Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?

心理学 同伴受害 同级组 学生参与度 学业成绩 同行认可 发展心理学 同侪影响 同侪关系 社会心理学 关系(数据库) 数学教育 毒物控制 人为因素与人体工程学 环境卫生 数据库 医学 计算机科学
作者
Eric S. Buhs,Gary W. Ladd,Sarah L. Herald
出处
期刊:Journal of Educational Psychology [American Psychological Association]
卷期号:98 (1): 1-13 被引量:772
标识
DOI:10.1037/0022-0663.98.1.1
摘要

Longitudinal data from a study of kindergarten through 5th graders were used to estimate a structural model in which chronic peer exclusion and chronic peer abuse were hypothesized to mediate the link between children's early peer rejection, later classroom engagement, and achievement. Peer exclusion and abuse were expected to predict changes in 2 forms of school engagement (classroom participation and school avoidance), and changes in both forms of engagement were expected to predict changes in achievement. The model fit the data well and lent support to the premise that distinct forms of peer maltreatment and classroom engagement mediate the link between early peer rejection and changes in children's achievement. Early peer rejection was associated with declining classroom participation and increasing school avoidance, but different forms of chronic peer maltreatment mediated these relations. Whereas chronic peer exclusion principally mediated the link between peer rejection and classroom participation, chronic peer abuse primarily mediated the link between rejection and school avoidance. Children's reduced classroom participation, more than gains in school avoidance, anteceded decrements in children's achievement.
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