ERIC Number: EJ1050236
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
Reference Count: 51
Reciprocating Risks of Peer Problems and Aggression for Children's Internalizing Problems
Hoglund, Wendy L. G.; Chisholm, Courtney A.
Developmental Psychology, v50 n2 p586-599 Feb 2014
Three complementary models of how peer relationship problems (exclusion and victimization) and aggressive behaviors relate to prospective levels of internalizing problems are examined. The additive risks model proposes that peer problems and aggression cumulatively increase risks for internalizing problems. The reciprocal risks model hypothesizes that peer problems and aggression transact over time and mediate the effects of each other on prospective internalizing problems. Last, the internalizing risks model proposes that, in addition to aggressive behaviors, prior internalizing problems also provoke peer problems that, in turn, further elevate risks for prospective internalizing problems. Data came from a sample of 453 low-income, ethnically diverse children in kindergarten to Grade 3 who were assessed 3 times over 1 school term (in January, March and June). Findings supported the internalizing risks model. Four key pathways were found to increase risks for internalizing problems by the end of the school year; 2 of these routes were rooted in aggressive behaviors, and 3 paths operated indirectly via levels of peer problems in the spring. Children who were initially aggressive became excluded by peers by the spring, whereas children who initially showed more symptoms of depression and anxiety became victimized by peers by the spring. In turn, both peer exclusion and victimization increased prospective levels of internalizing problems by the end of the school year.
Descriptors: Peer Relationship, Social Isolation, Victims, Aggression, Correlation, Behavior Problems, At Risk Persons, Low Income Groups, Kindergarten, Grade 1, Grade 2, Grade 3, Elementary School Students, Depression (Psychology), Anxiety, Symptoms (Individual Disorders), Gender Differences, Foreign Countries, Surveys, Questionnaires, Statistical Analysis, Factor Analysis
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 12; Secondary Education; High Schools; Grade 1; Elementary Education; Grade 2; Grade 3
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Behavior Assessment System for Children