Children's Mathematics and Verbal Self-concepts and Externalizing Behaviors: The Moderating Role of Peer Rejection at School

Previous research has found a strong correlation between children's academic self-concept and their behavioral problems. The present study examined whether children's peer rejection moderated the relationship between children's math and verbal self-concepts and their behavioral proble...

Full description

Saved in:
Bibliographic Details
Published in:Frontiers in psychology 2017-11, Vol.8, p.1912-1912
Main Authors: Passiatore, Ylenia, Grimaldi Capitello, Teresa, De Stasio, Simona, Millioni, Michela, Gentile, Simonetta, Fiorilli, Caterina
Format: Article
Language:English
Subjects:
behavioral problems
externalizing problems
math and verbal self-concept
peer rejection
Psychology
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Previous research has found a strong correlation between children's academic self-concept and their behavioral problems. The present study examined whether children's peer rejection moderated the relationship between children's math and verbal self-concepts and their behavioral problems at school. We expected that children's social competence, as measured by peer rejection, moderated the negative effect of low self-concept on children's externalizing behaviors. Participants were 173 children (males = 93, = 10.31 years, = 1.43). The main findings showed that peer rejection moderated the effect of both low verbal and math self-concepts on children's externalizing behavior. The results are discussed in terms of the protective factor played by children's social competence reducing the impact of low self-concept on children's externalizing behaviors.
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2017.01912