Development and Psychopathology

Table of Contents - 2010 - Volume 22, Special Issue 03 (Developmental Cascades: Part 1)  

Cambridge Journals Online - CUP Full-Text Page
Development and Psychopathology (2010), 22:593-602 Cambridge University Press
Copyright © Cambridge University Press 2010
doi:10.1017/S0954579410000301

Regular Articles

Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood

Jennifer E. Lansforda1 c1, Patrick S. Malonea2, Kenneth A. Dodgea1, Gregory S. Pettita3 and John E. Batesa4

a1 Duke University
a2 University of South Carolina
a3 Auburn University
a4 Indiana University
Article author query
lansford je [PubMed]  [Google Scholar]
malone ps [PubMed]  [Google Scholar]
dodge ka [PubMed]  [Google Scholar]
pettit gs [PubMed]  [Google Scholar]
bates je [PubMed]  [Google Scholar]

Abstract

This study tested a developmental cascade model of peer rejection, social information processing (SIP), and aggression using data from 585 children assessed at 12 time points from kindergarten through Grade 3. Peer rejection had direct effects on subsequent SIP problems and aggression. SIP had direct effects on subsequent peer rejection and aggression. Aggression had direct effects on subsequent peer rejection. Each construct also had indirect effects on each of the other constructs. These findings advance the literature beyond a simple mediation approach by demonstrating how each construct effects changes in the others in a snowballing cycle over time. The progressions of SIP problems and aggression cascaded through lower liking, and both better SIP skills and lower aggression facilitated the progress of social preference. Findings are discussed in terms of the dynamic, developmental relations among social environments, cognitions, and behavioral adjustment.

Correspondence:

c1 Address correspondence and reprint requests to: Jennifer E. Lansford, Center for Child and Family Policy, Duke University, Box 90545, Durham, NC 27708; E-mail: lansford@duke.edu.

Footnotes

The Child Development Project was funded by Grants MH42498, MH56961, MH57024, and MH57095 from the National Institute of Mental Health; Grant HD30572 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development; and Grant DA016903 from the National Institute on Drug Abuse. Patrick S. Malone is supported by Mentored Scientist Award K01 DA024116 from the National Institute on Drug Abuse. Kenneth A. Dodge is supported by Senior Scientist Award 2K05 DA015226 from the National Institute on Drug Abuse. We are grateful to the parents, children, and teachers who participated in this research.