title: Children’s social self-concept and internalizing problems: the influence of peers and teachers.
abstract: This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children’s social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children’s social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children’s self-concept, thereby mitigating its indirect effects on internalizing problems.
authors.forename: Jantine L
authors.initials: JL
authors.lastname: Spilt
authors.forename: Pol A C
authors.initials: PA
authors.lastname: van Lier
authors.forename: Geertje
authors.initials: G
authors.lastname: Leflot
authors.forename: Patrick
authors.initials: P
authors.lastname: Onghena
authors.forename: Hilde
authors.initials: H
authors.lastname: Colpin
mesh_terms: D001526:Behavioral Symptoms / Q000523:psychology*; D002648:Child; D005178:Faculty; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D012929:Psychological Distance; D012649:Self Concept