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ERIC Number: ED408106
Record Type: Non-Journal
Publication Date: 1997-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
Sociometric Status, Social Self-Perceptions, and the Development of School Adjustment in Middle Childhood.
Cillessen, Antonius H. N.
An important and well-documented finding in the peer relations literature is that there is an association between children's peer relations and their later social development. Two models have been proposed for the predictive link between early peer relations and later adjustment: incidental and causal. Although findings have supported an independent (causal) contribution of negative early peer interactions to later behavior problems, relatively little is known about the actual mechanisms involved. This study tested whether children's social self-perceptions may function as a mediator of the relationship between early peer status and later outcomes. Participants were 660 fourth-grade students. Peer-, teacher-, and self-report measures were collected at three times during the school year at 12-week intervals. Results indicated that children's perceptions of their peer relations play a mediating role in the link between peer status and later outcomes. In particular, negative social self-perceptions play a determining role in the relationship between low peer status and later anxiety-withdrawal, low school competence, and loneliness. The mediating relationship was not found for aggressive and disruptive behaviors; in other words, self-perception was a mediator in internalizing, but not externalizing, problems. (EV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A