School Mobility and School-Age Children's Social Adjustment

Autor/inn/en	Dupere, Veronique; Archambault, Isabelle; Leventhal, Tama; Dion, Eric; Anderson, Sara
Titel	School Mobility and School-Age Children's Social Adjustment
Quelle	In: Developmental Psychology, 51 (2015) 2, S.197-210 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038480
Schlagwörter	Student Mobility; Student Adjustment; Social Adjustment; Social Isolation; Withdrawal (Psychology); Peer Relationship; Aggression; Influences; Family Influence; Social Influences; Cross Cultural Studies; Foreign Countries; Longitudinal Studies; Elementary School Students; Regression (Statistics); Canada; United States; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Adjustment; Adaptation; Soziale Anpassung; Soziale Isolation; Rückzugsverhalten; Peer-Beziehungen; Influence; Einfluss; Einflussfaktor; Sozialer Einfluss; Cultural comparison; Kulturvergleich; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Kanada; USA
Abstract	This study explored how nonpromotional school changes, a potentially major event for children, were associated with 3 forms of social maladjustment: isolation/withdrawal, affiliation with maladjusted peers, and aggression toward peers. Given that school mobility frequently co-occurs with family transitions, the moderating role of these transitions was investigated. These issues were examined in 2 longitudinal samples of U.S. (N = 1,364) and Canadian (N = 1,447) elementary school children. Propensity weighted analyses controlling for premobility individual, family, and friends' characteristics indicated that children who experienced both school and family transitions were at risk of either social withdrawal (in the Canadian sample) or affiliation with socially maladjusted peers (in the U.S. sample). These findings suggest the importance of considering both the social consequences of school mobility and the context in which such mobility occurs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01