Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes☆

By Eric S. Buhs. 2005

233 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/28ef552875d6515b10da2327aab4139bd5402458

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

School functioning in early adolescence : Gender-linked responses to peer victimization (2007, background): “Not surprisingly, research with kindergarten through middle-school students indicates that peer victimization interferes with concurrent and prospective school functioning, including engagement in learning activities, attitudes toward school and teachers, and achievement (Buhs, 2005; Buhs, Ladd, & H”
Support, belonging, motivation, and engagement in the college classroom: a mixed method study (2014, background): “that students with greater perceptions of support from various sources, such as peers and instructors, generally have less distress (Anderman 2002; Buhs 2005; Wentzel 1997, 1998) and higher levels of academic engagement and achievement (Anderman 2002; Buhs 2005; Connell et al. 1994; Umbach and Wawrz”
Peer relationships as a context for the development of school engagement during early adolescence (2011, background): “Although researchers have examined separately the effects of peer characteristics such as acceptance and rejection (Buhs, 2005), peer group attitudes (Crosnoe, Riegle-Crumb, Field, Frank, & Muller, 2008; Kindermann, 2007), and peer culture (Ogbu, 2003), very few studies have compared the relative st”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, methodology): “Following this line of reasoning, Buhs (2005) found that fifth graders’ experiences of peer rejection, victimization, and exclusion negatively predicted their self-perceived academic competence later in the school year.”