Peer victimization and peer rejection during early childhood.
Peer victimization and peer rejection during early childhood.
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DOI：
10.1080/15374416.2014.940622
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Blakely-McClure SJ
中科院分区：
文献类型：
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作者：
Godleski SA;Kamper KE;Ostrov JM;Hart EJ;Blakely-McClure SJ
发展和过程中的亚型同伴受害是一个相对研究不足的主题，尽管受害与重要的发展和临床结果。此外，了解潜在的预测因素，如同伴拒绝和情绪调节，在幼儿期可能是特别重要的，以阐明可能的双向途径之间的关系和身体的受害和拒绝。目前的研究（N = 97）的目的是探讨几个差距和局限性的同伴受害和同伴拒绝的文学。特别是，在幼儿期3.5个月的时间里，关系和身体受害与同伴拒绝之间的预期联系（即，3-到5岁）在一个综合模型中进行了研究。这项研究包括97名（42名女孩）学龄前儿童，他们来自美国东北部的四所幼儿学校。使用观察，研究助理报告和教师报告，关系和身体的攻击，关系和身体的受害，同伴拒绝，情绪调节测量在一个短期的纵向研究。进行路径分析以检验总体假设模型。同伴拒绝被发现预测关系受害的增加。此外，情绪调节被发现预测同伴拒绝和身体伤害的减少。对研究和实践的影响进行了讨论，包括教学应对同伴拒绝和情绪困扰的策略。
The development and course of the subtypes of peer victimization is a relatively understudied topic despite the association of victimization with important developmental and clinical outcomes. Moreover, understanding potential predictors, such as peer rejection and emotion regulation, in early childhood may be especially important to elucidate possible bi-directional pathways between relational and physical victimization and rejection. The current study (N = 97) was designed to explore several gaps and limitations in the peer victimization and peer rejection literature. In particular, the prospective associations between relational and physical victimization and peer rejection over the course of 3.5 months during early childhood (i.e., 3- to 5- years-old) were investigated in an integrated model. The study consisted of 97 (42 girls) preschool children recruited from four early childhood schools in the northeast of the US. Using observations, research assistant report and teacher report, relational and physical aggression, relational and physical victimization, peer rejection, and emotion regulation were measured in a short-term longitudinal study. Path analyses were conducted to test the overall hypothesized model. Peer rejection was found to predict increases in relational victimization. In addition, emotion regulation was found to predict decreases in peer rejection and physical victimization. Implications for research and practice are discussed, including teaching coping strategies for peer rejection and emotional distress.