Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers

被引：51

作者：

Spilt, Jantine L. ^{[1
]}

van Lier, Pol A. C. ^{[1
]}

Leflot, Geertje ^{[2
]}

Onghena, Patrick ^{[2
]}

Colpin, Hilde ^{[2
]}

机构：

[1] Vrije Univ Amsterdam, Amsterdam, Netherlands

[2] Katholieke Univ Leuven, Louvain, Belgium

来源：

CHILD DEVELOPMENT | 2014年 / 85卷 / 03期

关键词：

DEPRESSIVE SYMPTOMS; ADJUSTMENT; CHILDHOOD; BEHAVIOR; VICTIMIZATION; TRAJECTORIES; ADOLESCENTS; COMPETENCE; ACCEPTANCE; ENGAGEMENT;

D O I：

10.1111/cdev.12181

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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 7years 5months (SD=4.6months). 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.

引用

页码：1248 / 1256

页数：9

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