Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Understanding the Sex Difference in Vulnerabili...

volgende artikel Differential Effectiveness of Behavioral Parent...

Tip

Swipe om te navigeren naar een ander artikel

01-08-2006 | Original Paper | Uitgave 4/2006

Childhood Peer Reputation as a Predictor of Competence and Symptoms 10 Years Later

Tijdschrift:: Research on Child and Adolescent Psychopathology > Uitgave 4/2006

Auteurs:: Scott D. Gest, Arturo Sesma Jr., Ann S. Masten, Auke Tellegen

» Toegang tot de volledige tekst krijgen

This study examined the differential developmental significance of multiple domains of peer reputation in childhood for current and future competence and symptoms. Participants were 205 children from a normative school cohort who completed assessments in grades 3–6 and then again 10 years later. Through re-analysis of original data from the Revised Class Play (RCP; N=612), new narrow-band subscales were examined as distinct correlates and predictors of competence in age-relevant developmental tasks and psychological well being as indexed by internalizing symptoms. Findings support the differentiation of peer exclusion, withdrawal, and sadness within the broad sensitive-isolated domain of reputation, as well as the distinctive meaning of reputations for Popularity-Leadership and Prosocial Behavior within the broad Sociable-Leader domain. When the Sensitive-Isolated predictors were considered, academic and job competence at the 10-year follow-up were predicted uniquely and negatively by peer exclusion, problems in the social and romantic domains were predicted distinctively by withdrawal from peers, and internalizing symptoms were uniquely predicted by childhood reputation as Sad-Sensitive. When the Sociable-Leader predictors were considered, academic and (for ethnic minority youth) job success was predicted by a Prosocial reputation, social success was forecasted by Popularity-Leadership, and romantic competence was predicted positively by Popularity-Leadership and negatively by Prosocial reputation. Negative academic and job outcomes were also predicted by a childhood reputation as Aggressive-Disruptive. Results are discussed in relation to conceptualizing and measuring peer social competence and its relation to later adaptation.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the child behavior checklist and revised child behavior profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469–480. PubMedCrossRef

Asher, S. R., & Coie, J. (1990). Peer rejection in childhood. New York: Cambridge University Press.

Bagwell, C. L., Newcomb, A., & Bukowski, W. (1998). Preadolescent friendship and peer rejection as predictors of adult adjustment. Child Development, 69, 140–153. PubMedCrossRef

Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York: Guilford.

Bowker, A., Bukowski, W., Zagarpour, S., & Hoza, B. (1998). A structural and functional analysis of a two-dimensional model of social isolation. Merrill-Palmer Quarterly, 44, 447–463.

Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Beverly Hills, CA: Sage.

Bukowski, W. M., & Adams, R. (2005). Peer relationships and psychopathology: Markers, moderators, mediators, mechanisms and meanings. Journal of Clinical Child and Adolescent Psychology, 34, 3–10. PubMedCrossRef

Bukowski, W. M., & Cillessen, A. H. N. (1998). Sociometry then and now: Building on six decades of measuring children's experiences with the peer group. San Francisco: Jossey-Bass.

Bukowski, W. M., Pizzamiglio, M. T., Newcomb, A. F., & Hoza, B. (1996). Popularity as an affordance for friendship: The link between group and dyadic experience. Social Development, 5(2), 189–202. CrossRef

Casiglia, A. C., Lo Coco, A., & Zappulla, C. (1998). Aspects of social reputation and peer relationships in Italian children: A cross-cultural perspective. Developmental Psychology, 34, 723–730. PubMedCrossRef

Cheek, J. M., & Buss, A. H. (1981). Shyness and sociability. Journal of Personality and Social Psychology, 41, 330–339. CrossRef

Chen, X., Chang, L., & He, Y. (2003). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development, 74, 710–727. PubMedCrossRef

Chen, X., Li, D., Li, Z., Li, B., & Liu, M. (2000). Sociable and prosocial dimensions of social competence in Chinese children: Common and unique contributions to social, academic and psychological adjustment. Developmental Psychology, 36, 302–314. PubMedCrossRef

Chen, X., Liu, M., Rubin, K. H., Cen, G., Gao, X., & Li, D. (2002). Sociability and prosocial orientation as predictors of youth adjustment: A seven-year longitudinal study in a Chinese sample. International Journal of Behavioral Development, 26, 128–136. CrossRef

Chen, X., Rubin, K. H., & Sun, Y. (1992). Social reputation and peer relationships in Chinese and Canadian children: A cross-cultural study. Child Development, 63, 1336–1343. CrossRef

Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147–163. PubMedCrossRef

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed). Mahwah, NJ: Erlbaum.

Comer, J. P. (1974). The black American child in school. In E. J. Anthony & C. Koupernik (Eds.), The child in his family: Children at psychiatric risk (pp. 341–355). New York: Wiley.

Coplan, R. J., Prakash, K., O’Neil, & Armer, M. (2004). Do you “want” to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40, 244–258. PubMedCrossRef

Cowen, E. L., Pedersen, A., Babigian, H., Izzo, L. D., & Trost, M. A. (1973). Long-term follow-up of early detected vulnerable children. Journal of Consulting and Clinical Psychology, 41, 438–446. PubMedCrossRef

Crick, N. R. (1997). Engagement in gender normative versus nonnormative forms of aggression: Links to social-psychological adjustment. Developmental Psychology, 33, 610–617. PubMedCrossRef

Crick, N. R., & Zahn-Waxler, C. (2003). The development of psychopathology in females and males: Current progress and future challenges. Development and Psychopathology, 15, 719–742. PubMedCrossRef

Deater-Deckard, K. (2001). Annotation: Recent research examining the role of peer relationships in the development of psychopathology. Journal of Child Psychology and Psychiatry, 42, 565–579. PubMedCrossRef

Derogatis, L. R., & Cleary, T. A. (1977). Confirmation of the dimensional structure of the SCL90: A study in construct validation. Journal of Clinical Psychology, 33, 981–989. CrossRef

Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm—Peer groups and problem behavior. American Psychologist, 54(9), 755–764. PubMedCrossRef

Dishion, T. J., Nelson, S. E., & Yasui, M. (2005). Predicting early adolescent gang involvement from middle school adaptation. Journal of Clinical Child and Adolescent Psychology, 34, 62– 73. PubMedCrossRef

Dodge, K. A. (1980). Social cognition and children's aggressive behavior. Child Development, 51, 162–170. PubMedCrossRef

Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39(2), 349–371. PubMedCrossRef

Dunn, L. M., & Markwardt, F. C. (1970). Peabody individual achievement test. Circle Pines, MN: American Guidance Service.

Farmer, T. W., & Rodkin, P. C. (1996). Antisocial and prosocial correlates of classroom social positions: The social network centrality perspective. Social Development, 5, 174–188. CrossRef

Farmer, T. W., Estell, D. B., Bishop, J. L., O’Neal, K. K., & Cairns, B. D. (2003). Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural African-American early adolescents. Developmental Psychology, 3(9), 992–1004. CrossRef

Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: A diathesis-stress model of internalizing trajectories in childhood. Child Development, 74(1), 257–278. PubMedCrossRef

Gest, S. D. (1997). Behavioral inhibition: Stability and associations with adaptation from childhood to early adulthood. Journal of Personality and Social Psychology, 72, 467–475. PubMedCrossRef

Gest, S. D., Domitrovich, C. E., & Welsh, J. A. (2005). Peer academic reputation in elementary school: Associations with changes in self-concept and academic skills. Journal of Educational Psychology, 97(3), 337–346. CrossRef

Gest, S. D., Graham-Bermann, S., & Hartup, W. W. (2001). Peer experience: Common and unique features of number of friendships, social network centrality and sociometric status. Social Development, 10, 23–40. CrossRef

Hanish, L. D., & Guerra, N. G. (2000). The roles of ethnicity and school context in predicting children's victimization by peers. American Journal of Community Psychology, 28, 201–223. PubMedCrossRef

Harrist, A. W., Zaia, A. F., Bates, J. E., Dodge, K. A., & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: Sociometric status and social-cognitive differences across four years. Child Development, 68, 278–294. PubMedCrossRef

Hart, C. H., Yang, C., Nelson, L. J., Robinson, C. C., Olsen, J. A., Nelson, D. A., et al. (2000). Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China, Russia and the United States. International Journal of Behavioral Development, 24, 73–81. CrossRef

Harter, S. (1998). The development of self-representations. In W. Damon (Ed.), Handbook of child psychology (Vol. 3, 5th ed., pp. 553–617). New York: Wiley.

Hartup, W. W. (1970). Peer relations. Peer interaction and social organization. In P. H. Mussen (Ed.), Carmichael's manual of child psychology (Vol. 2, pp. 361–456). New York: Wiley.

Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67, 1–13. PubMedCrossRef

Hawley, P. (1999). The ontogenesis of social dominance: A strategy-based evolutionary perspective. Developmental Review, 19, 97–132. CrossRef

Hauser, R. M., & Featherman, D. L. (1977). The process of stratification: Trends and analysis. New York: Academic.

Havighurst, R. J. (1948). Developmental tasks and education. New York: David McKay.

Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology, 35(1), 94–101. PubMedCrossRef

Hymel, S. (1986). Interpretations of peer behavior: Affective bias in childhood and adolescence. Child Development, 57, 431–445. CrossRef

Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children's peer relationships: Longitudinal prediction of internalizing and externalizing problems from middle to late childhood. Child Development, 61, 2004–2021.

Kagan, J., Reznick, J. S., Clarke, C., Snidman, N., & Garcia-Coll, C. (1984). Behavioral inhibition to the unfamiliar. Child Development, 55, 2212–2225. CrossRef

Kline, R. B. (1998). The principles and practice of structural equation modeling. New York: Guilford.

Kohlberg, L., LaCrosse, J., & Ricks, D. (1972). The predictability of adult mental health from childhood behavior. In B. B. Wolman (Ed.), Manual of child psychopathology (pp. 1217–1284). New York: McGraw-Hill.

Kovacs, M., & Devlin, B. (1998). Internalizing disorders in childhood. Journal of Child Psychology and Psychiatry, 39, 47–63. PubMedCrossRef

Krispin, O., Sternberg, K. J., & Lamb, M. E. (1992). The dimensions of peer evaluation in Israel: A cross-cultural perspective. International Journal of Behavioral Development, 15, 299–314.

Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment. Child Development, 61(4), 1081– 1100. PubMedCrossRef

Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review of Psychology, 50, 333–359. PubMedCrossRef

Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Development, 74(5), 1344–1367. PubMedCrossRef

LaFontana, K. M., & Cillessen, A. H. N. (1999). Children's interpersonal perceptions as a function of sociometric and peer-perceived popularity. Journal of Genetic Psychology, 60, 225–242. CrossRef

LaFontana, K. M., & Cillessen, A. H. N. (2002). Children's perceptions of popular and unpopular peers: A multimethod assessment. Developmental Psychology, 38, 635–347. PubMedCrossRef

Lease, A. M., Musgrove, K. T., & Axelrod, J. L. (2002). Dimensions of social status in preadolescent peer groups: Likability, perceived popularity, and social dominance. Social Development, 11, 508–533. CrossRef

Lewinsohn, P. M., Rohde, P., Klein, D. N., & Seeley, J. R. (1999). Natural course of adolescent major depressive disorder: I. Continuity into young adulthood. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 56–63. PubMedCrossRef

Luthar, S., & McMahon, T. J. (1996). Peer reputation among inner-city adolescents: Structure and correlates. Journal of Research on Adolescence, 6, 581–603.

Masten, A. S., (2005). Peer relationships and psychopathology in developmental perspective: Reflections on progress and promise. Journal of Clinical Child and Adolescent Psychology, 34, 87–92. PubMedCrossRef

Masten, A. S., Burt, K., & Coatsworth, J. D. (2006). Competence and psychopathology in development. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology (2nd ed.). New York: Wiley.

Masten, A. S., Coatsworth, D. A., Neemann, J., Gest, S. D., Tellegen, A., & Garmezy, N. (1995). The structure and coherence of competence from childhood to adolescence. Child Development, 66, 1635–1659.

Masten, A. S., Hubbard, J., Gest, S. D., Tellegen, A., Garmezy, N., & Ramirez, M. (1999). Adversity, resources and resilience: Pathways to competence from childhood to late adolescence. Development and Psychopathology, 11, 143–169. PubMedCrossRef

Masten, A. S., Morison, P., & Pellegrini, D. S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21, 523–533. CrossRef

Masten, A. S., Neemann, J., & Andenas, S. (1994). Life events and adjustment in adolescents: The significance of event independence, chronicity, and desirability. Journal of Research on Adolescence, 4, 71–97. CrossRef

Mead, G. H. (1934). Mind, self and society. Chicago: University of Chicago Press.

Morison, P., & Masten, A. S. (1991). Peer reputation in middle childhood as a predictor of adaptation in adolescence: A seven-year follow-up. Child Development, 62, 991–1007. PubMedCrossRef

Ogbu, J. U. (1978). Minority education and caste: The American system in cross-cultural perspective. New York: Academic.

Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk. Psychological Bulletin, 102(3), 357–389. PubMedCrossRef

Parkhurst, J. T., & Hopmeyer, A. (1998). Sociometric popularity and peer-perceived popularity: Two distinct dimensions of peer status. Journal of Early Adolescence, 18, 125–144. CrossRef

Pekarik, E., Prinz, R., Liebert, D., Weintraub, S., & Neale, J. (1976). The Pupil Evaluation Inventory: A sociometric technique for assessing children's social behavior. Journal of Abnormal Child Psychology, 4, 83–97. PubMedCrossRef

Pellegrini, A. D., & Long, J. D. (2003). A sexual selection theory longitudinal analysis of sexual segregation and integration in early adolescence. Journal of Experimental Child Psychology, 85, 257–278. PubMedCrossRef

Realmuto, G. M., August, G. J., Sieler, J. D., & Pessoa-Brandao, L. (1997). Peer assessment of social reputation in community samples of disruptive and nondisruptive children: Utility of the Revised Class Play. Journal of Clinical Child Psychology, 26, 67–76. PubMedCrossRef

Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). The heterogeneity of popularity in boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14–24. PubMedCrossRef

Roisman, G. I., Masten, A. S., Coatsworth, J. D., & Tellegen, A. (2004). Salient and emerging developmental tasks in the transition to adulthood. Child Development, 75, 123–133. PubMedCrossRef

Rose, A. J., Swenson, L. P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations. Developmental Psychology, 40, 378–387. PubMedCrossRef

Rothbart, M. K., & Ahadi, S. A. (1994). Temperament and the development of personality. Journal of Abnormal Psychology, 103, 55–66. PubMedCrossRef

Rubin, K. H., & Asendorpf, J. B. (Eds.). (1993). Social withdrawal, inhibition and shyness in childhood. Hillsdale, NJ: Erlbaum.

Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships and groups. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology, Vol. 3: Social, emotional and personality development (pp. 619–700). New York: Wiley.

Rubin, K. H., & Cohen, J. S. (1986). The Revised Class Play: Correlates of peer assessed social behaviors in middle childhood, R. J. Prinz (Ed.) Advances in Behavioral Assessment of Children and Families, (Vol. 2, pp. 179–206).

Rubin, K. H., Hymel, S., & Mills, R. S. (1989). Sociability and social withdrawal in childhood: Stability and outcomes. Journal of Personality, 57, 237–255. PubMedCrossRef

Rubin, K. H., & Mills, R. S. L. (1988). The many faces of social isolation in childhood. Journal of Consulting and Clinical Psychology, 56, 916–924. PubMedCrossRef

Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Osterman, K., & Kauklainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1–15. CrossRef

Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36(5), 646–662. PubMedCrossRef

Silverstein, A. B. (1975). Validity of WISC-R short forms. Journal of Clinical Psychology, 31, 696–697. CrossRef

Spivack, G., & Swift, M. (1967). Devereux Elementary School Behavior Rating Scale Manual. Devon, PA: Devereux Foundation.

Weiss, B., Harris, V., & Catron, T. (2002). Development and initial validation of the Peer-Report Measure of Internalizing and Externalizing Behavior. Journal of Abnormal Child Psychology, 30, 285–294. PubMedCrossRef

Younger, A. J., & Daniels, T. M. (1992). Children's reasons for nominating their peers as withdrawn: Passive withdrawal versus active isolation. Developmental Psychology, 28, 955– 960. CrossRef

Younger, A. J., Schneider, B. H., Wadeson, R., Guirguis, M., & Bergeron, N. (2000). A behaviour-based nomination measure of social withdrawal in children. Social Development, 9, 544–564. CrossRef

Zeller, M., Vanuatta, K., Schafer, J., & Noll, R. B. (2003). Behavioral reputation: A cross-age perspective. Developmental Psychology, 39, 129–139. PubMedCrossRef

Titel: Childhood Peer Reputation as a Predictor of Competence and Symptoms 10 Years Later
Auteurs:: Scott D. Gest
Arturo Sesma Jr.
Ann S. Masten
Auke Tellegen
Publicatiedatum: 01-08-2006
DOI: https://doi.org/10.1007/s10802-006-9029-8
Uitgeverij: Springer US
Tijdschrift: Research on Child and Adolescent Psychopathology An official publication of the International Society for Research in Child and Adolescent Psychopathology
Uitgave 4/2006
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 4/2006

Introduction to Special Section on the National Institute of Health State of the Science Report on Violence Prevention

An Evaluation of the Response Modulation Hypothesis in Relation to Attention–Deficit/Hyperactivity Disorder

The National Institutes of Health (NIH) State-Of-the-Science Conference on Preventing Violence and Related Health-Risking Social Behaviors in Adolescents — A Commentary

Differential Effectiveness of Behavioral Parent-Training and Cognitive-Behavioral Therapy for Antisocial Youth: A Meta-Analysis

Do Provocateurs’ Emotion Displays Influence Children’s Social Goals and Problem Solving?

National Institutes of Health State-of-the-Science Conference Statement