TY - JOUR
T1 - Predicting change in early adolescent problem behavior in the middle school years
T2 - A mesosystemic perspective on parenting and peer experiences
AU - Véronneau, Marie Hélène
AU - Dishion, Thomas J.
N1 - Funding Information:
Acknowledgements The preparation of this manuscript was made possible by a postdoctoral fellowship awarded to Marie-Hélène Véronneau by the Social Sciences and Humanities Research Council of Canada, and by grants DA 07031 and DA 13773 from the National Institute on Drug Abuse at the National Institutes of Health to Thomas J. Dishion. We acknowledge the contribution of The Next Generation staff (Peggy Veltman, Trina McCartney, Barb Berry, Carole Dorham, and Nancy Weisel), Eugene School District 4J, 4J Counselor Anne McRae, and the participating youth and families. We also wish to acknowledge Cheryl Mikkola for her editorial assistance in the preparation of this manuscript, and Gregory Fosco, Kristina Hiatt Racer, and Amber McEachern for their comments on an earlier version of this manuscript.
PY - 2010/11
Y1 - 2010/11
N2 - The transition into middle school may be a risky period in early adolescence. In particular, friendships, peer status, and parental monitoring during this developmental period can influence the development of problem behavior. This study examined interrelationships among peer and parenting factors that predict changes in problem behavior over the middle school years. A longitudinal sample (580 boys, 698 girls) was assessed in Grades 6 and 8. Peer acceptance, peer rejection, and their interaction predicted increases in problem behavior. Having high-achieving friends predicted less problem behavior. Parental monitoring predicted less problem behavior in general, but also acted as a buffer for students who were most vulnerable to developing problem behavior on the basis of being well liked by some peers, and also disliked by several others. These findings highlight the importance of studying the family-peer mesosystem when considering risk and resilience in early adolescence, and when considering implications for intervention.
AB - The transition into middle school may be a risky period in early adolescence. In particular, friendships, peer status, and parental monitoring during this developmental period can influence the development of problem behavior. This study examined interrelationships among peer and parenting factors that predict changes in problem behavior over the middle school years. A longitudinal sample (580 boys, 698 girls) was assessed in Grades 6 and 8. Peer acceptance, peer rejection, and their interaction predicted increases in problem behavior. Having high-achieving friends predicted less problem behavior. Parental monitoring predicted less problem behavior in general, but also acted as a buffer for students who were most vulnerable to developing problem behavior on the basis of being well liked by some peers, and also disliked by several others. These findings highlight the importance of studying the family-peer mesosystem when considering risk and resilience in early adolescence, and when considering implications for intervention.
KW - Behavior problems
KW - Friendship
KW - Parenting
KW - Protective factors
KW - Social acceptance
UR - http://www.scopus.com/inward/record.url?scp=78649317247&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=78649317247&partnerID=8YFLogxK
U2 - 10.1007/s10802-010-9431-0
DO - 10.1007/s10802-010-9431-0
M3 - Article
C2 - 20532814
AN - SCOPUS:78649317247
SN - 0091-0627
VL - 38
SP - 1125
EP - 1137
JO - Journal of Abnormal Child Psychology
JF - Journal of Abnormal Child Psychology
IS - 8
ER -