The Role of Chronic Peer Difficulties in the Development of Children's Psychological Adjustment Problems

TLDR

The study longitudinally examined how early behavior, relational history, and self/other representations predict internalizing, externalizing, and loneliness problems. The study followed 393 children (193 girls, 206 boys) annually from kindergarten to fourth grade. Results showed that early aggression predicted Grade 4 maladjustment directly and via relational stressors, chronic friendlessness and rejection were linked to later adaptation beyond concurrent relational difficulties, and self‑ and peer beliefs partially mediated the link between peer difficulties and internalizing problems and loneliness, underscoring the value of child‑by‑environment models.

Abstract

A longitudinal investigation was conducted to explicate how the confluence of early behavioral dispositions, relational histories, and cognitive representations of the self and others contributes to internalizing problems, externalizing problems, and loneliness. One‐hundred and ninety three girls, and 206 boys were assessed annually from age 5 (kindergarten) to age 10 (Grade 4). Early aggressive behavior was related to Grade 4 maladjustment directly and indirectly through subsequent relational stressors. Significant associations emerged between chronic friendlessness and rejection and later adaptation not accounted for by concurrent relational difficulties. Self‐ and peer beliefs partially mediated the relation between peer difficulties and internalizing problems and loneliness. The results highlight the utility of child‐by‐environment models as a guide for the investigation of processes that antecede psychosocial maladjustment.