Peer rejection as an antecedent of young children's school adjustment: an examination of mediating processes.

摘要: A short-term longitudinal design (N = 399) was used to examine peer relations processes that may mediate the relation between rejection and children's emotional academic adjustment during kindergarten. These proposed mediating extend current literature by explicating behavioral pathways via which attitudinal construct of affect outcomes. Structural equatiton modeling results supported hypothesis negative treatment (e.g., victimization, refusal group entry bids, exclusion from activities) classroom participation partially relationship Rejected children were more likely experience treatment, show decreases in participation, report loneliness, express a desire avoid school, perform less well on achievement measures.