Swipe om te navigeren naar een ander artikel
Holding a low social position among peers has been widely demonstrated to be associated with the development of depressive and aggressive symptoms in children. However, little is known about potential protective factors in this association. The present study examined whether increases in children’s prosocial behavior can buffer the association between their low social preference among peers and the development of depressive and aggressive symptoms in the first few school years. We followed 324 children over 1.5 years with three assessments across kindergarten and first grade elementary school. Children rated the (dis)likability of each of their classroom peers and teachers rated each child’s prosocial behavior, depressive and aggressive symptoms. Results showed that low social preference at the start of kindergarten predicted persistent low social preference at the start of first grade in elementary school, which in turn predicted increases in both depressive and aggressive symptoms at the end of first grade. However, the indirect pathways were moderated by change in prosocial behavior. Specifically, for children whose prosocial behavior increased during kindergarten, low social preference in first grade elementary school no longer predicted increases in depressive and aggressive symptoms. In contrast, for children whose prosocial behavior did not increase, their low social preference in first grade elementary school continued to predict increases in both depressive and aggressive symptoms. These results suggest that improving prosocial behavior in children with low social preference as early as kindergarten may reduce subsequent risk of developing depressive and aggressive symptom.
Bilsky, S. A., Cole, D. A., Dukewich, T. L., Martin, N. C., Sinclair, K. R., Tran, C. V., et al. (2013). Does supportive parenting mitigate the longitudinal effects of peer victimization on depressive thoughts and symptoms in children? Journal of Abnormal Psychology, 122, 406–419. https://doi.org/10.1037/a0032501. CrossRefPubMedPubMedCentral
Chen, X. (2012). Culture, peer interaction, and socioemotional development. Child Development Perspectives, 6, 27–34. https://doi.org/10.1111/j.1750-8606.2011.00187.x. CrossRef
Chen, Z., DeWall, C. N., Poon, K.-T., & Chen, E.-W. (2012). When destiny hurts: Implicit theories of relationships moderate aggressive responses to ostracism. Journal of Experimental Social Psychology, 48, 1029–1036. https://doi.org/10.1016/j.jesp.2012.04.002. 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. https://doi.org/10.1111/j.1467-8624.2004.00660.x. CrossRefPubMed
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557–570. https://doi.org/10.1037/0012-1622.214.171.1247. CrossRef
Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67, 2317–2327. https://doi.org/10.1111/j.1467-8624.1996.tb01859.x. CrossRefPubMed
Cullerton-Sen, C., & Crick, N. R. (2005). Understanding the effects of physical and relational victimization: The utility of multiple perspectives in predicting social-emotional adjustment. School Psychology Review, 34, 147–160.
Dalecki, M., & Willits, F. K. (1991). Examining change using regression analysis: Three approaches compared. Sociological Spectrum, 11, 127–145. https://doi.org/10.1080/02732173.1991.9981960. CrossRef
Dawson, J. F., & Richter, A. W. (2006). Probing three-way interactions in moderated multiple regression: Development and application of a slope difference test. Journal of Applied Psychology, 91, 917–926. https://doi.org/10.1037/0021-9010.91.4.917. CrossRefPubMed
DeRosier, M. E. K., & Janis, B. (1994). Children’s academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65, 1799–1813. https://doi.org/10.1111/1467-8624.ep9501252911.CrossRefPubMed
Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393. https://doi.org/10.1111/1467-8624.7402004. CrossRefPubMedPubMedCentral
Eisenberg, N., Cameron, E., Tryon, K., & Dodez, R. (1981). Socialization of prosocial behavior in the preschool classroom. Developmental Psychology, 17, 773–782. https://doi.org/10.1037/0012-16126.96.36.1993. CrossRef
Eisenberg, N., Eggum-Wilkens, N. D., & Spinrad, T. L. (2015). The development of prosocial behavior. In D. A. Schroeder & W. G. Graziano (Eds.), The Oxford handbook of prosocial behavior (pp. 114–136). New York: Oxford University Press.
Fontaine, R. G., Yang, C., Burks, V. S., Dodge, K. A., Price, J. M., Pettit, G. S., & Bates, J. E. (2009). Loneliness as a partial mediator of the relation between low social preference in childhood and anxious/depressed symptoms in adolescence. Development and Psychopathology, 21, 479–491. https://doi.org/10.1017/S0954579409000261. CrossRefPubMedPubMedCentral
Gooren, E. M. J. C., van Lier, P. A. C., Stegge, H., Terwogt, M. M., & Koot, H. M. (2011). The development of conduct problems and depressive symptoms in early elementary school children: The role of peer rejection. Journal of Clinical Child & Adolescent Psychology, 40, 245–253. https://doi.org/10.1080/15374416.2011.546045. CrossRef
Haselager, G. J. T., Cillessen, A. H. N., Van Lieshout, C. F. M., Riksen-Walraven, J. M. A., & Hartup, W. W. (2002). Heterogeneity among peer-rejected boys across middle childhood: Developmental pathways of social behavior. Developmental Psychology, 38, 446–456. https://doi.org/10.1037/0012-16188.8.131.526. CrossRefPubMed
Jiang, X. L., & Cillessen, A. H. N. (2005). Stability of continuous measures of sociometric status: A meta-analysis. Developmental Review, 25, 25(1). https://doi.org/10.1016/j.dr.2004.08.008.
Knafo, A., & Plomin, R. (2006). Prosocial behavior from early to middle childhood: Genetic and environmental influences on stability and change. Developmental Psychology, 42, 771–786. https://doi.org/10.1037/0012-16184.108.40.2061. CrossRefPubMed
Kusché, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. South Deerfield, MA: Channing-Bete Co.
Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77, 822–846. https://doi.org/10.1111/j.1467-8624.2006.00905.x. CrossRefPubMed
Laursen, B., Bukowski, W. M., Aunola, K., & Nurmi, J.-E. (2007). Friendship moderates prospective associations between social isolation and adjustment problems in young children. Child Development, 78, 1395–1404. https://doi.org/10.1111/j.1467-8624.2007.01072.x. CrossRefPubMedPubMedCentral
Muthén L. K, & Muthén, B. O. (1998–2015). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
Obsuth, I., Eisner, M. P., Malti, T., & Ribeaud, D. (2015). The developmental relation between aggressive behaviour and prosocial behaviour: A 5-year longitudinal study. BMC Psychology, 3. https://doi.org/10.1186/s40359-015-0073-4.
Parker, J. G., Rubin, K. H., Erath, S. A., Wojslawowicz, J. C., & Buskirk, A. A. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (pp. 419–493). Hoboken: Wiley.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Social, emotional, and personality development (Vol. 3, pp. 571–645). Hoboken: Wiley.
Sturaro, C., van Lier, P. A. C., Cuijpers, P., & Koot, H. M. (2011). The role of peer relationships in the development of early school-age externalizing problems. Child Development, 82, 758–765. https://doi.org/10.1111/j.1467-8624.2010.01532.x. CrossRefPubMed
Van Lier, P. A. C., & Koot, H. M. (2010). Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school. Development and Psychopathology, 22, 569–582. https://doi.org/10.1017/S0954579410000283. CrossRefPubMed
Wesselmann, E. D., Wirth, J. H., Mroczek, D. K., & Williams, K. D. (2012). Dial a feeling: Detecting moderation of affect decline during ostracism. Personality and Individual Differences, 53, 580–586. https://doi.org/10.1016/j.paid.2012.04.039. CrossRefPubMedPubMedCentral
Will, G.-J., Van Lier, P. A. C., Crone, E. A., & Güroğlu, B. (2016). Chronic childhood peer rejection is associated with heightened neural responses to social exclusion during adolescence. Journal of Abnormal Child Psychology, 44, 43–45. https://doi.org/10.1007/s10802-015-9983-0. CrossRefPubMed
Williams, R. L. (2000). A note on robust variance estimation for cluster-correlated data. Biometrics, 56, 645–646. https://doi.org/10.1111/j.0006-341X.2000.00645.x. CrossRefPubMed
Williams, K. D. (2007). Ostracism. Annual Review of Psychology, 58, 425–452. https://doi.org/10.1146/annurev.psych.58.110405.085641. CrossRefPubMed
Williams, K. D. (2009). Ostracism: A temporal need-threat model. In M. Zanna. In Advances in experimental social psychology (pp. 275–314). New York: Academic Press.
- Impact of Low Social Preference on the Development of Depressive and Aggressive Symptoms: Buffering by Children’s Prosocial Behavior
Hans M. Koot
J. Marieke Buil
Pol A. C. van Lier
- Springer US