PEER REJECTION IN STUDENT LIFE & HOW WE CAN HELP OUR STUDENT
DOI:
https://doi.org/10.33084/pedagogik.v17i2.4087Keywords:
Peer Rejection, Rejected Students, Aggressive, BullyingAbstract
This article discusses how to rejected students seen from various opinions of students with popular and controversial status. Observations were made on students in Junior High Schools who received responses from their social environment. The aim is to find out the factors that are considered a peer. Furthermore, this article tries to reveal how students are rejected in their daily lives outside the classroom, before on matters not approved by the teacher. This research is a qualitative study using in-depth interviews to collect the data. The sample is using snowball sampling, then was analyzed by quantitative analysis. The results show that rejected student who have peer rejection tend to have aggressive behavior that disturbs their classmates. This group experienced rejection from its social environment because of bad habits and more often doing bullying (both verbally and physically). These results contribute to the teacher be able to recognize their students better.
Downloads
Download data is not yet available.
References
Arbeau, K. A., Coplan, R. J., & Weeks, M. (2010). Shyness, Teacher–Child Relationships, And Socio-Emotional Adjustment in Grade 1. International Journal of Behavioral Development, Vol. 34(3), pp: 259–269.
Arseneault L., Bowes L., & Shakoor S. (2010). Bullying Victimization in Youths and Mental Health Problems: ’Much Ado About Nothing’?. Psychol Med, Vol. 40(5), pp: 17-29.
Arseneault L., Walsh E., & Trzesniewski K.(2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study. Pediatrics, Vol. 118(1), pp:130-8.
Avant, T., Gazelle, H., & Faldowski, R. (2011). Classroom Emotional Climate as a Moderator of Anxious Solitary Children’s Longitudinal Risk for Peer Exclusion: A Child x Environment Model. Developmental Psychology, Vol. 47(6), pp: 1711–1727.
Bagwell, C. L., Coie, J. D., Terry, R. A., & Lochman, J. E. (2000). Peer Clique Participation and Social Status in Preadolescence. Merrill-Palmer Quarterly, Vol. 46, pp: 280-305.
Baker, J.A. (2006). Contributions of Teacher-child Relationships to Positive School Adjustment During Elementary School. J.Sch.Psychol. Vol. 44, pp: 211-229.
Baumeister, R. F., DeWall, C. N., Ciarocco, N. J., & Twenge, J. M. (2005). Social Exclusion Impairs Self Regulation. Journal of Personality and Social Psychology, Vol. 88, pp: 589-604.
Bierman, K.L. (2004). Peer Rejection. Developmental, Processes and Intervention Strategies. NewYork, NY: The Guilford Press.
Buhs, E. S., & Ladd, G. W. (2001). Peer Rejection in Kindergarten as an Antecedent of Young Children’s School Adjustment: An Examination of Mediating Processes. Developmental Psychology, Vol. 37, pp: 550-560.
Buhs, Eric S. (2005). Peer Rejection, Negative Peer Treatment, and School Adjustment: Self-concept and Classroom Engagement as Mediating Processes. Journal of School Psychology, Vol. 43, pp: 407-424.
Buhs, Eric S., Kathleen Moritz Rudasill, Irina N. Kalutskaya, Emily R. Griese. (2015). Quarterly Shyness and Engagement: Contributions of Peer Rejection and Teacher Sensitivity. Early Childhood Research Quarterly, Vol. 30, pp: 12–19.
Bush, S., Rudasill, K.M., Kalutskaya, I.N., & Griese, E.R. (2015). Shyness and Engagement: Contributions of Peer Rejection and Teacher Sensitivity. EarlyChild. Res.Q., Vol. 30, pp: 12–19.
Cadima, J., Leal, T., & Burchinal, M. (2010). The Quality of Teacher-student Interactions: Associations With First Graders’ Academic and Behavioral Outcomes. J.Sch.Psychol. Vol. 48, pp: 457–482.
Cillessen, A. H. N., Terrry, R. A., Coie, J. D., & Lochman, J. E. (1992). Accuracy of Teacher-Identification of Children’s Sociometric Status Positions. Paper presented at the Conference on Human Development Atlanta, GA.
Coie, J. D. (2004). The Impact of Negative Social Experiences on the Development of Antisocial Behavior. In J. B. Kupersmidt, & K. A. Dodge (Eds.), Children’s Peer Relations: From Development to Intervention (pp. 243– 267). Washington, D. C.7 American Psychological Association.
Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer Group Behavior and Socialstatus. In S. R. Asher, & J. D. Coie (Eds.), Peer Rejection in Childhood. New York, NY: Cambridge University Press.
Coie, J.D., Dodge, K.A., & Coppotelli, H. (1982). Dimensions and Types of Socialstatus: Across-Age Perspective. Dev.Psychol. Vol. 18, pp: 557–570.
Copeland WE., Wolke D., & Angold A. (2013). Adult Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence. JAMA Psychiatry, Vol. 70(4), pp: 419-26.
Cosgun, Umit Cimen & Mediha Sari. (2016). An Investigation of the Effect of Rejected Students’ Classroom Behaviours on the Classroom Atmosphere and Teachers’ Approach to These Students. Journal of Human Science, Vol. 13(3), pp: 4292-4311.
Coyne SM., Archer J., & Elsea M. (2006). “We’re not Friends Anymore Unless.”: The Frequency and Harmfulness of Indirect, Relational, and Social Aggression. Aggress Behav, Vol. 32, pp: 294-307.
David C. Rettew & Sara Pawlowski. (2015). Bullying. Child Adolesc Psyhiatic Clin N am. http://dx.doi.org/10.1016/j.chc.2015.12.002.
Dishion, T. J., Patterson, G. R., & Griesler, P. C. (1994). Peer Adaptations in the Development of Antisocial Behavior: A Confluence Model. In L. R. Huesmann (Ed.), Aggressive behavior: Current Perspectives (Plenum Series in Social/Clinical Psychology; pp: 61-95). New York: Plenum Press.
Estell, D. B., Cairns, R. B., Farmer, T. W., & Cairns, B. D. (2002). Aggression in Inner-city Early Elementary Classrooms: Individual and Peer-group Configurations. Merrill-Palmer Quarterly, Vol. 48, pp: 52-76.
Farmer, T. W. (2000). Misconceptions of Peer Rejection and Problem Behavior. Remedial & Special Education, Vol. 21(4), pp: 194.
Farmer, T. W., Leung, M-C., Pearl, R., Rodkin, P. C., Cadwallader, T. W., & Van Acker, R. (2002). Deviant or Diverse Groups? The Peer Affiliations of Aggressive Elementary Students. Journal of Educational Psychology, Vol. 94, pp: 611–620.
Farmer, T. W., McAuliffe Lines, M., & Hamm, J. V. (2011). Revealing the Invisible Hand: The Role of Teachers in Children’s Peer Experiences. Journal of Applied Developmental Psychology, Vol. 32(5), pp: 247–256.
Fraire, M., Longobardi, C., Prino, L.E., Sclavo, E., & Settanni, M. (2013). Examining the Student-teacher Relationship Scale in the Italian Context: A Factorial Validity Study. Electron.J.Res.Educ.Psychol. Vol. 11, pp: 649–664.
Gallagher, B. (2005). New Technology: Helping or Harming Children. Child Abuse Rev. Vol. 14, pp: 367–373.
García Bacete, F.J., Ferra, P., Monjas, M.I., & Marande, G. (2014). Teacher- students Relationships in First and Second Grade Classrooms. Adaptation of the Questionnaire on Teacher Interaction-early Primary (QTI-EP). Rev.Psicodidac. Vol. 19, pp: 211–231.
Gifford-Smith, M.E., & Brownell, C.A. (2003). Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks. J.Sch.Psychol. Vol. 41, pp: 235-284.
Gini G, Pozzoli T. (2009). Association Between Bullying and Psychosomatic Problems: A Meta-analysis. Pediatrics, Vol. 123(10), pp: 59-65.
Green, V.A., Cillessen, A.H., Rechis, R., Patterson, M.M., & Hughes, J.M. (2008). Social Problem Solving and Strategy Use in Young Children. J.Genet. Psychol. Vol. 169, pp: 92–112.
Hamre, B.K., & Pianta, R.C. (2005). Can Instructional and Emotional Support in the First-grade Classroom Make a Difference for Children at Risk of School Failure? ChildDev. Vol. 76, pp: 949-967.
Hay, D.F., Caplan M., & Nash, A. (2009). “The Beginnings of Peer Relations,” in Handbook of Peer Interactions, Relationships and Groups, eds K.H. Rubin, W.M. Bukowski, and B. Laursen (NewYork, NY: Guilford), 121–142.
Hendrickx, M.M.H.G., Mainhard, M.T., Boor-Klip, H.J. (2017). Teacher Behavior with Peer-Rejected Students: Associations with Peer Status and Academic Achievement. Leuven: European Association for Research on Learning and Instruction (EARLI), pp: 24-25.
Howard, Anne M. & Steven Landau. (2004). Peer Rejection: How Parents and Teacher Can Help. National Association of School Psychologists.
Juvonen, J., Nishina, A., & Graham, S. (2000). Peer Harassment, Psychological Adjustment, and School Functioning in Early Adolescence. Journal of Educational Psychology, Vol. 92, pp: 349-359.
Kiuru, N., Poikkeus, A.M., Lerkkanen, M.K., Pakarinen, E., Siekkinen, M., Ahonen, T. (2012). Teacher-perceived Supportive Classroom Climate Protects Against Detrimental Impact of Reading Disability Risk on Peer Rejection. Learn. Instr. Vol. 22, pp: 331–339.
Koomen, H.M., Verschueren, K., Van Schooten, E., Jak, S., & Pianta, R.C. (2012). Validating the Student-teacher Relationship Scale: Testing Factor Structure and Measurement in Variance Across Child Gender and Age in a Dutch Sample. J.Sch. Psychol. Vol. 50, pp: 215–234.
Ladd, G. W. (1983). Social Networks of Popular, Average, and Rejected Children Inschool Settings. Merrill-Palmer Quarterly, Vol. 29(3), pp: 283-307.
Lee, P. & Bierman, K. (2016). Profiles of Kindergarten Classroom and Elementary School Context: Associations With the First-grade Outcomes of Children Transitioning From Headstart. Elem.SchoolJ, Vol. 117, pp: 119–142.
Masten, C.L., Eisenberger, N.I., Pfeifer, J.H., & Dapretto, M. (2010). Witnessing Peer Rejection During Early Adolescence: Neutra; Correlates of Empathy for Experiences of Social Exclusion. Social Neuroscience, Vol. 5(5-6), pp: 496-507.
McDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The Consequences of Childhood Peer Rejection. In M. R. Leary (Ed.), Interpersonal Rejection (pp. 213-247). London7 Oxford University Press.
Merrell, K.W. & Gueldner, B.A. (2010). Social and Emotional Learning in the Classroom. NewYork, NY: Guilford Press.
Olweus D. (1993). Bullying at School: What It Is and What We Can Do. Cambridge (United Kingdom): Blackwell.
Padilla-Walker, L.M., Fraser, A.M., Black, B.B., & Bean, R.A. (2015). Associations Between Friendship, Sympathy, and Prosocial Behavior Toward Friends. Journal of Research on Adolescence, Vol. 25(1), pp: 28-35).
Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom Effects on Children's Achievement Trajectories in Elementary School. American Educational Research Journal, Vol. 45, pp: 365-397.
Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes. The Elementary School Journal, Vol. 102(3), pp: 225-238.
Pianta, R.C. & Stuhlman, M.W. (2004). Teacher-child Relationship and Children’s Success in the First Years of School. Sch. Psychol. Rev, Vol. 33, pp: 444–458.
Quaglia, R., Gastaldi, F.G.M., Prino, L.E., Pasta, T. & Longobardi, C. (2013). The Pupil-teacher Relationship and Gender Differences in Primary School. Open Psychol .J. Vol. 6, pp: 69–75.
Rubin, K. H., Bukowski, W., & Parker, J. (1998). Peer Interactions, Relationships, and Groups. In W. Damon (Series Ed.), & N. Eisenberg (Vol. Ed.), Handbook of Child Psychology (5th ed., pp: 619-700). New York: Wiley.
Rudasill, K. & Rimm-Kaufman, S.E. (2009). Teacher-child Relationship Quality: the Roles of Child Temperament and Teacher-child Interactions. EarlyChild.Res. Q. Vol. 24, pp: 107–120.
Sri Suyati, E. ., Sonedi, S., Bulkani, B., Fatchurahman, M. ., Nurbudiyani, I., & Setiawan, M. A. (2022). La relación de la frescura física y el estatus socioeconómico y el logro de aprendizaje de los estudiantes (The relationship of physical fitness and social-economic status and students’ learning achievement). Retos, 46, 494–500. https://doi.org/10.47197/retos.v46.93808
Swearer-Napolitano, S. M. (2011). Risk Factors for and Outcomes of Bullying and Victimization (Paper 132). In Educational Psychology Papers and Publications. Retrieved from http://digitalcommons.unl.edu/edpsychpapers/132.
Takizawa R., Maughan B., & Arseneault L. (2014). Adult Health Outcomes of Childhood Bullying Victimization: Evidence from a Five-Decade Longitudinal British Birth Cohort. Am J Psychiatry, Vol. 171(7), pp: 777-84.
Twenge, J.M., Baumeister, R.F., DcWall, C, N., Ciarocco, N.J., & Bartels, J.M. (2007). Social Exclusion Decreases Prosocial Behavior. Journal of Personality and Social Psychology, Vol. 92(1), pp: 56-66.
Underwood, M. K., Scott, B. L., Galperin, M. B., Bjornstad, G. J., & Sexton, A. M. (2004). An Observational Study of Social Exclusion Under Varied Conditions: Gender and Developmental Differences. Child Development, Vol. 75, pp: 1538-1555.
Van Ijzendoorn, M.H. (2005). Attachment in Social Networks: Toward an Evolutionary Social Network Model. Hum.Dev. Vol. 48, pp: 85–88.
Wentzel, K. R., & Caldwell, K. (1997). Friendships, Peer Acceptance, and Group Membership: Relations to Academic Achievement in Middle School. Child Development, Vol. 68, pp: 1198-1209.
Wentzel, Kathryn R. & Steven R. Asher. (1995). The Academic Lives of Neglected, Rejected, Popular, and Controversial Children. Child Development, Vol. 66, pp: 754-763.
Will, G., Crone, E.A., Van den Bos, W., & Guroglu, B. (2013). Acting on Observed Social Exclusion: Developmental Perspectives on Punishment of Excluders and Compensation of Victims. Developmental Psychology, Vol. 49 (12), pp: 2236-2244.
Wolke D, Woods S. & Lereya ST. (2014). Bullying and Parasomnias: A Longitudinal Cohort Study. Pediatrics, Vol. 134e. pp: 40-48.
Wolke, Diater & Lereya ST. (2015). Long-term Effects of Bullying. Iarch Dis Child, Vol. 100, pp: 879-885.
Xie, H., Cairns, R. B., & Cairns, B. D. (1999). Social Network Centrality and Social Competence Among Inner-City Children. Journal of Emotional and Behavioral Disorders, Vol. 7, pp: 147-155.
Arseneault L., Bowes L., & Shakoor S. (2010). Bullying Victimization in Youths and Mental Health Problems: ’Much Ado About Nothing’?. Psychol Med, Vol. 40(5), pp: 17-29.
Arseneault L., Walsh E., & Trzesniewski K.(2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study. Pediatrics, Vol. 118(1), pp:130-8.
Avant, T., Gazelle, H., & Faldowski, R. (2011). Classroom Emotional Climate as a Moderator of Anxious Solitary Children’s Longitudinal Risk for Peer Exclusion: A Child x Environment Model. Developmental Psychology, Vol. 47(6), pp: 1711–1727.
Bagwell, C. L., Coie, J. D., Terry, R. A., & Lochman, J. E. (2000). Peer Clique Participation and Social Status in Preadolescence. Merrill-Palmer Quarterly, Vol. 46, pp: 280-305.
Baker, J.A. (2006). Contributions of Teacher-child Relationships to Positive School Adjustment During Elementary School. J.Sch.Psychol. Vol. 44, pp: 211-229.
Baumeister, R. F., DeWall, C. N., Ciarocco, N. J., & Twenge, J. M. (2005). Social Exclusion Impairs Self Regulation. Journal of Personality and Social Psychology, Vol. 88, pp: 589-604.
Bierman, K.L. (2004). Peer Rejection. Developmental, Processes and Intervention Strategies. NewYork, NY: The Guilford Press.
Buhs, E. S., & Ladd, G. W. (2001). Peer Rejection in Kindergarten as an Antecedent of Young Children’s School Adjustment: An Examination of Mediating Processes. Developmental Psychology, Vol. 37, pp: 550-560.
Buhs, Eric S. (2005). Peer Rejection, Negative Peer Treatment, and School Adjustment: Self-concept and Classroom Engagement as Mediating Processes. Journal of School Psychology, Vol. 43, pp: 407-424.
Buhs, Eric S., Kathleen Moritz Rudasill, Irina N. Kalutskaya, Emily R. Griese. (2015). Quarterly Shyness and Engagement: Contributions of Peer Rejection and Teacher Sensitivity. Early Childhood Research Quarterly, Vol. 30, pp: 12–19.
Bush, S., Rudasill, K.M., Kalutskaya, I.N., & Griese, E.R. (2015). Shyness and Engagement: Contributions of Peer Rejection and Teacher Sensitivity. EarlyChild. Res.Q., Vol. 30, pp: 12–19.
Cadima, J., Leal, T., & Burchinal, M. (2010). The Quality of Teacher-student Interactions: Associations With First Graders’ Academic and Behavioral Outcomes. J.Sch.Psychol. Vol. 48, pp: 457–482.
Cillessen, A. H. N., Terrry, R. A., Coie, J. D., & Lochman, J. E. (1992). Accuracy of Teacher-Identification of Children’s Sociometric Status Positions. Paper presented at the Conference on Human Development Atlanta, GA.
Coie, J. D. (2004). The Impact of Negative Social Experiences on the Development of Antisocial Behavior. In J. B. Kupersmidt, & K. A. Dodge (Eds.), Children’s Peer Relations: From Development to Intervention (pp. 243– 267). Washington, D. C.7 American Psychological Association.
Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer Group Behavior and Socialstatus. In S. R. Asher, & J. D. Coie (Eds.), Peer Rejection in Childhood. New York, NY: Cambridge University Press.
Coie, J.D., Dodge, K.A., & Coppotelli, H. (1982). Dimensions and Types of Socialstatus: Across-Age Perspective. Dev.Psychol. Vol. 18, pp: 557–570.
Copeland WE., Wolke D., & Angold A. (2013). Adult Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence. JAMA Psychiatry, Vol. 70(4), pp: 419-26.
Cosgun, Umit Cimen & Mediha Sari. (2016). An Investigation of the Effect of Rejected Students’ Classroom Behaviours on the Classroom Atmosphere and Teachers’ Approach to These Students. Journal of Human Science, Vol. 13(3), pp: 4292-4311.
Coyne SM., Archer J., & Elsea M. (2006). “We’re not Friends Anymore Unless.”: The Frequency and Harmfulness of Indirect, Relational, and Social Aggression. Aggress Behav, Vol. 32, pp: 294-307.
David C. Rettew & Sara Pawlowski. (2015). Bullying. Child Adolesc Psyhiatic Clin N am. http://dx.doi.org/10.1016/j.chc.2015.12.002.
Dishion, T. J., Patterson, G. R., & Griesler, P. C. (1994). Peer Adaptations in the Development of Antisocial Behavior: A Confluence Model. In L. R. Huesmann (Ed.), Aggressive behavior: Current Perspectives (Plenum Series in Social/Clinical Psychology; pp: 61-95). New York: Plenum Press.
Estell, D. B., Cairns, R. B., Farmer, T. W., & Cairns, B. D. (2002). Aggression in Inner-city Early Elementary Classrooms: Individual and Peer-group Configurations. Merrill-Palmer Quarterly, Vol. 48, pp: 52-76.
Farmer, T. W. (2000). Misconceptions of Peer Rejection and Problem Behavior. Remedial & Special Education, Vol. 21(4), pp: 194.
Farmer, T. W., Leung, M-C., Pearl, R., Rodkin, P. C., Cadwallader, T. W., & Van Acker, R. (2002). Deviant or Diverse Groups? The Peer Affiliations of Aggressive Elementary Students. Journal of Educational Psychology, Vol. 94, pp: 611–620.
Farmer, T. W., McAuliffe Lines, M., & Hamm, J. V. (2011). Revealing the Invisible Hand: The Role of Teachers in Children’s Peer Experiences. Journal of Applied Developmental Psychology, Vol. 32(5), pp: 247–256.
Fraire, M., Longobardi, C., Prino, L.E., Sclavo, E., & Settanni, M. (2013). Examining the Student-teacher Relationship Scale in the Italian Context: A Factorial Validity Study. Electron.J.Res.Educ.Psychol. Vol. 11, pp: 649–664.
Gallagher, B. (2005). New Technology: Helping or Harming Children. Child Abuse Rev. Vol. 14, pp: 367–373.
García Bacete, F.J., Ferra, P., Monjas, M.I., & Marande, G. (2014). Teacher- students Relationships in First and Second Grade Classrooms. Adaptation of the Questionnaire on Teacher Interaction-early Primary (QTI-EP). Rev.Psicodidac. Vol. 19, pp: 211–231.
Gifford-Smith, M.E., & Brownell, C.A. (2003). Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks. J.Sch.Psychol. Vol. 41, pp: 235-284.
Gini G, Pozzoli T. (2009). Association Between Bullying and Psychosomatic Problems: A Meta-analysis. Pediatrics, Vol. 123(10), pp: 59-65.
Green, V.A., Cillessen, A.H., Rechis, R., Patterson, M.M., & Hughes, J.M. (2008). Social Problem Solving and Strategy Use in Young Children. J.Genet. Psychol. Vol. 169, pp: 92–112.
Hamre, B.K., & Pianta, R.C. (2005). Can Instructional and Emotional Support in the First-grade Classroom Make a Difference for Children at Risk of School Failure? ChildDev. Vol. 76, pp: 949-967.
Hay, D.F., Caplan M., & Nash, A. (2009). “The Beginnings of Peer Relations,” in Handbook of Peer Interactions, Relationships and Groups, eds K.H. Rubin, W.M. Bukowski, and B. Laursen (NewYork, NY: Guilford), 121–142.
Hendrickx, M.M.H.G., Mainhard, M.T., Boor-Klip, H.J. (2017). Teacher Behavior with Peer-Rejected Students: Associations with Peer Status and Academic Achievement. Leuven: European Association for Research on Learning and Instruction (EARLI), pp: 24-25.
Howard, Anne M. & Steven Landau. (2004). Peer Rejection: How Parents and Teacher Can Help. National Association of School Psychologists.
Juvonen, J., Nishina, A., & Graham, S. (2000). Peer Harassment, Psychological Adjustment, and School Functioning in Early Adolescence. Journal of Educational Psychology, Vol. 92, pp: 349-359.
Kiuru, N., Poikkeus, A.M., Lerkkanen, M.K., Pakarinen, E., Siekkinen, M., Ahonen, T. (2012). Teacher-perceived Supportive Classroom Climate Protects Against Detrimental Impact of Reading Disability Risk on Peer Rejection. Learn. Instr. Vol. 22, pp: 331–339.
Koomen, H.M., Verschueren, K., Van Schooten, E., Jak, S., & Pianta, R.C. (2012). Validating the Student-teacher Relationship Scale: Testing Factor Structure and Measurement in Variance Across Child Gender and Age in a Dutch Sample. J.Sch. Psychol. Vol. 50, pp: 215–234.
Ladd, G. W. (1983). Social Networks of Popular, Average, and Rejected Children Inschool Settings. Merrill-Palmer Quarterly, Vol. 29(3), pp: 283-307.
Lee, P. & Bierman, K. (2016). Profiles of Kindergarten Classroom and Elementary School Context: Associations With the First-grade Outcomes of Children Transitioning From Headstart. Elem.SchoolJ, Vol. 117, pp: 119–142.
Masten, C.L., Eisenberger, N.I., Pfeifer, J.H., & Dapretto, M. (2010). Witnessing Peer Rejection During Early Adolescence: Neutra; Correlates of Empathy for Experiences of Social Exclusion. Social Neuroscience, Vol. 5(5-6), pp: 496-507.
McDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The Consequences of Childhood Peer Rejection. In M. R. Leary (Ed.), Interpersonal Rejection (pp. 213-247). London7 Oxford University Press.
Merrell, K.W. & Gueldner, B.A. (2010). Social and Emotional Learning in the Classroom. NewYork, NY: Guilford Press.
Olweus D. (1993). Bullying at School: What It Is and What We Can Do. Cambridge (United Kingdom): Blackwell.
Padilla-Walker, L.M., Fraser, A.M., Black, B.B., & Bean, R.A. (2015). Associations Between Friendship, Sympathy, and Prosocial Behavior Toward Friends. Journal of Research on Adolescence, Vol. 25(1), pp: 28-35).
Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom Effects on Children's Achievement Trajectories in Elementary School. American Educational Research Journal, Vol. 45, pp: 365-397.
Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes. The Elementary School Journal, Vol. 102(3), pp: 225-238.
Pianta, R.C. & Stuhlman, M.W. (2004). Teacher-child Relationship and Children’s Success in the First Years of School. Sch. Psychol. Rev, Vol. 33, pp: 444–458.
Quaglia, R., Gastaldi, F.G.M., Prino, L.E., Pasta, T. & Longobardi, C. (2013). The Pupil-teacher Relationship and Gender Differences in Primary School. Open Psychol .J. Vol. 6, pp: 69–75.
Rubin, K. H., Bukowski, W., & Parker, J. (1998). Peer Interactions, Relationships, and Groups. In W. Damon (Series Ed.), & N. Eisenberg (Vol. Ed.), Handbook of Child Psychology (5th ed., pp: 619-700). New York: Wiley.
Rudasill, K. & Rimm-Kaufman, S.E. (2009). Teacher-child Relationship Quality: the Roles of Child Temperament and Teacher-child Interactions. EarlyChild.Res. Q. Vol. 24, pp: 107–120.
Sri Suyati, E. ., Sonedi, S., Bulkani, B., Fatchurahman, M. ., Nurbudiyani, I., & Setiawan, M. A. (2022). La relación de la frescura física y el estatus socioeconómico y el logro de aprendizaje de los estudiantes (The relationship of physical fitness and social-economic status and students’ learning achievement). Retos, 46, 494–500. https://doi.org/10.47197/retos.v46.93808
Swearer-Napolitano, S. M. (2011). Risk Factors for and Outcomes of Bullying and Victimization (Paper 132). In Educational Psychology Papers and Publications. Retrieved from http://digitalcommons.unl.edu/edpsychpapers/132.
Takizawa R., Maughan B., & Arseneault L. (2014). Adult Health Outcomes of Childhood Bullying Victimization: Evidence from a Five-Decade Longitudinal British Birth Cohort. Am J Psychiatry, Vol. 171(7), pp: 777-84.
Twenge, J.M., Baumeister, R.F., DcWall, C, N., Ciarocco, N.J., & Bartels, J.M. (2007). Social Exclusion Decreases Prosocial Behavior. Journal of Personality and Social Psychology, Vol. 92(1), pp: 56-66.
Underwood, M. K., Scott, B. L., Galperin, M. B., Bjornstad, G. J., & Sexton, A. M. (2004). An Observational Study of Social Exclusion Under Varied Conditions: Gender and Developmental Differences. Child Development, Vol. 75, pp: 1538-1555.
Van Ijzendoorn, M.H. (2005). Attachment in Social Networks: Toward an Evolutionary Social Network Model. Hum.Dev. Vol. 48, pp: 85–88.
Wentzel, K. R., & Caldwell, K. (1997). Friendships, Peer Acceptance, and Group Membership: Relations to Academic Achievement in Middle School. Child Development, Vol. 68, pp: 1198-1209.
Wentzel, Kathryn R. & Steven R. Asher. (1995). The Academic Lives of Neglected, Rejected, Popular, and Controversial Children. Child Development, Vol. 66, pp: 754-763.
Will, G., Crone, E.A., Van den Bos, W., & Guroglu, B. (2013). Acting on Observed Social Exclusion: Developmental Perspectives on Punishment of Excluders and Compensation of Victims. Developmental Psychology, Vol. 49 (12), pp: 2236-2244.
Wolke D, Woods S. & Lereya ST. (2014). Bullying and Parasomnias: A Longitudinal Cohort Study. Pediatrics, Vol. 134e. pp: 40-48.
Wolke, Diater & Lereya ST. (2015). Long-term Effects of Bullying. Iarch Dis Child, Vol. 100, pp: 879-885.
Xie, H., Cairns, R. B., & Cairns, B. D. (1999). Social Network Centrality and Social Competence Among Inner-City Children. Journal of Emotional and Behavioral Disorders, Vol. 7, pp: 147-155.
Downloads
Published
2022-09-30
How to Cite
Sholekhah, I., & Waskito Guntoro, D. (2022). PEER REJECTION IN STUDENT LIFE & HOW WE CAN HELP OUR STUDENT. Pedagogik: Jurnal Pendidikan, 17(2), 73–88. https://doi.org/10.33084/pedagogik.v17i2.4087
Issue
Section
Articles
License
Authors who publish with this journal agree to the following terms:
- Any article on the copyright is retained by the author(s).
- The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share work with an acknowledgment of the work authors and initial publications in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of published articles of work (eg, post-institutional repository) or publish it in a book, with acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their websites) prior to and during the submission process, as can lead to productive exchanges, as well as earlier and greater citation of published work.
- The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
