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25-01-2023 | Original Article

Lunchroom-Specific Peer Acceptance and Children’s Internalizing Symptoms

Auteurs: Jake C. Steggerda, Freddie A. Pastrana Rivera, James T. Craig, Timothy A. Cavell

Gepubliceerd in: Child Psychiatry & Human Development

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Abstract

Prior research suggests the elementary school lunchroom is an important context for children’s social development. Using a sample of 659 fourth-grade students in 10 public schools (50.7% female; 42.7% Hispanic/Latinx, 30.3% White, 10% Pacific Islander, 7.8% bi/multiracial, 2.2% American Indian, 2.2% Black, 1.9% Asian, and 2.9% other), we examined the association between lunchroom-specific peer acceptance and internalizing symptoms (i.e., depression and social anxiety symptoms). We hypothesized that lunchroom peer acceptance would predict self-rated depression and social anxiety symptoms when controlling for social preference scores. Using hierarchical linear modeling, results indicated self-rated lunchtime peer acceptance scores in December significantly predicted depression symptoms in May when controlling social preference scores and accounted for changes in depression scores across a school year. However, some significant gender differences emerged. Results suggest that elementary school lunchroom interventions should attend to children’s perceptions of lunchroom likability and their experiences of depression symptoms.
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Metagegevens
Titel
Lunchroom-Specific Peer Acceptance and Children’s Internalizing Symptoms
Auteurs
Jake C. Steggerda
Freddie A. Pastrana Rivera
James T. Craig
Timothy A. Cavell
Publicatiedatum
25-01-2023
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-023-01497-x