Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers

2013/11/08 by Jantine L. Spilt, Jantine L Spilt, Pol A C van Lier +4 · 80 citations
Psychology · Social Sciences · #Bullying, Victimization, and Aggression #Child and Adolescent Psychosocial and Emotional Development #Developmental psychology #Human factors and ergonomics #Parental Involvement in Education #Peer group #Peer relations #Peer victimization #Poison control #Psychology #Self-concept

paper · open access · doi:10.1111/cdev.12181

published in Child Development 85(3), 1248-1256 (Wiley)

openalex publication_date 2013/11/08 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01

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.

Citations

• Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School

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