Current Search: Rejection Psychology in children (x)
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- Title
- MODERATED LONGITUDINAL ASSOCIATIONS BETWEEN PEER REJECTION AND WEIGHT CONCERNS IN PRIMARY SCHOOL CHILDREN.
- Creator
- Herrmann, Emily N., Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Weight concerns challenge the well-being of many children and adolescents. As many as 70% of children report body dissatisfaction (Tatangelo et al., 2016). By adolescence, weight concerns are normative (Davison et al., 2003; Field et al., 1999). Negative weight-related cognitions are troublesome because they lead to emotional and behavioral maladaptive functioning and most importantly, unhealthy weight-control behaviors (Neumark-Sztainer et al., 2006; ter Bogt et al., 2006). Rejected children...
Show moreWeight concerns challenge the well-being of many children and adolescents. As many as 70% of children report body dissatisfaction (Tatangelo et al., 2016). By adolescence, weight concerns are normative (Davison et al., 2003; Field et al., 1999). Negative weight-related cognitions are troublesome because they lead to emotional and behavioral maladaptive functioning and most importantly, unhealthy weight-control behaviors (Neumark-Sztainer et al., 2006; ter Bogt et al., 2006). Rejected children are especially at risk for body dissatisfaction, however the order of effects is not clear (Mikami & Hinshaw, 2006; Rancourt & Prinstein, 2010). Regression analyses were conducted to test the hypothesis that peer rejection predicts weight concerns in primary school age children, and that this association is moderated by emotional and conduct problems. Results indicated that peer rejection predicted weight concerns in 5th grade children, and low emotional problems strengthened this association; conduct problems predicted weight concerns in 3rd grade children.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013835
- Subject Headings
- School children, Weight Concern, Rejection (Psychology) in children.
- Format
- Document (PDF)
- Title
- Demonstration Motivation Encourages Aggressive Reactions To Peer Rejection and Victimization.
- Creator
- Aults, Christopher D., Perry, David G., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Some, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by...
Show moreSome, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by peers as particularly frustrating, humiliating, and shameful, and these reactions increase the children’s threshold for exhibiting aggression during peer interactions. Participants were 195 children in the fourth through seventh grades of a school serving an ethnically and racially diverse student population (94 girls and 101 boys; M age = 10.1 years). Children completed self- and peer-report questionnaires in the fall and spring of a school year. Measures included rejection and victimization by peers, demonstration self-guides (narcissism, self-efficacy for demonstration attributes, felt pressure for gender conformity, and sexist ideology), aggression toward peers, and other variables testing secondary hypotheses. Consistent with the focal hypothesis, children with demonstration self-guides were more likely than other children to increase their aggression following peer rejection or victimization. However, this result was more common for girls than for boys; for boys, increased aggression more often reflected additive rather than interactive effects of peer rejection/victimization and demonstration motivation. Support for the focal hypothesis also depended on additional moderator variables, including gender of the peer group rejecting or victimizing the child, the nature of the demonstration self-guide, and gender of the target of the child’s own aggression.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004646
- Subject Headings
- Aggressiveness in children -- Evaluation, Behavior disorders in children, Bullying in schools, Child psychopathology, Conduct disorders in children, Interpersonal relations -- Psychological aspects, Rejection (Psychology) in children
- Format
- Document (PDF)
