Peer Rejection, Peer Acceptance and Psychological Adjustment of Left-Behind Children: The Roles of Parental Cohesion and Children’s Cultural Beliefs about Adversity

2013 ◽  
Vol 45 (7) ◽  
pp. 797-810 ◽  
Author(s):  
Jingxin ZHAO ◽  
Xia LIU ◽  
Wenxin ZHANG
Keyword(s):  
Psychological Adjustment ◽  
Peer Acceptance ◽  
Peer Rejection ◽  
Cultural Beliefs ◽  
Left Behind

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.

scholarly journals Children’s autistic traits and peer relationships: do non-verbal IQ and externalizing problems play a role?

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Novika Purnama Sari ◽  
Maartje P. C. M. Luijk ◽  
Peter Prinzie ◽  
Marinus H. van IJzendoorn ◽  
Pauline W. Jansen
Keyword(s):  
Peer Relationships ◽  
Externalizing Problems ◽  
Peer Acceptance ◽  
Peer Rejection ◽  
Autistic Traits ◽  
Primary School Children ◽  
Social Responsiveness ◽  
Verbal Iq ◽  
The Social ◽  
High Level

Abstract Background Children with autism have difficulties in understanding relationships, yet little is known about the levels of autistic traits with regard to peer relationships. This study examined the association between autistic traits and peer relationships. Additionally, we examined whether the expected negative association is more pronounced in children with a lower non-verbal IQ and in those who exhibit more externalizing problems. Method Data were collected in a large prospective birth cohort of the Generation R Study (Rotterdam, the Netherlands) for which nearly 10,000 pregnant mothers were recruited between 2002 and 2006. Follow up data collection is still currently ongoing. Information on peer relationships was collected with PEERS application, an interactive computerized task (M = 7.8 years). Autistic traits were assessed among general primary school children by using the Social Responsiveness Scale (M = 6.1 years). Information was available for 1580 children. Result Higher levels of autistic traits predicted lower peer acceptance and higher peer rejection. The interaction of autistic traits with externalizing problems (but not with non-verbal IQ or sex) was significant: only among children with low externalizing problems, a higher level of autistic traits predicted less peer acceptance and more peer rejection. Among children exhibiting high externalizing problems, a poor peer acceptance and high level of rejection is seen independently of the level of autistic traits. Conclusion We conclude that autistic traits—including traits that do not classify as severe enough for a clinical diagnosis—as well as externalizing problems negatively impact young children’s peer relationships. This suggests that children with these traits may benefit from careful monitoring and interventions focused at improving peer relationships.

scholarly journals Effect of Social Support on the Psychological Adjustment of Chinese Left-Behind Rural Children: A Moderated Mediation Model

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhiyu Fan ◽  
Xinghua Fan
Keyword(s):  
Social Support ◽  
Psychological Adjustment ◽  
Structural Equation ◽  
Rural China ◽  
Need Satisfaction ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Mediating Role ◽  
Left Behind ◽  
Moderated Mediation Model

There are tens of millions of children left behind by one or both rural-to-urban migrant parents (left-behind children, LBC) in rural China. Compared to non-left-behind children (NLBC), LBC are disadvantaged in psychological adjustment. Research has shown social support can help LBC grow up healthily, but the plausible mechanisms linking support to adjustment remain unclear. The present study investigated the mediating role of basic psychological need satisfaction (BPNS) in the above relationship, as well as whether the predictive pathways of support on adjustment and BPNS were moderated by resilience in a sample of 692 LBC and 264 NLBC. Structural equation modeling indicated social support positively predicted LBC’s psychological adjustment, which was completely mediated by BPNS. In addition, the mediating effect was weaker for LBC with higher levels of resilience, which indicated resilience was a necessary asset for LBC’s growth amid the adversity of low social support.

Parental Migration, Children’s Safety and Psychological Adjustment in Rural China: A Meta-Analysis

2017 ◽  
Vol 21 (1) ◽  
pp. 113-122 ◽  
Author(s):  
Mengtong Chen ◽  
Xiaoyue Sun ◽  
Qiqi Chen ◽  
Ko Ling Chan
Keyword(s):  
Psychological Adjustment ◽  
Rural China ◽  
Meta Analysis ◽  
Harmful Effect ◽  
Effect Sizes ◽  
Future Research ◽  
Child Safety ◽  
Significant Variable ◽  
Parental Migration ◽  
Left Behind

Studies concerning left-behind children in rural China have shown that parental absence due to migration is associated with greater risk of child victimization and accidental injuries, and a range of psychosocial problems. The authors conducted this meta-analysis to determine the extent to which left-behind children are affected by parental migration, as compared to children in nonmigrant rural families. A comprehensive literature search was conducted, and 90 studies published before 2017 were included in the data synthesis and analysis. The results revealed that compared to non-left-behind children, rural left-behind children are generally more disadvantaged in regard to child safety ( d = 0.27) and psychological adjustment ( d = 0.25). The effect sizes, though interpreted as small, revealed that children in rural China are significantly affected by parental migration. Children’s educational stage was a significant variable that moderated the effect sizes of child safety and psychological adjustment. The findings of the meta-analysis indicated that mother-only migration may have the most harmful effect on children. In terms of implications for interventions, the results suggest more attention should be given to rural left-behind children and to “mother-absent children” in particular. Future research is warranted to explore the association between left-behind children’s psychological adjustment and their exposure to injury and victimization.

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