ◽  
Maike Feuerstein ◽  
Emily Mason-Apps ◽  
Catherine White
Keyword(s):  
Peer Relationships ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Peer Acceptance ◽  
Peer Rejection ◽  
Resource Base ◽  
Classroom Behaviour ◽  
Language Resource ◽  
Language And Communication ◽  
Communication Impairments

This research investigated peer acceptance of children with language and communication impairments attending a language resource base attached to a mainstream school. Compared to other children in their mainstream peer groups, peer acceptance was poor. Peer rejection was more common for children with profiles consistent with an autistic spectrum disorder than for children with specific language impairment, and peer acceptance was significantly associated with social communication abilities. Children with clearer speech and more mature syntax also had more positive peer relationships. Language and communication appeared to be more important for peer acceptance than classroom behaviour. Changing children’s principal placements from the language resource base to the mainstream classes had some beneficial effect; peer rejection was reduced and most children were more tolerated.

Aggression, depression, and stressful life events predicting peer rejection in children

1995 ◽  
Vol 7 (4) ◽  
pp. 845-856 ◽  
Author(s):  
Stephanie A. Little ◽  
Judy Garber
Keyword(s):  
Depressive Symptoms ◽  
Life Events ◽  
Life Stress ◽  
Stressful Life Events ◽  
Peer Rejection ◽  
Sixth Grade ◽  
Self Report ◽  
Stressful Life ◽  
Future Research ◽  
Peer Nominations

AbstractThis short-term prospective study examined the contribution of aggression and depression, stressful life events, and their interactions to the prediction of peer rejection. Subjects were 497 fifth- and sixth-grade children who completed questionnaires at two time points separated by approximately 3 months. Levels of peer rejection and aggression were assessed by peer nominations; level of depressive symptoms and number of stressful life events were measured by self-report questionnaires. Controlling for sex and baseline level of peer rejection, aggression directly predicted peer rejection. In contrast, depressive symptoms interacted with life stress to predict peer rejection. Examination of the Depression × Stress interaction revealed that depressive symptoms in children who had experienced high levels of life stress were not associated with increased levels of peer rejection, whereas depressive symptoms in children with low levels of stress were predictive of subsequent peer rejection. Several interpretations of these findings and directions for future research are suggested.

Unsociability, Peer Rejection, and Loneliness in Chinese Early Adolescents: Testing a Cross-Lagged Model

2020 ◽  
pp. 027243162096145
Author(s):  
Bowen Xiao ◽  
Amanda Bullock ◽  
Junsheng Liu ◽  
Robert Coplan
Keyword(s):  
Primary School ◽  
Peer Rejection ◽  
Early Adolescents ◽  
Chinese Adolescents ◽  
Primary School Students ◽  
School Students ◽  
Self Reports ◽  
The Cross ◽  
Peer Nominations ◽  
Best Fit

In this study, we explored the longitudinal linkages among Chinese early adolescents’ unsociability, peer rejection, and loneliness. Participants were N = 445 primary school students in Shanghai, P.R. China followed over 3 years from Grades 6 and 7 to Grades 8 and 9. Measures of adolescents’ unsociability, peer rejection, and loneliness were obtained each year from a combination of self-reports and peer nominations. Among the results, (1) compared with the unidirectional and bidirectional models, the cross-lagged model was deemed the best fit for the data; (2) adolescent unsociability contributed to later increases in loneliness via a pathway through peer rejection; and (3) loneliness directly contributed to later increases in unsociability. Results are discussed in terms of the implications of unsociability for Chinese adolescents’ experience of peer rejection and subsequent loneliness.

Peer Acceptance and Friendship Patterns among Italian Schoolchildren within a Cross-cultural Perspective

1997 ◽  
Vol 21 (2) ◽  
pp. 277-288 ◽  
Author(s):  
Grazia Attili ◽  
Patrizia Vermigli ◽  
Barry H. Schneider
Keyword(s):  
Cultural Differences ◽  
Peer Relations ◽  
American Studies ◽  
Peer Acceptance ◽  
Cross Cultural ◽  
The Other ◽  
Cultural Perspective ◽  
Cross Cultural Differences ◽  
Sociometric Choice ◽  
Peer Nominations

Sociometric choice nominations, as well as peer nominations for friendship, aggression, isolation, and prosocial behaviour, were administered to middle class Italian primary school youngsters. Socially rejected children were found to be more aggressive, more withdrawn, and less prosocial than members of the other social status categories, and to have fewer friends. The proportions of subjects in the neglected and controversial categories were very low, although the proportions of rejected and popular children were similar to those found in North American studies. These findings are discussed within the framework of cross-cultural differences in children’s peer relations.

scholarly journals Concurrent and longitudinal associations of peers’ acceptance with emotion and effortful control in kindergarten

2016 ◽  
Vol 41 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Maciel M. Hernández ◽  
Nancy Eisenberg ◽  
Carlos Valiente ◽  
Anjolii Diaz ◽  
Sarah K. VanSchyndel ◽  
...  
Keyword(s):  
Structural Equation ◽  
Effortful Control ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Peer Acceptance ◽  
Panel Models ◽  
Longitudinal Associations ◽  
Bidirectional Associations ◽  
Peer Nominations ◽  
Over Time

The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and effortful control during kindergarten ( N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers’ reports of effortful control (i.e., inhibitory control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher effortful control in spring. Effortful control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and effortful control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children low in effortful control.

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