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

Gary Ladd, Becky Ladd, Cynthia C. Coleman

Research output: Contribution to journalArticle

365 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)1181-1197
Number of pages17
JournalChild Development
Volume68
Issue number6
StatePublished - Dec 1997
Externally publishedYes

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Crime Victims
victimization
friendship
acceptance
classroom
school
kindergarten
examination
participation
evidence
experience

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

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