Developmental Psychology · 1997 · 244 citations · 0 references
Social SciencesPsychologySocial PsychologySelfSocial CognitionSocial PerceptionPeer Group DynamicsPeer InfluencePeer InteractionPeer RelationsPeer RelationshipsSelf-evaluation ProcessesPeer ConnectednessPeer EffectsPeer LikingSocial SelfSocial Self-concept
The study tested a social process model linking aggression and withdrawal to negative social self‑perceptions. The authors assessed 793 children aged 8–10 using peer‑rated aggression, withdrawal, status, victimization, affiliation, and self‑reported loneliness, perceived acceptance, and behavior‑conduct, testing direct and indirect pathways in the model. The model was confirmed for social self‑perceptions, with withdrawn behavior uniquely predicting them and negative peer status and victimization mediating the effects on loneliness and perceived acceptance, while perceived behavior‑conduct and classroom affiliations were not supported.
This study evaluated a social process model describing how aggression and withdrawal lead to negative social self-perceptions. The model posited both direct (i.e., cognitions associated with withdrawal) and indirect (i.e., mediations of negative peer status and peer experiences) influences. Eight- to 10-year-old children (n = 793) completed peer assessment measures of aggression, withdrawal, peer status, victimization and affiliations, and self-reports of loneliness, perceived acceptance, and perceived behavior-conduct. As expected, the model was supported for social self-perceptions but not for perceived behavior-conduct. Withdrawn behavior uniquely predicted social self-perceptions. Both negative peer status and peer victimization successively mediated the impact of social behavior on loneliness and perceived acceptance. Classroom affiliations did not mediate social self-perceptions.