@article{ref1,
title="Children's social self-concept and internalizing problems: the influence of peers and teachers",
journal="Child development",
year="2014",
author="Spilt, Jantine L. and van Lier, Pol A. C. and Leflot, Geertje and Onghena, Patrick and Colpin, Hilde",
volume="85",
number="3",
pages="1248-1256",
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. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="0009-3920",
doi="",
url="http://dx.doi.org/"
}