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Children's Social Self‐Concept and Internalizing Problems: The Influence of Peers and Teachers
Author(s) -
Spilt Jantine L.,
Lier Pol A. C.,
Leflot Geertje,
Onghena Patrick,
Colpin Hilde
Publication year - 2013
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12181
Subject(s) - psychology , developmental psychology , self concept , peer relations , peer group , peer victimization , poison control , human factors and ergonomics , medicine , environmental health
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.