國立虎尾科技大學 |

Peer Rejection and Academic Performance in the Link between Aggression and Depressive Symptoms : = A Longitudinal Examination of Alternative Developmental Pathways.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Peer Rejection and Academic Performance in the Link between Aggression and Depressive Symptoms :/
其他題名:	A Longitudinal Examination of Alternative Developmental Pathways.
作者:	Evans, Spencer C.
面頁冊數:	1 online resource (93 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: B.
Contained By:	Dissertation Abstracts International79-03B(E).
標題:	Clinical psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355350685

Peer Rejection and Academic Performance in the Link between Aggression and Depressive Symptoms : = A Longitudinal Examination of Alternative Developmental Pathways.
Evans, Spencer C.

Peer Rejection and Academic Performance in the Link between Aggression and Depressive Symptoms :A Longitudinal Examination of Alternative Developmental Pathways. - 1 online resource (93 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: B.

Thesis (Ph.D.)--University of Kansas, 2017.

Includes bibliographical references

BACKGROUND: The failure model posits that peer rejection and poor academic performance may account for the longitudinal association between children's aggressive behavior and subsequent depressive symptoms. However, the theory is unclear and evidence is mixed regarding the temporal sequence, relative magnitude, and possible interaction of these two mediators. Incorporating the functions of aggressive behavior may shed further light on these developmental pathways given that reactive, but not proactive, aggression is particularly associated with depressive symptoms and poor social and academic functioning. The present study investigated alternative pathways from early reactive aggression to subsequent peer rejection, academic performance, and depressive symptoms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355350685Subjects--Topical Terms:

649607
Clinical psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Peer Rejection and Academic Performance in the Link between Aggression and Depressive Symptoms : = A Longitudinal Examination of Alternative Developmental Pathways.
LDR:03903ntm a2200385Ki 4500 001 917484
005 20181022104647.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355350685
035 $a (MiAaPQ)AAI10191063
035 $a (MiAaPQ)ku:14829
035 $a AAI10191063
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Evans, Spencer C. $3 1191545
245 1 0 $a Peer Rejection and Academic Performance in the Link between Aggression and Depressive Symptoms : $b A Longitudinal Examination of Alternative Developmental Pathways.
264 0 $c 2017
300 $a 1 online resource (93 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: B.
500 $a Adviser: Paula J. Fite.
502 $a Thesis (Ph.D.)--University of Kansas, 2017.
504 $a Includes bibliographical references
520 $a BACKGROUND: The failure model posits that peer rejection and poor academic performance may account for the longitudinal association between children's aggressive behavior and subsequent depressive symptoms. However, the theory is unclear and evidence is mixed regarding the temporal sequence, relative magnitude, and possible interaction of these two mediators. Incorporating the functions of aggressive behavior may shed further light on these developmental pathways given that reactive, but not proactive, aggression is particularly associated with depressive symptoms and poor social and academic functioning. The present study investigated alternative pathways from early reactive aggression to subsequent peer rejection, academic performance, and depressive symptoms.
520 $a METHOD: A school sample of children (N = 963; ages 6-12; 49% female) was assessed annually by their primary classroom teachers over three years. Ratings of proactive and reactive aggression, peer rejection, academic performance, and depressive symptoms were collected. Following an accelerated design, path models were estimated to examine peer rejection and academic performance as developmental pathways from aggression subtypes in first grade to depressive symptoms in fifth grade. Developmental cascade sequences, interactions, and gender differences were also examined.
520 $a RESULTS: Reactive aggression in first grade predicted peer rejection and poor academic performance in third grade, whereas proactive aggression predicted better academic performance. For girls, proactive aggression predicted lower peer rejection, and the path from reactive aggression to peer rejection was stronger than it was for boys. From third to fifth grade, peer rejection predicted subsequent depressive symptoms for boys only. The direct and moderated academic pathways to depressive symptoms were nonsignificant.
520 $a CONCLUSIONS: Results provide partial support for the failure model, particularly for the developmental pathways from reactive aggression to peer rejection to depressive symptoms. These findings highlight the importance of reactive aggression and peer functioning as key developmental mechanisms during middle childhood and as possible targets for assessment and intervention in the school context. Early reactive aggression appears to be a central risk factor for social and academic problems, while peer rejection in third grade appears to be a risk factor for depressive symptoms for boys. Limitations and implications for future research are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Clinical psychology. $3 649607
650 4 $a Developmental psychology. $3 557458
650 4 $a Psychology. $3 555998
655 7 $a Electronic books. $2 local $3 554714
690 $a 0622
690 $a 0620
690 $a 0621
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Kansas. $b Clinical Child Psychology. $3 1191546
773 0 $t Dissertation Abstracts International $g 79-03B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10191063 $z click for full text (PQDT)