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Self-perceived Loneliness and Social Acceptance by Peers: Adjustment and Early Predictors
Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Psychology.
Article in journal (Refereed) Submitted
Identifiers
URN: urn:nbn:se:uu:diva-94606OAI: oai:DiVA.org:uu-94606DiVA: diva2:168504
Available from: 2006-05-17 Created: 2006-05-17Bibliographically approved
In thesis
1. Warriors and Worriers: Development, Protective and Exacerbating Factors in Children with Behavior Problems. A Study Across the First Six Years of School
Open this publication in new window or tab >>Warriors and Worriers: Development, Protective and Exacerbating Factors in Children with Behavior Problems. A Study Across the First Six Years of School
2006 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Various aspects of elementary school children's behavior problems were investigated in four studies. In Study I, teachers’ perceived low control over the classroom situation and a custodial teacher orientation were associated with teachers' (n = 86) preferences for authoritarian strategies (e.g., firm commands) in handling externalizing child behavior problems. Further, perceived high control and a humanistic teacher orientation were associated with non-authoritarian strategies (e.g., reasoning with students). In Study II, the aim was to investigate prospectively teacher-child interactions and teacher-child perceptions of the relationship between children with externalizing (n=26) and internalizing (n=25) behavior problems and unproblematic children (n=44) in the first grade. Children with behavior problems had a higher frequency of negative teacher relationships than unproblematic children. Observed conflictual children-teacher interactions contributed to negative teacher relationships independent of problem status. The moderating effects of social competence were small. In Study III, the principal aim was to investigate whether the children’s social competence, relationships with teachers and behavior with peers functioned as protective or exacerbating factors regarding the adaptation of children with behavior problems. Children with externalizing and internalizing behavior problems, in comparison with unproblematic children, were lower in social competence, school achievement and peer acceptance in sixth grade. There were moderating and independent effects of social competence and teacher and peer relationships on outcomes, but these were mainly restricted to those children with internalizing problems. The primary aim of Study IV was to investigate the social and school adjustment of six-grade children experiencing feelings of loneliness and low peer acceptance. Totally, 808 children participated, and 323 of these children had been followed from grade 1 to grade 6. The results indicated that loneliness was most strongly predicted by early internalizing problems, whereas poor acceptance was predicted by early externalizing problems and poor social competence. Associations between loneliness and low peer acceptance and other adjustment difficulties were also observed. In conclusion, children with behavior problems risk negative relationships as well as other adjustment problems. Early interventions are important in strengthening the protective factors.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2006. 130 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 14
Keyword
Psychology, Externalizing behavior problems, Internalizing behavior problems, Social competence, Self-esteem, Teacher-child relationships, Peer relationships, School achievement, Loneliness, Teacher strategies, Psykologi
Identifiers
urn:nbn:se:uu:diva-6926 (URN)91-554-6587-0 (ISBN)
Public defence
2006-06-07, Sal IV, Universitetshuset, -, Uppsala, 13:15
Opponent
Supervisors
Available from: 2006-05-17 Created: 2006-05-17Bibliographically approved

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