{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79689"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79689","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A Latent Growth Curve Analysis of Peer Difficulties, Self-Perceptions, and Peer Beliefs: Links to Psychological and School Adjustment","abstract":"Evidence indicates that peer relationship difficulties are predictive of later maladjustment, but the mechanisms by which these stressors may impair healthy development have yet to be identified. Maladaptive cognitive representations of the self and others constitute one set of potential mediators. The objectives of this study were to: (a) discern normative trends in children's relationships and self and peer perceptions during late childhood and (b) investigate associations between individual differences in these trajectories and changes in psychological health and school adaptation. A sample of 340 children (173 girls; 167 boys) was followed longitudinally between the fourth and sixth grades. Two relational stressors, rejection and victimization, and four outcome variables, internalizing problems, externalizing problems, school liking, and school avoidance were examined. Findings from latent growth curve analyses supported the contention that relational stressors are related to externalizing problems through more hostile peer beliefs and are associated with internalizing and school adjustment difficulties through maladaptive self and peer perceptions.","abstract_html":"Evidence indicates that peer relationship difficulties are predictive of later maladjustment, but the mechanisms by which these stressors may impair healthy development have yet to be identified. Maladaptive cognitive representations of the self and others constitute one set of potential mediators. The objectives of this study were to: (a) discern normative trends in children's relationships and self and peer perceptions during late childhood and (b) investigate associations between individual differences in these trajectories and changes in psychological health and school adaptation. A sample of 340 children (173 girls; 167 boys) was followed longitudinally between the fourth and sixth grades. Two relational stressors, rejection and victimization, and four outcome variables, internalizing problems, externalizing problems, school liking, and school avoidance were examined. Findings from latent growth curve analyses supported the contention that relational stressors are related to externalizing problems through more hostile peer beliefs and are associated with internalizing and school adjustment difficulties through maladaptive self and peer perceptions.","abstract_has_math":false,"creators":["Troop, Wendy Phyllis"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ladd, Gary W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:00Z","date_published":"2015-09-25T19:53:00Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3070059"],"render_values":[{"text":"(MiAaPQ)AAI3070059","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79689","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ladd, Gary W."]},{"key":"dc:creator","label":"Author","values":["Troop, Wendy Phyllis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:00Z","10000-01-01","2002"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79689","(MiAaPQ)AAI3070059"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Evidence indicates that peer relationship difficulties are predictive of later maladjustment, but the mechanisms by which these stressors may impair healthy development have yet to be identified. Maladaptive cognitive representations of the self and others constitute one set of potential mediators. The objectives of this study were to: (a) discern normative trends in children's relationships and self and peer perceptions during late childhood and (b) investigate associations between individual differences in these trajectories and changes in psychological health and school adaptation. A sample of 340 children (173 girls; 167 boys) was followed longitudinally between the fourth and sixth grades. Two relational stressors, rejection and victimization, and four outcome variables, internalizing problems, externalizing problems, school liking, and school avoidance were examined. Findings from latent growth curve analyses supported the contention that relational stressors are related to externalizing problems through more hostile peer beliefs and are associated with internalizing and school adjustment difficulties through maladaptive self and peer perceptions.","Made available in DSpace on 2015-09-25T19:53:00Z (GMT). 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Maladaptive cognitive representations of the self and others constitute one set of potential mediators. The objectives of this study were to: (a) discern normative trends in children's relationships and self and peer perceptions during late childhood and (b) investigate associations between individual differences in these trajectories and changes in psychological health and school adaptation. A sample of 340 children (173 girls; 167 boys) was followed longitudinally between the fourth and sixth grades. Two relational stressors, rejection and victimization, and four outcome variables, internalizing problems, externalizing problems, school liking, and school avoidance were examined. Findings from latent growth curve analyses supported the contention that relational stressors are related to externalizing problems through more hostile peer beliefs and are associated with internalizing and school adjustment difficulties through maladaptive self and peer perceptions.","Made available in DSpace on 2015-09-25T19:53:00Z (GMT). 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