Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes
Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes
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DOI：
10.1016/j.jsp.2005.09.001
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发表时间：
2005-11-01
影响因子：
5
通讯作者：
Buhs, ES
中科院分区：
文献类型：
--
作者：
Buhs, ES
从一个短期的纵向研究五年级教室（n = 378）收集的数据被用来评估两个过程导向的模型连接同伴拒绝和消极的同伴治疗儿童的自我概念，学校参与和调整。这两种结构模型都将同伴拒绝、受害和排斥与儿童的自我概念、课堂参与和成就变化（五年级秋季至春季）联系起来。模型评价表明，同伴拒绝预测排斥和受害，这些形式的同伴待遇，反过来，预测学术自我能力。学术自我能力，但是，只有部分介导的联系，以实现变化。从排斥和受害到学术自我能力和参与的平行（即直接）联系需要充分的模型拟合，从学术自我概念和参与到成就变化的直接联系。另一个模型代表的假设，学业自我概念完全介导的消极的同伴对待的形式和儿童的参与和成就之间的关系，并没有很好地拟合数据。(c)2005年，学校心理学研究会。由爱思唯尔有限公司出版。保留所有权利。
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. (c) 2005 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.