Buhs E S, Ladd G W
Department of Educational Psychology, University of Illinois at Urbana-Champaign, 61820, USA. e-buhs.uiuc.edu
Dev Psychol. 2001 Jul;37(4):550-60.
A short-term longitudinal design (N = 399) was used to examine peer relations processes that may mediate the relation between peer rejection and children's emotional and academic adjustment during kindergarten. These proposed mediating processes extend the current literature by explicating behavioral pathways via which the attitudinal construct of peer rejection may affect adjustment outcomes. Structural equatiton modeling results supported the hypothesis that negative peer treatment (e.g., victimization, refusal of peer group entry bids, and exclusion from peer activities) and classroom participation partially mediate the relationship between rejection and adjustment outcomes. Rejected children were more likely to experience negative peer treatment, more likely to show decreases in classroom participation, and more likely to report loneliness, to express a desire to avoid school, and to perform less well on achievement measures.
采用短期纵向设计（N = 399）来检验同伴关系过程，这些过程可能在幼儿园期间调节同伴拒绝与儿童情绪和学业适应之间的关系。这些提出的调节过程通过阐明同伴拒绝的态度结构可能影响适应结果的行为途径，扩展了当前的文献。结构方程模型结果支持了以下假设：同伴的负面对待（例如，受欺负、拒绝加入同伴群体的邀请以及被排除在同伴活动之外）和课堂参与部分调节了拒绝与适应结果之间的关系。被拒绝的儿童更有可能经历同伴的负面对待，更有可能在课堂参与方面表现出下降，并且更有可能报告孤独感，表达不想上学的愿望，以及在学业成绩方面表现较差。
