Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers

• Autores: Jantine L. Spilt, Pol A. C. van Lier, Geertje Leflot, Patrick Onghena, Hilde Colpin
• Localización: Child development, ISSN 0009-3920, Vol. 85, Nº. 3, 2014, págs. 1248-1256
• Idioma: inglés
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• Dialnet Métricas: 3 Citas
• Resumen

  • This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children's social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children's social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children's self-concept, thereby mitigating its indirect effects on internalizing problems.