Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems

Abstract

A longitudinal, prospective design was used to examine the roles of peer rejection in middle childhood and antisocial peer involvement in early adolescence in the development of adolescent externalizing behavior problems. Both early starter and late starter pathways were considered. Classroom sociometric interviews from ages 6 through 9 years, adolescent reports of peers' behavior at age 13 years, and parent, teacher, and adolescent self-reports of externalizing behavior problems from age 5 through 14 years were available for 400 adolescents. Results indicate that experiencing peer rejection in elementary school and greater involvement with antisocial peers in early adolescence are correlated but that these peer relationship experiences may represent two different pathways to adolescent externalizing behavior problems. Peer rejection experiences, but not involvement with antisocial peers, predict later externalizing behavior problems when controlling for stability in externalizing behavior. Externalizing problems were most common when rejection was experienced repeatedly. Early externalizing problems did not appear to moderate the relation between peer rejection and later problem behavior. Discussion highlights multiple pathways connecting externalizing behavior problems from early childhood through adolescence with peer relationship experiences in middle childhood and early adolescence.Childhood peer relationship experiences have long been recognized as correlates and predictors of a wide range of adjustment indices, including adolescent and adult antisocial behavior.

Academic Aspirations as a Moderator of the Link Between Negative Life Events and Delinquency in a Sample of Latino Youth

“…Students with high levels of social-related NLEs also may not have high academic aspirations because of their residential instability (i.e., "started going to a new school," "family moved"), and therefore be less likely to develop strong relationships with teachers who encourage applying to college. Another reason may be that these students feel rejected (e.g., "death of a close friend," "breakup with boyfriend/girlfriend"), or have been rejected by peers, and may become involved with delinquent peers who may feel isolated as well (Laird, Jordan, Dodge, Pettit & Bates, 2001). Further research examining other potential moderators (e.g., peer relationships) for these NLEs is warranted.…”

The Interactive Influences of Friend Deviance and Reward Dominance on the Development of Externalizing Behavior During Middle Adolescence

“…Relationships with antisocial peers are associated with the emergence of externalizing behavior (Elliott, Huizinga, & Ageton, 1985;Laird, Jordan, Dodge, Pettit, & Bates, 2001;Lansford, Criss, Pettit, Dodge, & Bates, 2003;Simons, Wu, Conger, & Lorenz, 1994), especially when these relationships are close friendships (Huey, Henggeler, Brondino, & Pickrel, 2000;Laird, Pettit, Dodge, & Bates, 1999;Morgan & Grube, 1991). This association may result both from friends' deviance causing increased antisocial behavior and one's own externalizing behavior tendencies resulting in the formation of deviant friendships (Deater-Deckard, 2001).…”

The Timing of Middle‐Childhood Peer Rejection and Friendship: Linking Early Behavior to Early‐Adolescent Adjustment

“…Disruptive behaviors have also been linked to childhood peer processes. Laird, Jordan, Dodge, Pettit, and Bates (2001) used a diverse sample of children to identify a positive relation between early behavior problems and chronic rejection in the first 4 years of schooling. Boivin and Hymel also found an association between aggression and social preference in middle childhood.…”