Peer Rejection and Children's School Adjustment: A Structural Model of the Mediating Processes of Negative Peer Treatment and Classroom Participation
Buhs, Eric Scott
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/79653
Description
Title
Peer Rejection and Children's School Adjustment: A Structural Model of the Mediating Processes of Negative Peer Treatment and Classroom Participation
Author(s)
Buhs, Eric Scott
Issue Date
2002
Doctoral Committee Chair(s)
Ladd, Gary W.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Sociology of
Language
eng
Abstract
This longitudinal study is an examination of a structural model representing the effects of peer rejection on children's school adjustment, via the mediating processes of negative peer treatment and classroom participation. Using data collected from a sample of 378 fourth- and fifth-grade children, a structural model of these mediating pathways was estimated. This model was based on a model of peer rejection presented by Coie (1990) and hypothesized that peer rejection was likely to be independently linked to two types of negative peer treatment, victimization and exclusion by peers. These negative peer treatment forms were, in turn, hypothesized to predict children's change in two forms of participation within the school context, classroom participation and school avoidance. Children's participation patterns were expected to independently predict change in subsequent school adjustment. Results indicated that peer rejection was independently linked to both forms of negative peer treatment, and negative peer treatment predicted change in children's participation. However exclusion by peers was more strongly and consistently linked to the participation forms and to academic adjustment than was victimization. The results supported the general premise that multiple mediating processes are active in linking peer rejection to children' school adjustment.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
