Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?

By Eric S. Buhs, G. Ladd, Sarah L. Herald. 2006

927 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c6d1073217e81a317847dff6854734f02a45882f

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. (2015, background): “…it is across the kindergarten year or further into the early grades, children who are chronically victimized through the ﬁrst years of elementary school are less happy in school (Arseneault et al., 2006), and understandably, avoid school (Buhs, Ladd, & Herald, 2006; Kochenderfer & Ladd, 1996).”
The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade (2012, background): “Peer exclusion measures how often children are ignored or avoided within the classroom context (Buhs et al., 2006).”
Peer Victimization and Academic Achievement in a Multiethnic Sample: The Role of Perceived Academic Self-Efficacy (2008, methodology): “However, our analysis and interpretation of the direction of effects is consistent with theoretical expectations and with longitudinal findings of victimization being a cause rather than a consequence of low achievement outcomes (Buhs et al., 2006; Juvonen et al., 2000; Schwartz et al., 2005).”
The impact of peer relations on academic progress in junior high (2006, background): “However, Buhs and Ladd (2001) and Buhs et al. (2006) found that (chronic) peer exclusion and classroom participation partially mediated the link between peer rejection and academic outcomes.”
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “Elementary school students who are rejected by their classmates display lower classroom participation, demonstrate greater school avoidance (Ladd, Herald-Brown, & Reiser, 2008), and receive lower grades (Buhs et al., 2006).”
The effects of peer ostracism on children's cognitive processes (2012, background): “Previous research has found that children subject to frequent exclusion by peers are at risk of becoming disengaged from classroom activities, and exhibit poor academic achievement in later years (Buhs et al., 2006).”
Contributions of Attentional Control to Socioemotional and Academic Development (2010, background): “For instance, there is evidence that peer rejection leads to decreases in classroom participation and to lower rates of achievement in childhood ( Buhs, Ladd, & Herald, 2006 ).”