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Two studies were conducted to investigate cross-informant measures of children's peer victimization. In Study 1, self- and peer reports of victimization were compared for 197 children from Kindergarten (M age = 5.73) to Grade 4. Before Grade 2, peer reports were less reliable than self-reports and were poor estimators of relational adjustment. In Study 2,(More)
A diathesis-stress model was proposed in which the joint forces of individual vulnerability (anxious solitude) and interpersonal adversity (peer exclusion) predict depressive symptoms in children over time. Children's (N = 388; 50% female) social behavior, peer exclusion, and emotional adjustment were assessed at kindergarten entry and every spring(More)
This study examined features of parenting behavior and the parent-child relationship as correlates of peer victimization in young children. A sample of 197 kindergartners (94 girls and 103 boys) and their primary caregivers were videotaped in their homes while engaging in multiple interactional tasks, and peer victimization data were gathered on children as(More)
The aim of the current investigation was to identify victimized children's responses to peers' aggression that may be associated with reduced versus persistent victimization. To address this aim, 199 5-6-year-old children (96 boys, 103 girls) were interviewed twice during kindergarten (fall and spring) about their own victimization experiences and peers'(More)
Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (school liking-avoidance) engagement were assessed during Grades 1-3 and examined within variable- and person-oriented(More)
This review demarcates major periods of empirical activity and accomplishment (i.e. "generations") in research on children's peer relations and social competence during recent decades and identifies the investigative agendas that were dominant or ascendant during these periods. A sampling of studies that were conducted during the most recent generation of(More)
A longitudinal investigation was conducted to explicate how the confluence of early behavioral dispositions, relational histories, and cognitive representations of the self and others contributes to internalizing problems, externalizing problems, and loneliness. One-hundred and ninety three girls, and 206 boys were assessed annually from age 5(More)
Relations between kindergartners' (N = 199; M age = 5 years 6 months) behavioral orientations and features of their 1st-grade teacher-child relationships (i.e., conflict, closeness, dependency) were examined longitudinally. Early behavioral orientations predicted teacher-child relationship quality in that (a) unique associations emerged between children's(More)
Connectedness and autonomy support in the parent-child relationship are constructs that emerge from object relations and attachment theories but that overlap with other commonly studied qualities of parent-child relationships to provide a unifying focus for research in this domain. In this study, these constructs were examined in relation to children's(More)
A longitudinal investigation was conducted to explicate the network of associations between depressive symptoms and peer difficulties among 486 fourth through sixth graders (M = 9.93 years). Parent and teacher reports of depressive symptoms; peer, self, and teacher reports of victimization; and peer reports of peer acceptance were obtained. A systematic(More)