Swipe om te navigeren naar een ander artikel
Negative outcomes associated with adverse childhood experiences are well established, but little is known about protective factors that could promote positive adjustment among high-risk youth. This study examined the potential protective role of positive peer relationships in the association between adverse childhood experiences and school engagement among at-risk adolescents. Data were collected prospectively from birth until age 16 from 831 diverse adolescents (52.6% female; 54% African American, 24% Caucasian) who were at-risk for family violence and their caregivers. The significant and negative associations between adversities and school engagement outcomes at age 16 were mitigated by peer intimacy and companionship and exacerbated by peer conflict. The findings underscore the importance of fostering positive peer relationships for improving school engagement among at-risk adolescents.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions: Sage, Newbury Park, CA.
Bellis, M. A., Lowey, H., Leckenby, N., Hughes, K., & Harrison, D. (2014). Adverse childhood experiences: Retrospective study to determine their impact on adult health behaviours and health outcomes in a UK population. Journal of Public Health, 36(1), 81–91. doi: 10.1093/pubmed/fdt038. PubMedCrossRef
Berndt, T. J., Hawkins, J. A., & Jiao, Z. (1999). Influences of friends and friendships on adjustment to junior high school. Merrill-Palmer Quarterly, 45, 13–41. doi: 10.1207/s15326985ep3401_2.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American psychologist, 32(7), 513. doi: 10.1037/0003-066X.32.7.513.
Centers for Disease Control and Prevention (CDC). (2010). Adverse childhood experiences reported by adults—five states, 2009. Morbidity and Mortality Weekly Report, 59(49), 1609–1613.
Chapman, D. P., Dube, S. R., & Anda, R. F. (2007). Adverse childhood events as risk factors for negative mental health outcomes. Psychiatric Annals, 37(5), 359–364.
Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. Best Practices in School Psychology, 5, 1099–1120.
Criss, M. M., Pettit, G. S., Bates, J. E., Dodge, K. A., & Lapp, A. L. (2002). Family adversity, positive peer relationships, and children’s externalizing behavior: A longitudinal perspective on risk and resilience. Child Development, 73(4), 1220–1237. doi: 10.1111/1467-8624.00468. PubMedPubMedCentralCrossRef
Derogatis, L. R. (1993). BSI brief symptom inventory. Administration, scoring, and procedures manual. 4th ed. Minneapolis, MN: National Computer Systems.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90–101. doi: 10.1037/0003-066X.48.2.90. PubMedCrossRef
Enders, C. K. (2010). Applied missing data analysis. New York, NY: The Guilford Press.
English, D. J., & Investigators, t. L. (1997). Modified maltreatment classification system (MMCS). http://www.iprc.unc.edu/longscan/.
Finn, J. D. (1993). School engagement and students at risk. Washington DC: National Center for Education Statistics.
Gutman, L. M., Sameroff, A. J., & Eccles, J. S. (2002). The academic achievement of African American students during early adolescence: An examination of multiple risk, promotive, and protective factors. American Journal of Community Psychology, 30(3), 367–399. doi: 10.1542/peds.2015-4016. PubMedCrossRef
IBM SPSS. (2011). SPSS for Mac, Release 20.0. Chicago, IL: SPSS Inc.
Lerner, J. V., Phelps, E., Forman, Y., & Bowers, E. P. (2009). Positive youth development. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology: Vol 1. Individual bases of adolescent development. 3rd ed. (pp. 524–558). Hoboken, NJ: Wiley. CrossRef
Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375–395. CrossRef
Marcus, R. F. (1996). The friendships of delinquents. Adolescence, 31(121), 145–158. PubMed
Price, J. M. (1996). Friendship of maltreated children and adolescents: Contexts for expressing and modifying relationship history. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep (pp. 262–285). New York: Cambridge University Press.
Rabaglietti, E., & Ciairano, S. (2008). Quality of friendship relationships and developmental tasks in adolescence. Cognition, Brain, Behavior, 12(2), 183–203.
Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39(1), 47–61. doi: 10.1007/s10964-008-9368-6. PubMedCrossRef
Runyan, D. K., Curtis, P. A., Hunter, W. M., Black, M. M., Kotch, J. B., Bangdiwala, S., Dubowitz, H., English, D., Everson, M. D., & Landsverk, J. (1998). LONGSCAN: A consortium for longitudinal studies of maltreatment and the life course of children. Aggression and Violent Behavior, 3(3), 275–285. doi: 10.1016/S1359-1789(96)00027-4. CrossRef
Straus, M. A., Hamby, S. L., Finkelhor, D., Moore, D. W., & Runyan, D. (1998). Identification of child maltreatment with the parent-child conflict tactics scales: Development and psychometric data for a national sample of American parents. Child Abuse & Neglect, 22(4), 249–270. doi: 10.1016/S0145-2134(97)00174-9. CrossRef
Wilkinson, G. S. (1993). Wide range achievement test administration manual. Wilmington, DE: Wide Range.
- The Potential Protective Role of Peer Relationships on School Engagement in At-Risk Adolescents
Jacqueline O. Moses
Miguel T. Villodas
- Springer US