CHILDRENS ACADEMIC AND BEHAVIORAL-ADJUSTMENT AS A FUNCTION OF THE CHRONICITY AND PROXIMITY OF PEER REJECTION
CHILDRENS ACADEMIC AND BEHAVIORAL-ADJUSTMENT AS A FUNCTION OF THE CHRONICITY AND PROXIMITY OF PEER REJECTION
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DOI：
10.1111/j.1467-8624.1994.tb00850.x
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发表时间：
1994-12-01
影响因子：
4.6
通讯作者：
PATTERSON, CJ
中科院分区：
文献类型：
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作者：
DEROSIER, ME;KUPERSMIDT, JB;PATTERSON, CJ
同伴拒绝的经历与儿童同时存在和后来出现的许多问题有关。然而，随着时间的推移，我们对不同被拒绝经历的风险差异知之甚少。这项研究考察了后来的学业和行为问题作为两个维度的函数，拒绝可能随着时间的推移而变化：慢性性和时间近似性。622名7-12岁的二至四年级儿童在连续4年的春季被试。结果表明，慢性性和邻近性都直接影响到后来的适应。综上所述，研究结果表明，所有水平的拒绝都与更多的学校旷课有关，更长期和更接近的拒绝经历与更高的外化行为问题和教师评级的内化行为问题有关。有证据表明，最初的适应水平、性别和发展水平缓和了拒绝和后来适应的这些维度之间的关系。
The experience of peer rejection is associated with a number of concurrent and later problems for children. However, we know very little about differences in risk relative to different experiences of rejection over time. This study examined later academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. 622 second- through fourth-grade children (ages 7-12) were tested in the spring of 4 consecutive years. The results indicated that both chronicity and proximity directly influenced later adjustment. Taken together, the findings suggest that all levels of rejection were associated with greater absenteeism from school, and more chronic and proximal experiences of rejection were associated with elevated externalizing behavior problems and teacher-rated internalizing behavior problems. There was evidence that initial level of adjustment, gender, and development moderated the relation among these dimensions of rejection and later adjustment.