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Classroom Peer Acceptance, Friendship, and Victimization: Destinct Relation Systems That Contribute Uniquely to Children's School Adjustment?
Author(s) -
Ladd Gary W.,
Kochenderfer Becky J.,
Coleman Cynthia C.
Publication year - 1997
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/j.1467-8624.1997.tb01993.x
Subject(s) - friendship , psychology , peer acceptance , peer victimization , developmental psychology , relation (database) , peer relations , sociometry , peer group , aggression , social psychology , human factors and ergonomics , poison control , medicine , environmental health , database , computer science
The proposition that relationships make differential (i.e., unique, redundant, contingent) contributions to adjustment was examined by investigating the linkages between children's participation in different types of peer relationships (i.e., friendship, peer acceptance, peer victimazation) and their adjustment to school. Relationship measure were gathered for 5‐to 6‐ year‐old children(105 males, 95 females) twice during kindergaten (i.e., fall and spring) nad were correlated with adjustment indicators at each time of assessment and used to predict changes in school adjstment over time. Examination of the relative associations between the relationship measures and children's adjustment revealed of both unshared (i.e., unique) and shared (i.e., redundant) linkages, depending on the form of adjustment examined.These findings suggest that adjustment may be influenced by the diverse experiences (i.e., provisions) that children encounter in different forms of relationship, and that certain types of relationships may have greater or lesser adaptive significance depending on the adjustment outcome examined