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Chronic and severe peer rejection: Impact on children's engagement in school.

机译：长期和严重的同伴排斥：对儿童参与学校的影响。

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Children's histories of chronic and/or severe peer group rejection were used to predict changes in their school engagement trajectories. It was hypothesized that longer periods of sustained rejection, higher levels of rejection, or a combination of these two would predict declining school engagement, as reflected in children's classroom participation trajectories. Cooperative and independent participation were assessed in the spring of every year from kindergarten through ninth grade by teacher report.; Growth curve analyses were computed to test the hypotheses that children exposed to chronic rejection and those exposed to severe levels of rejection would evidence greater declines in engagement. It was also predicted that a combination of both chronic and severe rejection would predispose children to particularly poor participation trajectories.; Results indicated significant initial status differences and significant linear change for cooperative and independent participation. Findings revealed that (a) children who were chronically rejected were at greater risk for lower classroom participation than children who were transiently rejected; (b) severe rejection was more strongly correlated with concurrent participation than with later measures; and (c) the joint contributions of chronic and severe rejection forecasted greater maladjustment in the classroom than did either of them alone. These observed linkages support the view that chronic and severe rejection are distinct contributors to children's participation in the classroom as well as the notion that these two features of rejection combine to predict more acute problems in school.
机译：儿童的慢性和/或严重同伴群体排斥的历史被用来预测他们的学校参与轨迹的变化。据推测，较长时间的持续排斥，较高的排斥水平或这两者的结合将预测学校的参与程度下降，这反映在儿童的课堂参与轨迹上。每年春季，从幼儿园到九年级，都要通过教师报告对合作和独立参与进行评估。计算了生长曲线分析以检验以下假设：遭受长期排斥的儿童和遭受严重排斥的儿童将证明参与度下降更大。还预测到，长期排斥和严重排斥会结合在一起，使儿童容易陷入特别糟糕的参与轨道。结果表明，合作和独立参与的初始状态存在显着差异，线性变化显着。研究结果表明：（a）与被短暂拒绝的孩子相比，被长期拒绝的孩子面临的课堂参与风险较低。 （b）严重拒绝与并发参与比以后的措施更紧密相关； （c）慢性和严重排斥反应的共同作用预示着教室里的失调比任何一个单独的更大。这些观察到的联系支持以下观点，即长期拒绝和严重拒绝是儿童参与课堂活动的独特原因，以及拒绝的这两个特征共同预测学校更严重问题的观念。

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