Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-18T21:12:10.522Z Has data issue: false hasContentIssue false
  • English
  • Français

Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood

Published online by Cambridge University Press:  24 June 2010

Jennifer E. Lansford ,
Patrick S. Malone ,
Kenneth A. Dodge ,
Gregory S. Pettit  and
John E. Bates
Jennifer E. Lansford*
Affiliation:
Duke University
Patrick S. Malone
Affiliation:
University of South Carolina
Kenneth A. Dodge
Affiliation:
Duke University
Gregory S. Pettit
Affiliation:
Auburn University
John E. Bates
Affiliation:
Indiana University
*
Address correspondence and reprint requests to: Jennifer E. Lansford, Center for Child and Family Policy, Duke University, Box 90545, Durham, NC 27708; E-mail: [email protected].
Get access Rights & Permissions [Opens in a new window]

Abstract

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.

Type
Regular Articles
Information
Development and Psychopathology , Volume 22 , Issue 3: Developmental Cascades: Part 1 , August 2010 , pp. 593 - 602
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T. M. (1991). Integrative guide for the 1991 CBCL 14–18, YSR, and TRF profiles. Burlington, VT: University of Vermont, Department of Psychiatry.Google Scholar
Asarnow, J. R., & Callan, J. W. (1985). Boys with peer adjustment problems: Social cognitive processes. Journal of Consulting and Clinical Psychology, 53, 80–87.CrossRefGoogle ScholarPubMed
Bierman, K. L., Smoot, D. L., & Aumiller, K. (1993). Characteristics of aggressive-rejected, aggressive (nonrejected), and rejected (nonaggressive) boys. Child Development, 64, 139–151.CrossRefGoogle ScholarPubMed
Bollen, K. A., & Stine, R. (1990). Direct and indirect effects: Classical and bootstrap estimates of variability. In Clogg, C. C. (Ed.), Sociological methodology (pp. 115–140). Oxford: Basil Blackwell.Google Scholar
Burt, K. B., Obradović, J., Long, J. D., & Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79, 359–374.CrossRefGoogle ScholarPubMed
Cairns, R. B., Cairns, B. D., Neckerman, H. J., Gest, S., & Gariepy, J.-L. (1988). Social networks and aggressive behavior: Peer support or peer rejection? Developmental Psychology, 24, 815–823.Google Scholar
Coie, J. D., Dodge, K. A., & Coppotelli, H. A. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557–569.CrossRefGoogle Scholar
Coie, J. D., Dodge, K. A., & Kupersmidt, J. (1990). Peer group behavior and social status. In Asher, S. R. & Coie, J. D. (Eds.), Peer rejection in childhood (pp. 17–59). New York: Cambridge University Press.Google Scholar
Coie, J. D., Lochman, J. E., Terry, R., & Hyman, C. (1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal of Consulting and Clinical Psychology, 60, 783–792.CrossRefGoogle ScholarPubMed
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74–101.CrossRefGoogle Scholar
Crick, N. R., & Ladd, G. W. (1990). Children's perceptions of the outcomes of aggressive strategies: Do the ends justify being mean? Developmental Psychology, 26, 612–620.CrossRefGoogle Scholar
Davis-Kean, P. E., Huesmann, L. R., Jager, J., Collins, W. A., Bates, J. E., & Lansford, J. E. (2008). Changes in the relation of self-efficacy beliefs and behaviors across development. Child Development, 79, 1257–1269.CrossRefGoogle ScholarPubMed
Dodge, K. A., Bates, J. E., & Pettit, G. S. (1990). Mechanisms in the cycle of violence. Science, 250, 1678–1683.CrossRefGoogle ScholarPubMed
Dodge, K. A., & Crick, N. R. (1990). Social information-processing bases of aggressive behavior in children. Personality and Social Psychology Bulletin, 16, 8–22.Google Scholar
Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393.CrossRefGoogle ScholarPubMed
Dodge, K. A., McClaskey, C. L., & Feldman, E. (1985). A situational approach to the assessment of social competence in children. Journal of Consulting and Clinical Psychology, 53, 334–353.Google Scholar
Dodge, K. A., Pettit, G. S., Bates, J. E., & Valente, E. (1995). Social information-processing patterns partially mediate the effect of early physical abuse on later conduct problems. Journal of Abnormal Psychology, 104, 632–643.CrossRefGoogle ScholarPubMed
Dodge, K. A., Price, J. M., Bachorowski, J., & Newman, J. P. (1990). Hostile attributional biases in severely aggressive adolescents. Journal of Abnormal Psychology, 99, 385–392.CrossRefGoogle ScholarPubMed
Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS Curriculum. Development and Psychopathology, 7, 117–136.Google Scholar
Huesmann, L. R., Eron, L. D., Lefkowitz, M. M., & Walder, L. O. (1984). Stability of aggression over time and generations. Developmental Psychology, 20, 1120–1134.CrossRefGoogle Scholar
Huesmann, L. R., & Guerra, N. G. (1997). Children's normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72, 408–419.Google Scholar
Jiang, X. L., & Cillessen, A. H. N. (2005). Stability of continuous measures of sociometric status: A meta-analysis. Developmental Review, 25, 1–25.CrossRefGoogle Scholar
Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review of Psychology, 50, 333–359.CrossRefGoogle ScholarPubMed
Lansford, J. E., Miller-Johnson, S., Berlin, L. J., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2007). Early physical abuse and later violent delinquency: A prospective longitudinal study. Child Maltreatment, 12, 233–245.CrossRefGoogle ScholarPubMed
MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7, 83–104.CrossRefGoogle ScholarPubMed
Masten, A. S., Burt, K. B., & Coatsworth, J. D. (2006). Competence and psychopathology in development. In Cicchetti, D. & Cohen, D. J. (Eds.), Developmental psychopathology (Vol. 3, 2nd ed., pp. 696–738). Hoboken, NJ: Wiley.Google Scholar
Muthén, L., & Muthén, B. (2008). Mplus user's guide. Los Angeles: Author.Google Scholar
Newcomb, A. F., & Bukowski, W. M. (1983). Social impact and social preference as determinants of children's group status. Developmental Psychology, 19, 856–867.CrossRefGoogle Scholar
Olweus, D. (1979). Stability of aggressive reaction patterns in males: A review. Psychological Bulletin, 86, 852–875.CrossRefGoogle ScholarPubMed
Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low accepted children “at risk”? Psychological Bulletin, 102, 357–389.Google Scholar
Parsons, J. E., & Ruble, D. N. (1977). The development of achievement-related expectancies. Child Development, 48, 1075–1079.CrossRefGoogle Scholar
Rabiner, D. L., Coie, J. D., Miller-Johnson, S., Boykin, A.-S. M., & Lochman, J. E. (2005). Predicting the persistence of aggressive offending of African American males from adolescence into young adulthood: The importance of peer relations, aggressive behavior, and ADHD symptoms. Journal of Emotional and Behavioral Disorders, 13, 131–140.Google Scholar
Rodkin, P. C., Farmer, T. W., Pearl, R., & VanAcker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14–24.CrossRefGoogle ScholarPubMed
Sameroff, A. J., & Haith, M. M. (1986). The five to seven year shift. Chicago: University of Chicago Press.Google Scholar
Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147–177.CrossRefGoogle ScholarPubMed
Spencer, F. H., & Bornholt, L. (2003). A model of children's cognitive functioning and cognitive self concepts. Australian Journal of Learning Disabilities, 8, 4–8.CrossRefGoogle Scholar
Trachtenberg, S., & Viken, R. J. (1994). Aggressive boys in the classroom: Biased attributions or shared perceptions? Child Development, 65, 829–835.CrossRefGoogle ScholarPubMed
Waldman, I. D. (1996). Aggressive boys’ hostile perceptual and response biases: The role of attention and impulsivity. Child Development, 67, 1015–1033.CrossRefGoogle ScholarPubMed
Weiss, B., Dodge, K. A., Bates, J. E., & Pettit, G. S. (1992). Some consequences of early harsh discipline: Child aggression and a maladaptive social information processing style. Child Development, 63, 1321–1335.CrossRefGoogle Scholar
White, S. H. (1965). Evidence for a hierarchical arrangement of learning processes. In Lipsitt, L. P. & Spiker, C. C. (Eds.), Advances in child development and behavior. New York: Academic Press.Google Scholar