Antecedents & Subgroups of Peer Rejected Children

说明(申请人提供)：有证据表明同伴拒绝与严重的儿童和青少年适应不良有关，强调了对处于同伴拒绝风险中的幼儿进行早期识别和干预的重要性。这项拟议的研究将通过考察儿童亚群的稳定性、不同报告者(即教师、家长和观察)的影响以及儿童亚群中拒绝的早期前因来解决同伴拒绝文献中的空白。参与者将从一项更大的纵向研究中挑选出来，调查父母对幼儿在幼儿园和二年级的社交情绪和行为问题以及社交情绪能力和后来的社交情绪和学业适应的报告。拟议的研究将集中于两组儿童：(1)出生队列中所有拥有父母和教师调查数据的儿童(预计N=719)和(2)从攻击性/被拒绝亚组中随机抽样的大约150名儿童，将收集他们的观察数据。数据将通过家长和老师填写的问卷以及对二年级孩子的观察来收集。从这项研究中得出的信息将有助于确定处于同伴拒绝风险中的儿童以及制定预防和干预努力。

DESCRIPTION (provided by applicant): Evidence that peer rejection is associated with significant child and adolescent maladjustment emphasizes the importance of early identification and intervention for young children at-risk for peer rejection. The proposed study will address gaps in the peer rejection literature by examining the stability of subgroups of children, the effects of different reporters (i.e. teacher, parent, and observations), and early antecedents of rejection in subgroups of children. Participants will be selected from a larger longitudinal study examining parent reports of infant-toddler social-emotional and behavior problems and social-emotional competence and later social-emotional and academic adjustment in kindergarten and second grade. The proposed study will focus on two groups of children: (1) all children in the birth cohort with parent and teacher survey data (expected N=719) and (2) approximately 150 children randomly sampled across aggressive/rejected subgroups for whom observational data will be collected. Data will be collected through questionnaires filled out by parents and teachers and observations of children in their second grade classroom. The information derived from this study will be useful in identifying children at-risk for peer rejection and the development of prevention and intervention efforts.