TY - JOUR
T1 - Peer rejection, negative peer treatment, and school adjustment
T2 - Self-concept and classroom engagement as mediating processes
AU - Buhs, Eric S.
N1 - Funding Information:
The author's institutional affiliation is: Eric S. Buhs, Department of Educational Psychology, University of Nebraska—Lincoln. Portions of this study were conducted as part of the Pathways Project, a longitudinal investigation of children's social/psychological/scholastic adjustment in school contexts that is supported by the National Institutes of Health (1 and 2-RO1MH-49223; R01HD-045906 to Gary W. Ladd). I would like to express my appreciation to all the children and parents who made this study possible, and to the staff of the Pathways Project for assistance with data collection.
PY - 2005/11
Y1 - 2005/11
N2 - Data gathered from a short term longitudinal study within fifth grade classrooms (n = 378) were used to evaluate two process-oriented models linking peer rejection and negative peer treatment to children's self-concept, school engagement and adjustment. Both structural models linked peer rejection, victimization, and exclusion to children's self-concept, classroom engagement, and change in achievement (fall of fifth grade to the spring). The model evaluations indicated that peer rejection predicted both exclusion and victimization and that these forms of peer treatment, in turn, predicted academic self-competence. Academic self-competence, however, only partially mediated linkages to achievement change. Parallel (i.e. direct) linkages from exclusion and victimization to both academic self-competence and engagement were required for adequate model fit, as were direct links from academic self-concept and engagement to achievement change. An alternative model representing the hypothesis that academic self-concept fully mediated the relationships between the forms of negative peer treatment and children's engagement and achievement did not fit the data well.
AB - Data gathered from a short term longitudinal study within fifth grade classrooms (n = 378) were used to evaluate two process-oriented models linking peer rejection and negative peer treatment to children's self-concept, school engagement and adjustment. Both structural models linked peer rejection, victimization, and exclusion to children's self-concept, classroom engagement, and change in achievement (fall of fifth grade to the spring). The model evaluations indicated that peer rejection predicted both exclusion and victimization and that these forms of peer treatment, in turn, predicted academic self-competence. Academic self-competence, however, only partially mediated linkages to achievement change. Parallel (i.e. direct) linkages from exclusion and victimization to both academic self-competence and engagement were required for adequate model fit, as were direct links from academic self-concept and engagement to achievement change. An alternative model representing the hypothesis that academic self-concept fully mediated the relationships between the forms of negative peer treatment and children's engagement and achievement did not fit the data well.
KW - Classroom engagement
KW - Peer rejection
KW - Peer relationships
KW - School adjustment
KW - Self-concept
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U2 - 10.1016/j.jsp.2005.09.001
DO - 10.1016/j.jsp.2005.09.001
M3 - Article
AN - SCOPUS:28044438370
SN - 0022-4405
VL - 43
SP - 407
EP - 424
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 5
ER -