Journal
DEVELOPMENT AND PSYCHOPATHOLOGY
Volume 22, Issue 3, Pages 593-602Publisher
CAMBRIDGE UNIV PRESS
DOI: 10.1017/S0954579410000301
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Funding
- NICHD NIH HHS [R01 HD030572, R01 HD030572-05] Funding Source: Medline
- NIDA NIH HHS [2K05 DA015226, K01 DA024116, DA016903, R01 DA016903-01, K05 DA015226-01, R01 DA016903, K05 DA015226] Funding Source: Medline
- NIMH NIH HHS [R01 MH057024-02, R01 MH057024, R01 MH057095-02, MH57024, R01 MH042498, R01 MH056961, R01 MH056961-02, R01 MH057095, MH57095, MH56961] Funding Source: Medline
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This 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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