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ERIC Number: EJ1027557
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0009-3920
Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers
Spilt, Jantine L.; van Lier, Pol A. C.; Leflot, Geertje; Onghena, Patrick; Colpin, Hilde
Child Development, v85 n3 p1248-1256 May-Jun 2014
This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children's social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children's social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children's self-concept, thereby mitigating its indirect effects on internalizing problems.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A