Classroom Peer Acceptance, Friendship, and Victimization: Destinct Relation Systems That Contribute Uniquely to Children's School Adjustment?

Abstract

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 victimization) and their adjustment to school. Relationship measures were gathered for 5- to 6-year-old children (105 males, 95 females) twice during kindergarten (i.e., fall and spring) and were correlated with adjustment indicators at each time of assessment and used to predict changes in school adjustment over time. Examination of the relative associations between the relationship measures and children's adjustment revealed evidence 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.

Classroom goal structures, social achievement goals, and adjustment in middle school

“…Specifically, the social goals focusing on developing social competence and skills (social development goals), developing intimate relationship, and being prosocial and responsible promote academic engagement and adjustment among young adolescents (Kiefer & Ryan, 2008;Wentzel, 1996Wentzel, , 1999. A number of studies have shown that successful social relationship (e.g., Nelson & DeBacker, 2008;Ryan & Patrick, 2001;Wentzel, 2009) and social skills (Ladd, Kochenderfer, & Coleman, 1997;Wentzel & Asher, 1995) are pivotal for academic motivation, learning, and achievement. Thus, social development goals may lead to academic engagement by enhancing social relationships or social skills.…”

Child Temperament, Maternal Parenting Behavior, and Child Social Functioning

“…Children’s social functioning is increasingly recognized as vital to their overall development in a number of areas, such as school enjoyment, academic achievement, and the development and/or maintenance of internalizing and externalizing behavior problems (Buhs & Ladd, 2001; Henricsson & Rydell, 2006; Ladd, Kochenderfer, & Coleman, 1997). Given the importance of social functioning for children’s development, it is crucial to understand risk factors associated with poor social functioning.…”

Évaluation de l’efficacité du programme d’intervention Check and Connect1 à l’école primaire

“…Pour l'engagement affectif et le sentiment de compétence, cette absence d'effet peut être expliquée par la nature plutôt stable de ces dimensions dans le temps (Ladd, Kochenderfer et Coleman, 1997;Wigfield et al, 1997). Par contre, du point de vue de l'engagement comportemental et cognitif ainsi qu'au niveau des relations conflictuelles, les résultats apparaissent plus surprenants.…”