Examining the components of children's peer liking as antecedents of school adjustment

BETTS, L.R., ROTENBERG, K.J., TRUEMAN, M. and STILLER, J., 2012. Examining the components of children's peer liking as antecedents of school adjustment. British Journal of Developmental Psychology, 30 (2), pp. 303-325. ISSN 0261-510X

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Abstract

Children’s social interactions with their peers influence their psychosocial adjustment; consequently, the relationship between class-wide peer liking, same-gender peer liking, and school adjustment was explored in two age groups. Peer liking was analysed using the social relations model (SRM). In Study 1, 205 children (103 female and 102 male, Mage = 7.15, SD = 7 months) completed measures of peer liking and school adjustment, and teachers completed the Short-Form TRSSA. In Study 2, 197 children (98 female and 90 male, Mage = 9.87, SD = 5.9 months) completed measures of peer liking and school adjustment. Both studies yielded evidence of reciprocal liking and individual differences in the ratings of liking awarded to, and elicited from, both peer groups. Multigroup path analysis, with groups created according to gender, revealed that elements of liking predicted different aspects of school adjustment with some variation according to age and gender. Together, these findings suggest that the SRM can be used to examine peer liking and underscore the importance of children’s peers for school adjustment.

Item Type: Journal article
Publication Title: British Journal of Developmental Psychology
Creators: Betts, L.R., Rotenberg, K.J., Trueman, M. and Stiller, J.
Publisher: Wiley
Date: 2012
Volume: 30
Number: 2
ISSN: 0261-510X
Identifiers:
NumberType
10.1111/j.2044-835X.2011.02041.xDOI
Divisions: Schools > School of Social Sciences
Depositing User: EPrints Services
Date Added: 09 Oct 2015 10:26
Last Modified: 09 Jun 2017 13:29
URI: http://irep.ntu.ac.uk/id/eprint/12887

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