Peer rejection as an antecedent of young children's school adjustment: an examination of mediating processes.

By Eric S. Buhs, G. Ladd. Developmental Psychology, 2001

755 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9648ad464feca5a26ccb16f37359f88bd183cae4

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Citations in the corpus

The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “…persistence, behavioral aspects of attention (such as making eye contact, learning forward during discussions), and self-directed academic behavior such as exhibiting resiliency in the face of obstacles, and purposefully seeking out information without prompting or assistance (Buhs & Ladd, 2001).”
Theory of mind: The state of the art* (2018, positive): “These positive relationships in turn, foster academic progress (Buhs & Ladd, 2001; Rubin, Bukowski, & Parker, 2006; Wentzel, 2003).”
Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? (2006, background): “…that children with poorer social skills are more likely to have difficulties with peer relationships, and thus, indirectly, with school adjustment (Buhs & Ladd, 2001; Dekovic & Gerris, 1994; Hernandez, 2003; Keane & Calkins, 2004; Kupersmidt, Coie, & Dodge, 1990; Newcomb, Bukowski, & Pattee,…”
Social causes and consequences of rejection sensitivity. (2007, background): “Being rejected by one’s peers is a potent predictor of both current and future relational difficulties (Boivin, Hymel, & Burkowski, 1995; Buhs & Ladd, 2001; Coie & Asher, 1990; Dodge et al., 2003; Parker & Asher, 1987).”
Attachment in the Classroom (2009, background): “…and test scores, more reading and learning disabilities, more attention and thought problems, and greater risk of dropping out (Bub et al. 2007; Buhs and Ladd 2001; Dishion et al. 1991; French and Conrad 2001; Horn and Packard 1985; Hymel et al. 2002; Ladd and Burgess 2001; Malecki and Elliot…”
How Can We Improve School Discipline? (2010, background): “…supports the importance of school bonding and supportive relations between teachers and students (e.g., Hamre educational ReseaRcheR52 & Pianta, 2006; Hawkins, Farrington, & Catalano, 1998; Osterman, 2000), as well as developing positive peer relationships (Buhs & Ladd, 2001; Rubin et al., 2006).”
Social Context Influences on Children's Rejection by Their Peers (2010, neutral): “That elementary school children with the lowest academic achievement in their classroom are highly likely to also be peer-rejected (Buhs & Ladd, 2001) suggests the relevance that classroom academic stratification has for social stratification.”
Ethnic school composition and peer victimization: A focus on the interethnic school climate (2011, positive): “These non-cognitive outcomes are not only very important because pupils have the right to feel good at school, but also because they might have an impact on cognitive outcomes (Buhs & Ladd, 2001).”
Evidence for Another Response to Ostracism (2016, background): “Rejected children show decrements in classroom participation and express a desire to avoid school (Buhs & Ladd, 2001).”
Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study. (2008, background): “…1989; Ryan, Stiller, & Lynch, 1994; Skinner & Belmont, 1993), behavioral engagement has tended to be the focus of research with elementary students (Alexander, Entwisle, & Dauber, 1993; Birch & Ladd, 1997; Buhs & Ladd, 2001; Miles & Stipek, 2006) and is the focus of the current study.”
It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents (2015, background): “…findings, research has shown that students who feel rejected in school often feel depressed and helpless while learning because of social isolation (Buhs & Ladd, 2001; Buhs, Ladd, & Herald, 2006), and they tend to have low academic achievement (Bellmore, 2011; Coie, 1990; Hinshaw, 1992; Masten et…”
Bullying and Victimization Among Boys and Girls in Middle School (2009, background): “Those who are less engaged in classroom activities due to socioemotional difficulties perform more poorly academically and are subject to problematic relationships at school (e.g., Brody et al., 2006; Buhs & Ladd, 2001; Buhs, Ladd, & Herald, 2006).”
Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes☆ (2005, methodology): “Researchers have linked aspects of peer relationships to subsequent peer treatment, classroom engagement patterns, selfconcept, and academic adjustment (e.g. Buhs & Ladd, 2001; Rubin, Bukowski, & Parker, 1998; Wentzel & Caldwell, 1997).”