Artículos de revistas: "Peer rejection"

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LAIRD, ROBERT D., KRISTI Y. JORDAN, KENNETH A. DODGE, GREGORY S. PETTIT y JOHN E. BATES. "Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems". Development and Psychopathology 13, n.º 2 (16 de mayo de 2001): 337–54. http://dx.doi.org/10.1017/s0954579401002085.

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A longitudinal, prospective design was used to examine the roles of peer rejection in middle childhood and antisocial peer involvement in early adolescence in the development of adolescent externalizing behavior problems. Both early starter and late starter pathways were considered. Classroom sociometric interviews from ages 6 through 9 years, adolescent reports of peers' behavior at age 13 years, and parent, teacher, and adolescent self-reports of externalizing behavior problems from age 5 through 14 years were available for 400 adolescents. Results indicate that experiencing peer rejection in elementary school and greater involvement with antisocial peers in early adolescence are correlated but that these peer relationship experiences may represent two different pathways to adolescent externalizing behavior problems. Peer rejection experiences, but not involvement with antisocial peers, predict later externalizing behavior problems when controlling for stability in externalizing behavior. Externalizing problems were most common when rejection was experienced repeatedly. Early externalizing problems did not appear to moderate the relation between peer rejection and later problem behavior. Discussion highlights multiple pathways connecting externalizing behavior problems from early childhood through adolescence with peer relationship experiences in middle childhood and early adolescence.

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McLachlan, Julie, Melanie J. Zimmer-Gembeck y Leanne McGregor. "Rejection Sensitivity in Childhood and Early Adolescence: Peer Rejection and Protective Effects of Parents and Friends". Journal of Relationships Research 1, n.º 1 (1 de noviembre de 2010): 31–40. http://dx.doi.org/10.1375/jrr.1.1.31.

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AbstractTheory suggests that rejection sensitivity, a social cognitive processing style characterised by anxious and angry expectations of rejection, develops from experiences of rejection or acceptance by others. The purpose of this study of 417 children and early adolescents (age 9 to 13) was to examine how relationship experiences are directly and interactively associated with their rejection sensitivity. In a multivariate analysis, there was an association of rejection by parents and by peers with rejection sensitivity, with a stronger association between peer rejection and sensitivity than between parent rejection and sensitivity. Regarding interactive effects, peer rejection was found to have a strong association with rejection sensitivity among participants with low or high parent acceptance, and among those with high friendship satisfaction. Yet, there was evidence of a stronger association between peer rejection and rejection sensitivity among those with low parent acceptance or high friendship quality. This was because rejection sensitivity was highest when peer rejection was high and parent acceptance was low, and sensitivity was lowest when peer rejection was low and friendship quality was high. Findings show how young people's relationships in different domains uniquely co-vary with rejection sensitivity and interact in accounting for angry and anxious expectations of rejection by others.

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Rodman, Alexandra M., Katherine E. Powers y Leah H. Somerville. "Development of self-protective biases in response to social evaluative feedback". Proceedings of the National Academy of Sciences 114, n.º 50 (27 de noviembre de 2017): 13158–63. http://dx.doi.org/10.1073/pnas.1712398114.

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Adolescence is a developmental period marked by heightened attunement to social evaluation. While adults have been shown to enact self-protective processes to buffer their self-views from evaluative threats like peer rejection, it is unclear whether adolescents avail themselves of the same defenses. The present study examines how social evaluation shapes views of the self and others differently across development. N = 107 participants ages 10–23 completed a reciprocal social evaluation task that involved predicting and receiving peer acceptance and rejection feedback, along with assessments of self-views and likability ratings of peers. Here, we show that, despite equivalent experiences of social evaluation, adolescents internalized peer rejection, experiencing a feedback-induced drop in self-views, whereas adults externalized peer rejection, reporting a task-induced boost in self-views and deprecating the peers who rejected them. The results identify codeveloping processes underlying why peer rejection may lead to more dramatic alterations in self-views during adolescence than other phases of the lifespan.

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Lorijn, Sofie J., Maaike C. Engels, Mark Huisman y René Veenstra. "Long-Term Effects of Acceptance and Rejection by Parents and Peers on Educational Attainment: A Study from Pre-Adolescence to Early Adulthood". Journal of Youth and Adolescence 51, n.º 3 (5 de octubre de 2021): 540–55. http://dx.doi.org/10.1007/s10964-021-01506-z.

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AbstractAcceptance and rejection by parents and peers play an important role in pre-adolescents’ educational outcomes. Prior research focused on either parents or peers, did not encompass effects into adulthood, or considered either acceptance or rejection. This study investigated the relation between parental and peer acceptance and rejection, and their interplay, in pre-adolescence and educational attainment in early adulthood. A sample of 2229 pre-adolescents (Mage T1 = 11.11, SD = 0.56; 50.7% girls) was followed to early adulthood (Mage T5 = 22.29, SD = 0.65). Ordinal logistic regression showed that pre-adolescents’ perceived parental acceptance was positively related to educational attainment in early adulthood, whereas peer rejection was negatively related, even when WISC score and socioeconomic status were considered. No interaction effects were found, revealing no “dual-hit effect” of being rejected by parents and peers, no “dual-miss effect” of being accepted by parents and peers, and no effects of acceptance in one context (i.e., parents or peers) buffering the negative effect of rejection in the other context. The findings underscore unique and long-term links of parental acceptance and peer rejection with early adults’ educational attainment, underlining the importance of not only peers but also parents in adolescence. These insights can be used in promoting long-term educational outcomes through relationships with parents and peers.

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Studer, Marlena M., Steven R. Asher y John D. Coie. "Peer Rejection in Childhood." Contemporary Sociology 20, n.º 4 (julio de 1991): 628. http://dx.doi.org/10.2307/2071877.

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Pollock, Neal W. "Rejection Under Peer Review". Wilderness & Environmental Medicine 30, n.º 1 (marzo de 2019): 1. http://dx.doi.org/10.1016/j.wem.2018.12.007.

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King, Kevin M., Katie A. McLaughlin, Jennifer Silk y Kathryn C. Monahan. "Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction". Development and Psychopathology 30, n.º 4 (21 de noviembre de 2017): 1389–401. http://dx.doi.org/10.1017/s0954579417001560.

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AbstractAdolescence is a critical period for the development of self-regulation, and peer interactions are thought to strongly influence regulation ability. Simple exposure to peers has been found to alter decisions about risky behaviors and increase sensitivity to rewards. The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction (e.g., rejection or acceptance). Little is known about how the nature of interactions with peers influences different dimensions of self-regulation. We examined how randomization to acceptance or rejection by online “virtual” peers influenced multiple dimensions of self-regulation in a multisite community sample of 273 adolescents aged 16–17 years. Compared to a neutral condition, exposure to peers produced increases in cold cognitive control, but decreased hot cognitive control. Relative to peer acceptance, peer rejection reduced distress tolerance and increased sensitivity to losses. These findings suggest that different dimensions of adolescent self-regulation are influenced by the nature of the peer context: basic cognitive functions are altered by mere exposure to peers, whereas more complex decision making and emotion regulation processes are influenced primarily by the quality of that exposure.

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Mustafina, Aigul, Sultankozha Amitov y Joyce Lai-Chong Ma. "Multiple Levels of Factors Protecting Against Peer Rejection in Children With Attention-Deficit/Hyperactivity Disorder". SAGE Open 12, n.º 1 (enero de 2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082147.

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This study investigated both the risk factors and the protective factors against peer rejection at multiple levels in children with attention-deficit/hyperactivity disorder (ADHD) and their typically developing peers. Using standard sociometric procedure, we studied the peer rejection of 108 children with ADHD (aged 7 to 12) and their classmates of the same sex and age ( n = 108). Risk factors (i.e., emotional/behavioral difficulties, academic performance, conflicts in the student-teacher relationship, parental rejection) predicted peer rejection in both groups, but the quality of relationships with teachers had a stronger predictive power in children with ADHD. Protective factors at multiple levels: individual ( extracurricular activity), family ( parental warmth and family social support), social ( school social support and friendship), compensated for all the risks of peer rejection in children with ADHD. However, the effect of prosocial behavior was insignificant after controlling for emotional/behavioral problems. Only school social support and friendship moderated the relationship between rejection and the risk factors in children with ADHD. Compensatory and moderating effects of all factors were found in the comparison group. Prevention and intervention of the peer rejection of children with ADHD should be focused on multiple levels of factors, especially social ones.

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Morrow, Michael T., Julie A. Hubbard, Meghan D. McAuliffe, Ronnie M. Rubin y Karen F. Dearing. "Childhood aggression, depressive symptoms, and peer rejection: The mediational model revisited". International Journal of Behavioral Development 30, n.º 3 (mayo de 2006): 240–48. http://dx.doi.org/10.1177/0165025406066757.

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The goals of the current study were to investigate whether peer rejection mediated the relation between aggression and depressive symptoms in childhood, and if so, whether this mediational pathway was specific to the reactive subtype of aggression. Participants were 57 second-grade children (22 girls and 35 boys). Data on reactive aggression, proactive aggression, depressive symptoms, and peer rejection were collected from four sources (parents, teachers, peers, and self). Results revealed that reactive aggression, but not proactive aggression, was positively related to depressive symptoms. Furthermore, peer rejection partially mediated the relation between reactive aggression and depressive symptoms.

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Ševčíková, Anna, Hana Macháčková, Michelle F. Wright, Lenka Dědková y Alena Černá. "Social Support Seeking in Relation to Parental Attachment and Peer Relationships Among Victims of Cyberbullying". Journal of Psychologists and Counsellors in Schools 25, n.º 2 (8 de abril de 2015): 170–82. http://dx.doi.org/10.1017/jgc.2015.1.

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Victims use social support seeking (SSS) to buffer the negative effects of cyberbullying. It is unknown whether cyber-victims’ perceptions of harm and having poor peer and parental relationships influence SSS. Using a sample of 451 cyberbullying-victims, aged 12–18, 68% girls, this study examined relationships of gender, harm, peer rejection, parental attachment, offline victimisation and online aggression to SSS, and tested the interaction of harm with peer rejection and parental attachment. Findings from logistic regression revealed that poor parental attachment and higher peer rejection decreased SSS, and that the association between parental attachment and SSS was stronger among cyber-victims with higher harm. This study highlights the importance of assessing cyber-victims’ attachment and experiences with their peers when implementing preventative intervention programs.

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Godleski, Stephanie A., Kimberly E. Kamper, Jamie M. Ostrov, Emily J. Hart y Sarah J. Blakely-McClure. "Peer Victimization and Peer Rejection During Early Childhood". Journal of Clinical Child & Adolescent Psychology 44, n.º 3 (18 de agosto de 2014): 380–92. http://dx.doi.org/10.1080/15374416.2014.940622.

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Orue, Izaskun y Esther Calvete. "Reciprocal relationships between sociometric indices of social status and aggressive behavior in children". Journal of Social and Personal Relationships 28, n.º 7 (28 de febrero de 2011): 963–82. http://dx.doi.org/10.1177/0265407510397982.

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The goal of this study was to assess the reciprocal longitudinal relationships between sociometric status and aggressive behavior in children. Overt and relational aggressive behaviors were differentiated in order to study the diverse associations within peer acceptance and rejection. A total of 777 boys and girls from 8 to 12 years of age filled in peer nomination instruments to measure aggressive behavior and sociometric status. The results revealed that overt aggression at T1 led to rejection at T2. Furthermore, reciprocal relationships were found between rejection and overt aggressive behavior among boys but not among girls. Among girls, acceptance by peers at T1 predicted relational aggression at T2. Differences between boys' and girls' acceptance and rejection of their aggressive peers are also discussed.

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Little, Stephanie A. y Judy Garber. "Aggression, depression, and stressful life events predicting peer rejection in children". Development and Psychopathology 7, n.º 4 (1995): 845–56. http://dx.doi.org/10.1017/s0954579400006878.

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AbstractThis short-term prospective study examined the contribution of aggression and depression, stressful life events, and their interactions to the prediction of peer rejection. Subjects were 497 fifth- and sixth-grade children who completed questionnaires at two time points separated by approximately 3 months. Levels of peer rejection and aggression were assessed by peer nominations; level of depressive symptoms and number of stressful life events were measured by self-report questionnaires. Controlling for sex and baseline level of peer rejection, aggression directly predicted peer rejection. In contrast, depressive symptoms interacted with life stress to predict peer rejection. Examination of the Depression × Stress interaction revealed that depressive symptoms in children who had experienced high levels of life stress were not associated with increased levels of peer rejection, whereas depressive symptoms in children with low levels of stress were predictive of subsequent peer rejection. Several interpretations of these findings and directions for future research are suggested.

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14

French, Doran C. "The Complexities of Peer Rejection". Contemporary Psychology: A Journal of Reviews 37, n.º 12 (diciembre de 1992): 1275–76. http://dx.doi.org/10.1037/031692.

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Boivin, Michel, François Poulin y Frank Vitaro. "Depressed mood and peer rejection in childhood". Development and Psychopathology 6, n.º 3 (1994): 483–98. http://dx.doi.org/10.1017/s0954579400006064.

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AbstractThe purpose of the present study was to compare the depression profile of four subtypes of peer-rejected children and a group of neglected children to a normative sample and evaluate whether or not these subgroups showed distinctive patterns. A total of 140 children were selected on the basis of peer status and peer assessment of social behavior. Depressed mood was evaluated by self-reports and peer assessments. As expected, withdrawn-rejected children expressed stronger feelings of depression, both generally (i.e., higher Child Depression Inventory [CDI] scores) and specifically (i.e., energy/interest), as well as more loneliness and social dissatisfaction than the normative group. They were also seen by their peers as being sadder. The aggressive-withdrawn-rejected children displayed results that were very similar to those of withdrawn-rejected children. They manifested stronger feelings of depression both generally (i.e., higher CDI scores) and specifically (i.e., mood/affect) and expressed more loneliness and social dissatisfaction than the normative group. They were also nominated more often as getting their feelings hurt easily and as being usually sad. Contrary to expectations, aggressive-rejected children were also found to differ from the normative children but only on a general index of depression, not on the more specific measures nor on loneliness and social dissatisfaction. Also, they did not differ from the normative sample on the peer assessment items. The neglected children did not differ from the normative sample on any of the self-report or peer assessment measures. The results concerning withdrawn-rejected and aggressive-withdrawn-rejected children suggest that peer rejection could play a mediating role with respect to feelings of distress and confirm that these children are at risk for internalizing problems. The pattern of results for aggressive-rejected children suggests that peer rejection may not play such a role.

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Syakarofath, Nandy Agustin, Ananda Nabilah Biorohmi y Latipun Latipun. "The Role of Peer Rejection in Adolescent Internalizing Problems". Jurnal Psikologi 20, n.º 2 (6 de septiembre de 2021): 140–51. http://dx.doi.org/10.14710/jp.20.2.140-151.

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Emotional distress, such as symptoms of anxiety, depression, and withdrawal, is on the rise among teenagers today. These symptoms are generally grouped into internalizing problems. Based on research, a risk factor that contributes to internalizing problems is peer rejection. This study aims to determine the effect of peer rejection on adolescent internalizing problems. Research design is quantitative research with a multistage random sampling technique as a data collection technique. The subjects of this study were 252 adolescents aged 16-18 years who are currently studying in SMA in Bondowoso Regency, consisting of 103 boys (M = 40.068; SD = 13.283) and 149 girls (M = 40.893; SD =13.283). The instruments used were Social Peer Rejection Measure (21 items, α = .90) and Strengths and Difficulty Questionnaire (SDQ), just for internalizing problems (10 items, α = .72). The results of the analysis test using simple linear regression showed that there was a positive influence of peer rejection on internalizing problems in high school adolescents in Bondowoso Regency, adjusted R 2 = .278; F(4, 427) = 251, p = .000). This influence shows that the more often adolescents experience rejection from their peers, the higher the chances of experiencing internalizing problems.

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Kaufman, Tessa M. L., Tina Kretschmer, Gijs Huitsing y René Veenstra. "Caught in a vicious cycle? Explaining bidirectional spillover between parent-child relationships and peer victimization". Development and Psychopathology 32, n.º 1 (15 de enero de 2019): 11–20. http://dx.doi.org/10.1017/s0954579418001360.

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AbstractRelationships with parents and peers are crucial for children's socialization, but how parent–child and peer relationships mutually affect each other is not well understood. Guided by spillover theory, we zoomed in on the bidirectional interplay between parental rejection and warmth on the one hand and peer victimization on the other, and examined whether children's maladjustment symptoms mediated hypothesized cross-domain spillover effects. Data stem from five waves of the longitudinal KiVa study among 9,770 children (50% boys; mean age = 9.16, standard deviation = 1.29). Results from random intercept cross-lagged panel models showed that higher parental rejection and lower parental warmth predicted increases in peer victimization and vice versa across waves, thus supporting the bidirectional model. Moreover, spillover from parent–child rejection and warmth to peer victimization was partially driven by children's depressive symptoms and bullying perpetration. Vice versa, spillover from peer victimization to parent–child rejection and warmth was partially driven by children's social anxiety, depressive symptoms, conduct problems, and bullying perpetration. Thus, children might get caught in persistent problems in two important social domains, and these two domains influence each other through children's maladjustment. Family and school interventions should be integrated to prevent a downwards spiral.

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Panak, William F. y Judy Garber. "Role of aggression, rejection, and attributions in the prediction of depression in children". Development and Psychopathology 4, n.º 1 (enero de 1992): 145–65. http://dx.doi.org/10.1017/s0954579400005617.

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AbstractConcurrent and predictive relations among aggression, peer rejection, and self-reported depressive symptoms were examined in 521 third-, fourth-, and fifth-grade children at three time points over 1 year. Increases in aggression were significantly associated with increases in depression, and this relation was mediated, in part, through increases in peer rejection. The relation between peer-reported rejection and depression was mediated by perceived rejection. Finally, we found support for the cognitive diathesis-stress model of depression in children. Controlling for initial levels of depression and peer rejection, the interaction between stress (increases in peer rejection) and a depressogenic attributional style contributed significantly to the prediction of self-reported depressive symptoms 1 year later.

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Lau, Jennifer Y. F., Amanda E. Guyer, Erin B. Tone, Jessica Jenness, Jessica M. Parrish, Daniel S. Pine y Eric E. Nelson. "Neural responses to peer rejection in anxious adolescents". International Journal of Behavioral Development 36, n.º 1 (17 de junio de 2011): 36–44. http://dx.doi.org/10.1177/0165025411406854.

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Peer rejection powerfully predicts adolescent anxiety. While cognitive differences influence anxious responses to social feedback, little is known about neural contributions. Twelve anxious and twelve age-, gender- and IQ-matched, psychiatrically healthy adolescents received “not interested” and “interested” feedback from unknown peers during a chat room task administered in a neuroimaging scanner. No group differences emerged in subjective ratings to peer feedback, but all participants reported more negative emotion at being rejected (than accepted) by peers to whom they had assigned high-desirability ratings. Further highlighting the salience of such feedback, all adolescents, independently of anxiety levels, manifested elevated responses in the amygdala-hippocampal complex bilaterally, during the anticipation of feedback. However, anxious adolescents differed from healthy adolescents in their patterns of persistent amygdala-hippocampal activation following rejection. These data carry interesting implications for using neuroimaging data to inform psychotherapeutic approaches to social anxiety.

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Han, Sae-Young y Yeon-Hwa Kim. "Interpersonal Rejection Experiences and Shame as Predictors of Susceptibility to Peer Pressure Among Korean Children". Social Behavior and Personality: an international journal 40, n.º 7 (1 de agosto de 2012): 1213–31. http://dx.doi.org/10.2224/sbp.2012.40.7.1213.

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We examined the relationships among parental and peer rejection, shame, and susceptibility to peer pressure during late childhood. A sample of 610 boys and 575 girls from Korea filled out questionnaires and nominated 3 classmates to measure peer rejection. The results showed that shame is the strongest predictor of susceptibility to peer pressure, and shame provided a pathway by which interpersonal rejection was related to susceptibility to peer pressure. The findings also highlighted the moderating effect of gender with regard to susceptibility to peer pressure. The implications of the effect of interpersonal rejection relationships and shame are discussed in relation to the internal working model perspective.

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Kornienko, Olga, Thao Ha y Thomas J. Dishion. "Dynamic pathways between rejection and antisocial behavior in peer networks: Update and test of confluence model". Development and Psychopathology 32, n.º 1 (6 de febrero de 2019): 175–88. http://dx.doi.org/10.1017/s0954579418001645.

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AbstractThe confluence model theorizes that dynamic transactions between peer rejection and deviant peer clustering amplify antisocial behavior (AB) within the school context during adolescence. Little is known about the links between peer rejection and AB as embedded in changing networks. Using longitudinal social network analysis, we investigated the interplay between rejection, deviant peer clustering, and AB in an ethnically diverse sample of students attending public middle schools (N = 997; 52.7% boys). Adolescents completed peer nomination reports of rejection and antisocial behavior in Grades 6–8. Results revealed that rejection status was associated with friendship selection, and adolescents became rejected if they were friends with others who were rejected. Youth befriended others with similar levels of AB. Significant patterns of peer influence were documented for AB and rejection. As hypothesized, rejected youth with low AB were more likely to affiliate with others with high AB instead of similarly low AB. In contrast, nonrejected youth preferred to befriend others with similarly high or low AB. Results support an updated confluence model of a joint interplay between rejection and AB as ecological conditions that lead to self-organization into deviant clusters in which peer contagion on problem behaviors operates.

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Hladik, Jakub, Karla Hrbackova y Anna Petr Safrankova. "Models of Self-Regulation Mechanisms in Peer-Rejected Students". SAGE Open 12, n.º 2 (abril de 2022): 215824402210995. http://dx.doi.org/10.1177/21582440221099516.

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Self-regulation is a process that may affect the degree of peer rejection but may also be determined by the degree of peer rejection, whereby the degree of acceptance/rejection can influence the processes that lead to the strengthening or weakening of self-regulation. In this study, we concentrate on self-regulatory mechanisms (self-regulated behavior and strategies for emotional regulation) in peer-rejected students compared to non-rejected students. With the aid of structural equation modeling, we identified models of self-regulation mechanisms in three groups of students according to their acceptance/rejection. These groups differ in the degree of peer rejection, the structure of the regulation of emotional relations, and the degree of self-regulation behavior. The results suggest that peer-rejected students do not form a monolithic group from the perspective of self-regulation mechanisms, as it is possible to identify diverse structures of relations between the self-regulation mechanisms that probably depend, inter alia, on the degree of peer rejection.

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Spasenovic, Vera. "Peer acceptance/rejection and academic achievement". Zbornik Instituta za pedagoska istrazivanja, n.º 35 (2003): 267–88. http://dx.doi.org/10.2298/zipi0335267s.

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Considerations of the nature and role of peer relations in child development indicate that peer interaction is an important factor in developing social and cognitive competences. Peer relations not only influence current but also subsequent academic, behavioral and emotional development. Accepted students more often display better academic achievement, whereas the status of rejection is coupled with academic difficulties and lower academic achievement. Peer rejection is a relatively stable characteristic that can be used to predict difficulties in the years to come, such as repeat of a grade, early drop out, unjustified absences, adaptability problems etc. It is considered that correlation between academic achievement and peer group status is mediated by student social behavior at school. The quality of peer relations and academic achievement are mutually influential i.e. peer acceptance serves as a social resource that facilitates academic achievement, but academic achievement has effects on student acceptance. To help students who display difficulties in social relations, various intervention programs have been well thought of so as to contribute to interpersonal efficiency promotion. Concerning interdependence of social behavior, peer status and academic achievement, it is reasonable to expect that positive changes in behavior, frequently leading to the change of rejection status, will produce, directly or indirectly, positive effects on academic achievement too.

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Lee, Eunju. "The relationship of aggression and bullying to social preference: Differences in gender and types of aggression". International Journal of Behavioral Development 33, n.º 4 (16 de marzo de 2009): 323–30. http://dx.doi.org/10.1177/0165025408098028.

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With 338 fifth-grade students as subjects, this study found the variations in the relation between school bullying and social preference as a function of gender and types of aggressive behavior utilized. Aggressive boys were likely to be rejected by peers, whereas aggressive girls were both rejected and accepted by peers. Children nominated physically aggressive boys and relationally and verbally aggressive girls as bullies. When other forms of aggression were kept constant, verbal aggression was positively related to peer rejection for boys but negatively related for girls. The use of relational aggression contributed to peer rejection only for girls. Implications of the gender differences are discussed.

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Higgins, George E., Nicole L. Piquero y Alex R. Piquero. "General Strain Theory, Peer Rejection, and Delinquency/Crime". Youth & Society 43, n.º 4 (8 de septiembre de 2010): 1272–97. http://dx.doi.org/10.1177/0044118x10382032.

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The development of general strain theory (GST) has led to a renewed focus on the influence of negative life experiences on antisocial behavior. Although a number of studies have generated an impressive array of support for the theory, several avenues remain open for research. In this article, we examine how a specific noxious stimuli, peer rejection, relates to delinquency/crime, and the degree of shared relation among peer rejection and delinquency/crime. Using data from a national sample of 413 children and adolescents, analyses indicated two highly stable trajectories of peer rejection and three trajectories of delinquency/crime, that peer rejection and delinquency/crime were not strongly related in general, but a joint analysis of their relationship revealed that high peer rejection was related to high delinquency/crime among males but not among females. Implications and directions for future research are highlighted.

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Ni, Hubo, Chunjing Su, Yan Xue y Jin Huang. "Mother rejection/overprotection and adolescent deviant peer affiliation: Violence exposure and teacher–student relationship as mediators". Social Behavior and Personality: an international journal 50, n.º 11 (2 de noviembre de 2022): 1–13. http://dx.doi.org/10.2224/sbp.11976.

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Previous studies have found that mothers' use of a negative parenting style is a risk factor for adolescent deviant peer affiliation, but it is not clear if mother rejection and overprotection affect deviant peer affiliation similarly, or if the mechanism is different for these two parenting styles. Through a survey of 856 high school students in eastern China we measured mothers' rejection or overprotection and students' violence exposure, teacher–student relationship, and deviant peer affiliation. The results showed that in the link between mother's rejection and adolescents' deviant peer affiliation, the mediating effect of both violence exposure and the teacher–student relationship was significant, and the mediating effect of the teacher–student relationship was significantly greater than that of violence exposure. In the link between mother's overprotection and adolescent deviant peer affiliation, the mediating role of violence exposure was significant. These results show that mothers' rejection and overprotection each affect adolescent deviant peer affiliation via different mechanisms and suggest that targeted interventions in adolescents' deviant peer affiliation should distinguish between rejection and overprotection.

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Masten, Carrie L., Naomi I. Eisenberger, Larissa A. Borofsky, Kristin McNealy, Jennifer H. Pfeifer y Mirella Dapretto. "Subgenual anterior cingulate responses to peer rejection: A marker of adolescents' risk for depression". Development and Psychopathology 23, n.º 1 (24 de enero de 2011): 283–92. http://dx.doi.org/10.1017/s0954579410000799.

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AbstractExtensive developmental research has linked peer rejection during adolescence with a host of psychopathological outcomes, including depression. Moreover, recent neuroimaging research has suggested that increased activity in the subgenual region of the anterior cingulate cortex (subACC), which has been consistently linked with depression, is related to heightened sensitivity to peer rejection among adolescents. The goal of the current study was to directly test the hypothesis that adolescents' subACC responses are predictive of their risk for future depression, by examining the relationship between subACC activity during peer rejection and increases in depressive symptoms during the following year. During a functional magnetic resonance imaging scan, 20 13-year-olds were ostensibly excluded by peers during an online social interaction. Participants' depressive symptoms were assessed via parental reports at the time of the scan and 1 year later. Region of interest and whole-brain analyses indicated that greater subACC activity during exclusion was associated with increases in parent-reported depressive symptoms during the following year. These findings suggest that subACC responsivity to social exclusion may serve as a neural marker of adolescents' risk for future depression and have implications for understanding the relationship between sensitivity to peer rejection and the increased risk of depression that occurs during adolescence.

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Cillessen, Antonius H. N. "Peer Rejection: Bridging Theory and Application". Human Development 49, n.º 1 (2006): 44–53. http://dx.doi.org/10.1159/000090304.

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Wright, Michelle y Sebastian Wachs. "Does Peer Rejection Moderate the Associations among Cyberbullying Victimization, Depression, and Anxiety among Adolescents with Autism Spectrum Disorder?" Children 6, n.º 3 (4 de marzo de 2019): 41. http://dx.doi.org/10.3390/children6030041.

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While the consequences of cyberbullying victimization have received some attention in the literature, to date, little is known about the multiple types of strains in adolescents’ lives, such as whether cyberbullying victimization and peer rejection increase their vulnerability to depression and anxiety. Even though some research found that adolescents with disabilities show higher risk for cyberbullying victimization, most research has focused on typically developing adolescents. Thus, the present study focused on examining the moderating effect of peer rejection in the relationships between cyberbullying victimization, depression, and anxiety among adolescents with autism spectrum disorder. There were 128 participants (89% male; ages ranging from 11–16 years old) with autism spectrum disorder in the sixth, seventh, or eighth grade at 16 middle schools in the United States. Participants completed questionnaires on cyberbullying victimization, peer rejection, depression, and anxiety. Results revealed that cyberbullying victimization was associated positively with peer rejection, anxiety, and depression among adolescents with autism spectrum disorder. Further, peer rejection was linked positively with depression and anxiety. Peer rejection moderated the positive relationship between cyberbullying victimization and depression, but not anxiety. Implications for prevention programs and future research are discussed.

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van Lier, Pol A. C. y Hans M. Koot. "Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school". Development and Psychopathology 22, n.º 3 (24 de junio de 2010): 569–82. http://dx.doi.org/10.1017/s0954579410000283.

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AbstractA developmental cascade model linking symptoms of externalizing and internalizing psychopathology through three indices of peer relational difficulty (peer rejection, peer victimization, friendedness) was tested in a general population sample of 653 children followed annually from kindergarten to fourth grade. Rejection and victimization linked kindergarten externalizing problems with fourth-grade internalizing problems. Transactional links between rejection and victimization were found. In addition, peer rejection added to the development of externalizing problems. Friendedness did not add to the development of externalizing or internalizing problems. Cascade paths were similar for boys and girls. Over the period of kindergarten to fourth grade, psychopathology and peer relations become entangled, and the dynamic interplay between multiple manifestations of poor peer relations ultimately adds to the development of both externalizing and internalizing problems and their cross-time relation. Implications for research and prevention are discussed.

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Cairns, Robert B., Beverley D. Cairns, Holly J. Neckerman, Scott D. Gest y et al. "Social networks and aggressive behavior: Peer support or peer rejection?" Developmental Psychology 24, n.º 6 (1988): 815–23. http://dx.doi.org/10.1037/0012-1649.24.6.815.

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Tur-Porcar, Ana M., Anna Doménech y Vicenta Mestre. "Vínculos familiares e inclusión social. Variables predictoras de la conducta prosocial en la infancia". Anales de Psicología 34, n.º 2 (10 de abril de 2018): 340. http://dx.doi.org/10.6018/analesps.34.2.308151.

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The purpose of this study was to investigate the relationship between prosocial behavior and family environment variables (attachment to the mother and father and abandonment by the mother and father), personal variables (emotional instability, aggression, and coping strategies), and variables that relate to the immediate social environment (peer acceptance and rejection). This study also examined the predictors of prosocial behavior. Prosocial behavior is a personal protective factor that encourages positive relationships between peers and promotes personal and social adjustment behaviors (Mikolajewski, Chavarria, Moltisanti, Hart & Taylor, 2014). A study with a sample of 1,447 children (50.4% male and 49.6% female) aged between 7 and 12 years (<em>M</em> = 9.27; <em>SD</em> = 1.36) was conducted. The results confirmed the positive relationships between prosocial behavior and parental attachment, functional coping, and peer acceptance. The results also confirmed the negative relationships between prosocial behavior and abandonment by the parents, emotional instability, aggression, dysfunctional coping, and peer rejection. The positive predictor variables for prosocial behavior were attachment to the mother, functional coping, and expectations of peer acceptance. The negative predictor variables for prosocial behavior were emotional instability, physical and verbal aggression, and expectations of peer rejection. The findings have educational implications, which are discussed herein.

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Gonzales, Nancy A., Yu Liu, Michaeline Jensen, Jenn Yun Tein, Rebecca M. B. White y Julianna Deardorff. "Externalizing and internalizing pathways to Mexican American adolescents’ risk taking". Development and Psychopathology 29, n.º 4 (3 de abril de 2017): 1371–90. http://dx.doi.org/10.1017/s0954579417000323.

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AbstractThis 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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Nesdale, Drew, Melanie J. Zimmer-Gembeck y Natalie Roxburgh. "Peer Group Rejection in Childhood: Effects of Rejection Ambiguity, Rejection Sensitivity, and Social Acumen". Journal of Social Issues 70, n.º 1 (marzo de 2014): 12–28. http://dx.doi.org/10.1111/josi.12044.

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Hinshaw, Stephen P. y Sharon M. Melnick. "Peer relationships in boys with attention-deficit hyperactivity disorder with and without comorbid aggression". Development and Psychopathology 7, n.º 4 (1995): 627–47. http://dx.doi.org/10.1017/s0954579400006751.

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AbstractPeer relationship difficulties and peer rejection are common in youngsters with attention-deficit hyperactivity disorder (ADHD), mandating focus on assessment issues, underlying reasons for peer approval and disapproval, links with comorbid aggression, and the mediating role of sociocognitive mechanisms as well as emotion regulation strategies. With previously unfamiliar ADHD and comparison boys who attended naturalistic summer research programs, we found the following: (a) parent and teacher estimates (but not self-reports) showed moderate correspondence with peer-nominated social preference; (b) ADHD boys were more likely than their comparison peers to accept other ADHD agemates; (c) aggression and noncompliance Predominated as self-reported reasons for rejecting agemates in both ADHD and comparison groups, with Perceived similarity the chief mediator of peer acceptance; (d) the high-aggressive subgroup of ADHD boys showed markedly worse peer sociometric status than did ADHD boys without aggression, for whom social isolation was also a predictor of peer reputation; and (e) self-reported social goals of a sensation-seeking nature and observed emotional reactivity characterized high-aggressive boys with ADHD and predicted end-of-program peer disapproval. We discuss implications for normal developmental processes and for intervention efforts.

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Zhang, Demei y Shutao Wang. "The Impact of Peer Attachment on Left-Behind Children’s Pathological Internet Use: A Moderated Mediating Effect Model". International Journal of Environmental Research and Public Health 18, n.º 18 (16 de septiembre de 2021): 9775. http://dx.doi.org/10.3390/ijerph18189775.

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The aim of this study was to determine how left-behind children’s perceived personal rejection and emotional intelligence impact on the relationship between their peer attachment and pathological Internet use in China. Using the cluster random sampling method, a total of 406 left-behind children (aging 12.76 ± 2.13) from six rural primary and secondary schools in mainland China were recruited for the study (202 males and 204 females). The results of the analysis indicated that peer attachment negatively predicted left-behind children’s pathological Internet use. Perceived personal rejection had a mediating effect on the relationship between peer attachment and pathological Internet use, whereas emotional intelligence had a moderating effect on the relationships between peer attachment and perceived personal rejection and between peer attachment and pathological Internet use among these children. Moreover, peer attachment had a greater negative impact on the perceived personal rejection and pathological Internet use of left-behind children with high emotional intelligence compared with those of students with low emotional intelligence. These findings reveal the need for more support and interventions aimed at strengthening peer attachment and emotional intelligence of left-behind primary and secondary children and reducing their perceptions of personal rejection, which, in turn, reduces their pathological Internet use.

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Nesdale, Drew y Anne Lambert. "Effects of experimentally manipulated peer rejection on children's negative affect, self-esteem, and maladaptive social behavior". International Journal of Behavioral Development 31, n.º 2 (marzo de 2007): 115–22. http://dx.doi.org/10.1177/0165025407073579.

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Children ( n = 88) aged 8 and 10 years participated in a minimal group study in which their rejection versus acceptance, by one other person versus a group of three people, was experimentally manipulated. Analysis of their self-reported negative affect, self-esteem, and maladaptive social behavior, revealed that, regardless of the source of the rejection (i.e., an individual versus a group), peer rejection caused a significant increase in the children's negative affect, but had no effect on their self-esteem. The findings also indicated that peer rejection instigated an increased tendency towards maladaptive social behavior, and that the latter effect was fully mediated by the children's negative affect. The implications of the findings for peer-rejection research are discussed.

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Alba, George. "The effect of implicit (vs explicit) rejection on the behavioral intentions of online daters". Online Information Review 45, n.º 5 (11 de febrero de 2021): 930–45. http://dx.doi.org/10.1108/oir-06-2020-0207.

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PurposeOnline dating facilitates both dater interactions and rejections. Given the vast offer of potential mates and daters' limited time, several rejections may occur. On online dating platforms, most of these rejections are simply the absence of a reply (ignoring). The purpose of this paper is to compare the impact of implicit rejection (ignoring) vs explicit rejection (declining) on the behavioral intentions of daters, considering self-esteem as a moderator.Design/methodology/approachExperiment 1 investigated the effect of the extent of rejection (implicit vs explicit vs control) on the behavioral intentions of online daters. Experiment 2 assessed observers' recommended actions to a male (vs female) online dater following rejection (implicit vs explicit vs control).FindingsImplicit rejections generate greater behavioral intentions than explicit rejections. Both daters (study 1) and observers of the dating scenario (study 2) indicated greater intent to revise their profiles (study 1) or recommend a profile revision (study 2) when implicitly (vs explicitly) rejected by interaction partners. Self-esteem moderated the effect of the extent of rejection. Higher levels of self-esteem eliminate and lower levels of self-esteem intensify the effect of the extent of rejection on behavioral intentions. Additionally, observers' recommendations based on the extent of rejection depend on the rejected dater's gender.Originality/valueIgnoring is a frequent practice among dating platform users, and this paper provides an original contribution to better understand the differences stemming from implicit or explicit rejection of online daters.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-06-2020-0207

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Fussner, Lauren M., Aaron M. Luebbe, Kathryn J. Mancini y Stephen P. Becker. "Emotion dysregulation mediates the longitudinal relation between peer rejection and depression". International Journal of Behavioral Development 42, n.º 2 (12 de septiembre de 2016): 155–66. http://dx.doi.org/10.1177/0165025416669062.

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The goal of the current investigation was to test emotion dysregulation as a mechanism explaining the longitudinal association between peer rejection and depressive symptoms across 1 school year in middle childhood and to determine whether this process differed based on gender and grade. Youth in Grades 3 through 6 ( N = 131; 71 girls) and their primary school teachers ( n = 8) were recruited from a Midwestern elementary school. Youth reported on their emotion dysregulation and depressive symptoms at two time points (T1 and T2), approximately 6 months apart. Teachers completed ratings of peer rejection at T1. Peer rejection at T1 predicted youth-report of depressive symptoms at T2, even after controlling for depression at T1. Moderated mediation suggested that change in emotion dysregulation mediated the relation of peer rejection to depressive symptoms over time, but only for older boys. Results underscore the importance of considering gender-specific processes within interpersonal risk models of depression, and provide support for peer rejection as a critical social process shaping emotion regulation in middle childhood.

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Howard, Louise y Greg Wilkinson. "Peer review and editorial decision-making". British Journal of Psychiatry 173, n.º 2 (agosto de 1998): 110–13. http://dx.doi.org/10.1192/bjp.173.2.110.

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IntroductionThis paper describes and analyses the editor's decision-making process at the British Journal of Psychiatry (BJP), and investigates the association between reviewers' assessments and editorial decisions.MethodFour hundred consecutive manuscripts submitted over a six-month period to the BJP were examined prospectively for assessors' comments and editorial decisions on acceptance or rejection. Interrater reliability of assessments was calculated and a logistic regression analysis investigated the effect of the rank allocated by assessors and the comprehensiveness of the assessments on the editor's decision.ResultsThe editor sent 248/400 (62%) manuscripts to assessors for peer review. Kappa for reliability of assessors' rankings was 0.1 indicating poor interrater reliability. Assessors agreed best on whether to reject a paper. A ranking of five (indicating rejection) had the greatest association with editor's rejection (P < 0.001, odds ratio 0.079), and the mean ranking of assessments was also significantly associated with editorial acceptance or rejection (P=0.004, odds ratio 0.24)ConclusionAssessors and editors tend to agree on what is clearly not acceptable for publication but there is less agreement on what is suitable.

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Jankowiak, Barbara y Agata Matysiak-Błaszczyk. "Ryzyko i ochrona w środowisku rówieśniczym. Czyli o znaczeniu relacji koleżeńskich w życiu nastolatków". Studia Edukacyjne, n.º 53 (15 de junio de 2019): 59–73. http://dx.doi.org/10.14746/se.2019.53.4.

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This article is devoted to the issue of peer relations, which are an important developmental factor and affect the welfare of adolescent boys and girls. According to many authors, relationships with peers during adolescence carry not only risk as a consequence of peer pressure to undertake unfavourable behaviors, but may also potentially contribute to well-being and life success. The analysis of available research results helped to distinguish two main risk factors resulting from peer relations, which include: mutual influence and modelling of disadaptive behaviours and rejection by peers. The protective factors, in turn, included: mutual influence and modelling of adaptive behaviours, a sense of happiness resulting from peer relations and compensating for other difficulties through peer relations.

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Lansford, Jennifer E., Kenneth A. Dodge, Reid Griffith Fontaine, John E. Bates y Gregory S. Pettit. "Peer Rejection, Affiliation with Deviant Peers, Delinquency, and Risky Sexual Behavior". Journal of Youth and Adolescence 43, n.º 10 (24 de agosto de 2014): 1742–51. http://dx.doi.org/10.1007/s10964-014-0175-y.

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SCHWARTZ, DAVID, STEVEN A. MCFADYEN–KETCHUM, KENNETH A. DODGE, GREG S. PETTIT y JOHN E. BATES. "Peer group victimization as a predictor of children's behavior problems at home and in school". Development and Psychopathology 10, n.º 1 (marzo de 1998): 87–99. http://dx.doi.org/10.1017/s095457949800131x.

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This study reports a short-term prospective investigation of the role of peer group victimization in the development of children's behavior problems, at home and in school. Sociometric interviews were utilized to assess aggression, victimization by peers, and peer rejection, for 330 children who were in either the third or fourth grade (approximate mean ages of 8–9 years old). Behavior problems were assessed using standardized behavior checklists completed by mothers and teachers. A follow-up assessment of behavior problems was completed 2 years later, when the children were in either the fifth or sixth grade (approximate mean ages of 10–11 years old). Victimization was both concurrently and prospectively associated with externalizing, attention dysregulation, and immature/dependent behavior. Victimization also predicted increases in these difficulties over time, and incremented the prediction in later behavior problems associated with peer rejection and aggression. The results of this investigation demonstrate that victimization in the peer group is an important predictor of later behavioral maladjustment.

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Volling, Brenda L., Carol Mackinnon-Lewis, David Rabiner y Laila P. Baradaran. "Children's social competence and sociometric status: Further exploration of aggression, social withdrawal, and peer rejection". Development and Psychopathology 5, n.º 3 (1993): 459–83. http://dx.doi.org/10.1017/s0954579400004521.

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AbstractSociometric status differences in children's social competence were examined in a sample of elementary school-aged children using teacher ratings and peer nominations. Rejected children evinced significantly fewer competencies (e.g., peer group entry, responses to provocation) than popular, average, or neglected children but differed from controversial children only with respect to their inability to meet established social norms for cooperative behavior and teachers' expectations for classroom behavior. An examination of the heterogeneity of peer-rejected children revealed that rejected-aggressive children were deficient in all aspects of social competence assessed and were most disliked by their peers. Rejected-withdrawn children were seen by peers as most unhappy, whereas rejected-undifferentiated children (i.e., rejected children who were neither highly aggressive nor highly withdrawn) had problems with social withdrawal, disruptive behavior, and socially appropriate behavior. Rejected-aggressive and rejected-withdrawn children had more difficulties with reactive aggression combined with an inability to respond positively to peers than their nonrejected agemates. The need for further research on the heterogeneity of peer-rejected children and the long-term implications for these children are discussed.

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Carr, Deborah. "HOW TO SUCCESSFULLY NAVIGATE A REVISE-AND-RESUBMIT DECISION AND HANDLE REJECTIONS". Innovation in Aging 3, Supplement_1 (noviembre de 2019): S224. http://dx.doi.org/10.1093/geroni/igz038.822.

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Abstract Anyone who has ever submitted a manuscript to a peer-review journal has experienced rejection. Rejection can be demoralizing, for emerging and senior scholars alike, but is especially so for those on the job market and tenure-track. This presentation will explain the manuscript review process and suggest strategies for addressing decisions that include: (1) rejection without peer review (desk reject); (2) revise and resubmit invitations; and (3) rejection after peer review. Fixable problems (e.g., editorial, conceptual, minor methodological issues) will be distinguished from non-fixable problems (e.g., small sample size, flawed design). Advice will focus on how to successfully revise and resubmit a manuscript; how to write an effective revision memo; how to develop a “plan B” for a rejected article; and how to manage the emotional sting of rejection.

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Lansford, Jennifer E., Patrick S. Malone, Kenneth A. Dodge, Gregory S. Pettit y John E. Bates. "Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood". Development and Psychopathology 22, n.º 3 (24 de junio de 2010): 593–602. http://dx.doi.org/10.1017/s0954579410000301.

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AbstractThis study tested a developmental cascade model of peer rejection, social information processing (SIP), and aggression using data from 585 children assessed at 12 time points from kindergarten through Grade 3. Peer rejection had direct effects on subsequent SIP problems and aggression. SIP had direct effects on subsequent peer rejection and aggression. Aggression had direct effects on subsequent peer rejection. Each construct also had indirect effects on each of the other constructs. These findings advance the literature beyond a simple mediation approach by demonstrating how each construct effects changes in the others in a snowballing cycle over time. The progressions of SIP problems and aggression cascaded through lower liking, and both better SIP skills and lower aggression facilitated the progress of social preference. Findings are discussed in terms of the dynamic, developmental relations among social environments, cognitions, and behavioral adjustment.

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GRUS, CATHERINE L. "Conduct Disorder: Relationships To Early Peer Rejection". Journal of Developmental & Behavioral Pediatrics 23, n.º 5 (octubre de 2002): 392. http://dx.doi.org/10.1097/00004703-200210000-00025.

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Farmer, Thomas W. "Misconceptions of Peer Rejection and Problem Behavior". Remedial and Special Education 21, n.º 4 (julio de 2000): 194–208. http://dx.doi.org/10.1177/074193250002100401.

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Punwani, Manisha y Peter Metz. "Peer Rejection: Developmental Processes and Intervention Strategies". Journal of the American Academy of Child & Adolescent Psychiatry 44, n.º 11 (noviembre de 2005): 1204–5. http://dx.doi.org/10.1097/01.chi.0000179054.69666.ba.

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Joiner Jr, Thomas E. "Defensiveness predicts peer rejection of depressed children". Behaviour Research and Therapy 39, n.º 8 (agosto de 2001): 929–38. http://dx.doi.org/10.1016/s0005-7967(00)00066-8.

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