Early Childhood Precursors and Adolescent Sequelae of Grade School Peer Rejection and Victimization

Karen L. Bierman, Carla B. Kalvin, Brenda S. Heinrichs

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

This study examined the early childhood precursors and adolescent outcomes associated with grade school peer rejection and victimization among children oversampled for aggressive-disruptive behaviors. A central goal was to better understand the common and unique developmental correlates associated with these two types of peer adversity. There were 754 participants (46% African American, 50% European American, 4% other; 58% male; average age=5.65 at kindergarten entry) followed into seventh grade. Six waves of data were included in structural models focused on three developmental periods. Parents and teachers rated aggressive behavior, emotion dysregulation, and internalizing problems in kindergarten and Grade 1 (Waves 1–2); peer sociometric nominations tracked “least liked” and victimization in Grades 2, 3, and 4 (Waves 3–5); and youth reported on social problems, depressed mood, school adjustment difficulties, and delinquent activities in early adolescence (Grade 7, Wave 6). Structural models revealed that early aggression and emotion dysregulation (but not internalizing behavior) made unique contributions to grade school peer rejection; only emotion dysregulation made unique contributions to grade school victimization. Early internalizing problems and grade school victimization uniquely predicted adolescent social problems and depressed mood. Early aggression and grade school peer rejection uniquely predicted adolescent school adjustment difficulties and delinquent activities. Aggression and emotion dysregulation at school entry increased risk for peer rejection and victimization, and these two types of peer adversity had distinct as well as shared risk and adjustment correlates. Results suggest that the emotional functioning and peer experiences of aggressive-disruptive children deserve further attention in developmental and clinical research.

Original languageEnglish (US)
Pages (from-to)367-379
Number of pages13
JournalJournal of Clinical Child and Adolescent Psychology
Volume44
Issue number3
DOIs
StatePublished - May 4 2015

Fingerprint

Crime Victims
Emotions
Aggression
Social Adjustment
Structural Models
Social Problems
Risk Adjustment
Rejection (Psychology)
African Americans
Parents
Research

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

@article{a281c0a958c14e8cbfa0f320359bb64c,
title = "Early Childhood Precursors and Adolescent Sequelae of Grade School Peer Rejection and Victimization",
abstract = "This study examined the early childhood precursors and adolescent outcomes associated with grade school peer rejection and victimization among children oversampled for aggressive-disruptive behaviors. A central goal was to better understand the common and unique developmental correlates associated with these two types of peer adversity. There were 754 participants (46{\%} African American, 50{\%} European American, 4{\%} other; 58{\%} male; average age=5.65 at kindergarten entry) followed into seventh grade. Six waves of data were included in structural models focused on three developmental periods. Parents and teachers rated aggressive behavior, emotion dysregulation, and internalizing problems in kindergarten and Grade 1 (Waves 1–2); peer sociometric nominations tracked “least liked” and victimization in Grades 2, 3, and 4 (Waves 3–5); and youth reported on social problems, depressed mood, school adjustment difficulties, and delinquent activities in early adolescence (Grade 7, Wave 6). Structural models revealed that early aggression and emotion dysregulation (but not internalizing behavior) made unique contributions to grade school peer rejection; only emotion dysregulation made unique contributions to grade school victimization. Early internalizing problems and grade school victimization uniquely predicted adolescent social problems and depressed mood. Early aggression and grade school peer rejection uniquely predicted adolescent school adjustment difficulties and delinquent activities. Aggression and emotion dysregulation at school entry increased risk for peer rejection and victimization, and these two types of peer adversity had distinct as well as shared risk and adjustment correlates. Results suggest that the emotional functioning and peer experiences of aggressive-disruptive children deserve further attention in developmental and clinical research.",
author = "Bierman, {Karen L.} and Kalvin, {Carla B.} and Heinrichs, {Brenda S.}",
year = "2015",
month = "5",
day = "4",
doi = "10.1080/15374416.2013.873983",
language = "English (US)",
volume = "44",
pages = "367--379",
journal = "Journal of Clinical Child and Adolescent Psychology",
issn = "1537-4416",
publisher = "Routledge",
number = "3",

}

Early Childhood Precursors and Adolescent Sequelae of Grade School Peer Rejection and Victimization. / Bierman, Karen L.; Kalvin, Carla B.; Heinrichs, Brenda S.

In: Journal of Clinical Child and Adolescent Psychology, Vol. 44, No. 3, 04.05.2015, p. 367-379.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Early Childhood Precursors and Adolescent Sequelae of Grade School Peer Rejection and Victimization

AU - Bierman, Karen L.

AU - Kalvin, Carla B.

AU - Heinrichs, Brenda S.

PY - 2015/5/4

Y1 - 2015/5/4

N2 - This study examined the early childhood precursors and adolescent outcomes associated with grade school peer rejection and victimization among children oversampled for aggressive-disruptive behaviors. A central goal was to better understand the common and unique developmental correlates associated with these two types of peer adversity. There were 754 participants (46% African American, 50% European American, 4% other; 58% male; average age=5.65 at kindergarten entry) followed into seventh grade. Six waves of data were included in structural models focused on three developmental periods. Parents and teachers rated aggressive behavior, emotion dysregulation, and internalizing problems in kindergarten and Grade 1 (Waves 1–2); peer sociometric nominations tracked “least liked” and victimization in Grades 2, 3, and 4 (Waves 3–5); and youth reported on social problems, depressed mood, school adjustment difficulties, and delinquent activities in early adolescence (Grade 7, Wave 6). Structural models revealed that early aggression and emotion dysregulation (but not internalizing behavior) made unique contributions to grade school peer rejection; only emotion dysregulation made unique contributions to grade school victimization. Early internalizing problems and grade school victimization uniquely predicted adolescent social problems and depressed mood. Early aggression and grade school peer rejection uniquely predicted adolescent school adjustment difficulties and delinquent activities. Aggression and emotion dysregulation at school entry increased risk for peer rejection and victimization, and these two types of peer adversity had distinct as well as shared risk and adjustment correlates. Results suggest that the emotional functioning and peer experiences of aggressive-disruptive children deserve further attention in developmental and clinical research.

AB - This study examined the early childhood precursors and adolescent outcomes associated with grade school peer rejection and victimization among children oversampled for aggressive-disruptive behaviors. A central goal was to better understand the common and unique developmental correlates associated with these two types of peer adversity. There were 754 participants (46% African American, 50% European American, 4% other; 58% male; average age=5.65 at kindergarten entry) followed into seventh grade. Six waves of data were included in structural models focused on three developmental periods. Parents and teachers rated aggressive behavior, emotion dysregulation, and internalizing problems in kindergarten and Grade 1 (Waves 1–2); peer sociometric nominations tracked “least liked” and victimization in Grades 2, 3, and 4 (Waves 3–5); and youth reported on social problems, depressed mood, school adjustment difficulties, and delinquent activities in early adolescence (Grade 7, Wave 6). Structural models revealed that early aggression and emotion dysregulation (but not internalizing behavior) made unique contributions to grade school peer rejection; only emotion dysregulation made unique contributions to grade school victimization. Early internalizing problems and grade school victimization uniquely predicted adolescent social problems and depressed mood. Early aggression and grade school peer rejection uniquely predicted adolescent school adjustment difficulties and delinquent activities. Aggression and emotion dysregulation at school entry increased risk for peer rejection and victimization, and these two types of peer adversity had distinct as well as shared risk and adjustment correlates. Results suggest that the emotional functioning and peer experiences of aggressive-disruptive children deserve further attention in developmental and clinical research.

UR - http://www.scopus.com/inward/record.url?scp=84926406647&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84926406647&partnerID=8YFLogxK

U2 - 10.1080/15374416.2013.873983

DO - 10.1080/15374416.2013.873983

M3 - Article

C2 - 24527989

AN - SCOPUS:84926406647

VL - 44

SP - 367

EP - 379

JO - Journal of Clinical Child and Adolescent Psychology

JF - Journal of Clinical Child and Adolescent Psychology

SN - 1537-4416

IS - 3

ER -