Measuring Social Peer Rejection during Childhood: Development and Validation

Lev–Wiesel, Rachel; Sarid, Miri; Sternberg, Rotem

doi:10.1080/10926771.2013.785456

Cited by 25 publications

(16 citation statements)

References 18 publications

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“…If the literature on peer relationships and the information on the method effects of negatively worded items are considered, school belonging should be a positive construct of belonging to a school in terms of peer relationships, teacher relationships, and the larger school community. Rejection may need to be considered separately when measuring for school belonging through the use of a rejection measure (e.g., Social Peer Rejection Measure; Lev-Wiesel, Sarid, & Sternberg, 2012). The results of this study suggest that the negatively worded items on the PSSM measure a separate construct than do the positively worded items.…”

Section: Discussionmentioning

confidence: 99%

Preliminary investigation of the psychological sense of school membership scale with primary school students in a cross-cultural context

Wagle

Dowdy

Yang

et al. 2018

School Psychology International

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Her research interests focus on understanding the functions of school climate, social-emotional learning, school and classroom management techniques, and cultural factors in promoting and prohibiting the development of resilience among children and adolescents, particularly in programs targeting bullying and school engagement. SCHOOL BELONGING, United States, CHINA, United Kingdom. AbstractThe Psychological Sense of School Membership (PSSM) scale has been used for more than 20 years to measure students' sense of school belonging, yet its psychometric properties have had limited examination with pre-adolescent children. This study investigated the utility and psychometrics of the PSSM in three primary school samples from the United States, China, and the United Kingdom. Exploratory factor analysis revealed good fit for a unidimensional factor structure in the U.S. sample, which was subsequently confirmed in all three samples. Partial invariance across all three samples and full invariance across pairwise samples (United States and United Kingdom; United Kingdom and China) was found. Path analyses revealed significant positive relations of the PSSM total belonging score with gratitude and prosocial behavior, and significant negative relations with symptoms of distress. Future directions and implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Preliminary investigation of the psychological sense of school membership scale with primary school students in a cross-cultural context

Wagle

Dowdy

Yang

et al. 2018

School Psychology International

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“…This scale was specifically developed for the purposes of this study based on a review of literature related to peer rejection and negative peer experiences. At the time this longitudinal project was launched (in 2004/2005) peer rejection was most commonly measured via peer nomination sociometric tools (Lev-Wiesel et al 2013 ). These were deemed not sufficient or feasible for the then six-year old participants of the current study.…”

Section: Methodsmentioning

confidence: 99%

The developmental relation between aggressive behaviour and prosocial behaviour: A 5-year longitudinal study

et al. 2015

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BackgroundPast research has shown links between both children’s aggressive behaviour and a lack of prosocial behaviour to later maladaptation. Both types of behaviours have also been identified as crucial in children’s social and emotional development and later (mal)adaptation. However, little is known about the way they predict each other over time.MethodsWe utilised a large, ethnically diverse, longitudinal population sample of girls and boys (N = 1,334) to examine the bidirectional cross-lagged links between aggressive and prosocial domains of behaviour from age seven to eleven. Teacher, parent and child self-reports were utilised to assess aggressive behaviour and prosocial behaviour.ResultsThe results revealed that aggressive behaviour measured one year predicted decreases in prosocial behaviour in the following year. Conversely, prosocial behaviour did not predict changes in aggressive behaviour in the subsequent year. Furthermore, peer difficulties were examined and found to be an important mediator of the link between aggressive and prosocial behaviour. Specifically, peer difficulties mediated the links between aggressive behaviour and prosocial behaviour one year later, particularly during the first three years of school attendance.ConclusionsImplications of the findings for the design of intervention strategies to reduce children’s aggressive behaviour are discussed.

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“…Considerable research also links various forms of peer social rejection, conflict, and victimization with symptoms of psychopathology in adolescence, including aggression, antisocial behavior, depression, and anxiety (Hanish & Guerra, 2002; Kochenderfer-Ladd & Wardrop, 2001; Lev-Wiesel, Sarid, & Sternberg, 2013; Platt, Kadosh, & Lau, 2013). Rejection and victimization experiences have greater etiological significance as children transition into adolescence because peer relationships become more important (Brown, 2004; Steinberg & Morris, 2001) and peer rejection becomes more prevalent and predictive of psychopathology (Brown, 2004; Coie, Dodge, & Kupersmidt, 1990; Juvonen, Graham, & Schuster, 2003), particularly internalizing symptoms (Larson & Ham, 1993; Masten & Cicchetti, 2010; Nolan, Flynn, & Garber, 2003; Rudolph & Hammen, 1999).…”

Section: Childhood Precursors Of Adolescent Psychopathology and Risk mentioning

confidence: 99%

Externalizing and internalizing pathways to Mexican American adolescents’ risk taking

Gonzales¹,

Liu

Jensen

et al. 2017

Dev Psychopathol

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This study used four waves of data from a longitudinal study of 749 Mexican origin youths to test a developmental cascades model linking contextual adversity in the family and peer domains in late childhood to a sequence of unfolding processes hypothesized to predict problem substance use and risky sexual activity (greater number of sex partners) in late adolescence. Externalizing and internalizing problems were tested as divergent pathways, with youth reported and mother-reported symptoms examined in separate models. Youth gender, nativity, and cultural orientation were tested as moderators. Family risk, peer social rejection, and their interaction were prospectively related to externalizing symptoms and deviant peer involvement, although family risk showed stronger effects on parent-reported externalizing and peer social rejection showed stronger effects on youth-reported externalizing. Externalizing symptoms and deviant peers were related, in turn, to risk-taking in late adolescence, including problem alcohol-substance use and number of sexual partners. Peer social rejection predicted youth-reported internalizing symptoms and internalizing was related, in turn, to problem alcohol and substance use in late adolescence. Tests of moderation showed some of these developmental cascades were stronger for adolescents who were female, less oriented to mainstream cultural values, and more oriented to Mexican American cultural values.

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Measuring Social Peer Rejection during Childhood: Development and Validation

Cited by 25 publications

References 18 publications

Preliminary investigation of the psychological sense of school membership scale with primary school students in a cross-cultural context

Preliminary investigation of the psychological sense of school membership scale with primary school students in a cross-cultural context

The developmental relation between aggressive behaviour and prosocial behaviour: A 5-year longitudinal study

Externalizing and internalizing pathways to Mexican American adolescents’ risk taking

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