Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?
Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?
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DOI：
10.1037/0022-0663.98.1.1
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发表时间：
2006-02-01
影响因子：
4.9
通讯作者：
Herald, SL
中科院分区：
文献类型：
--
作者：
Buhs, ES;Ladd, GW;Herald, SL
从幼儿园到五年级的纵向数据的研究被用来估计一个结构模型，其中慢性同伴排斥和慢性同伴虐待被假设为调解儿童的早期同伴拒绝，后来的课堂参与和成就之间的联系。同伴排斥和虐待，预计预测2种形式的学校参与（课堂参与和学校回避）的变化，并在这两种形式的参与的变化，预计预测成绩的变化。该模型适合的数据，并借给支持的前提下，不同形式的同伴虐待和课堂参与调解早期同伴拒绝和儿童的成就变化之间的联系。早期同伴排斥与课堂参与率下降和学校回避增加，但不同形式的慢性同伴虐待调解这些关系。而慢性同伴排斥主要介导同伴拒绝和课堂参与之间的联系，慢性同伴虐待主要介导拒绝和学校回避之间的联系。儿童的课堂参与减少，超过收益在学校回避，在儿童的成绩下降。
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.