Ladd Gary W, Troop-Gordon Wendy
Department of Family and Human Development, Arizona State University, Tempe 85287-2502, USA.
Child Dev. 2003 Sep-Oct;74(5):1344-67. doi: 10.1111/1467-8624.00611.
A longitudinal investigation was conducted to explicate how the confluence of early behavioral dispositions, relational histories, and cognitive representations of the self and others contributes to internalizing problems, externalizing problems, and loneliness. One-hundred and ninety three girls, and 206 boys were assessed annually from age 5 (kindergarten) to age 10 (Grade 4). Early aggressive behavior was related to Grade 4 maladjustment directly and indirectly through subsequent relational stressors. Significant associations emerged between chronic friendlessness and rejection and later adaptation not accounted for by concurrent relational difficulties. Self- and peer beliefs partially mediated the relation between peer difficulties and internalizing problems and loneliness. The results highlight the utility of child-by-environment models as a guide for the investigation of processes that antecede psychosocial maladjustment.
开展了一项纵向调查，以阐明早期行为倾向、关系史以及自我和他人的认知表征如何共同导致内化问题、外化问题和孤独感。从5岁（幼儿园）到10岁（四年级），每年对193名女孩和206名男孩进行评估。早期攻击性行为通过随后的关系压力源直接和间接地与四年级的适应不良相关。长期的孤独和被拒与后来的适应之间出现了显著关联，而并发的关系困难无法解释这种关联。自我信念和同伴信念部分介导了同伴困难与内化问题和孤独感之间的关系。研究结果凸显了儿童与环境模型在指导心理社会适应不良前期过程调查方面的效用。
