The Longitudinal Interplay between Adverse Peer Experiences and Self-Regulation Facets: A Prospective Analysis during Middle Childhood

Positive peer experiences and self-regulation (SR) skills are crucial for children's healthy development, but little is known about how they interact during middle childhood. Therefore, we examined the prospective links between adverse peer experiences (APEs) and SR, drawing from the dataset of...

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Bibliographic Details
Published in:Journal of abnormal child psychology 2024-02, Vol.52 (2), p.293-308
Main Authors: Westermann, Nele, Busching, Robert, Klein, Annette M., Warschburger, Petra
Format: Article
Language:English
Subjects:
Animals
Behavioral Science and Psychology
Bidirectionality
Bullying
Bullying - psychology
Child
Child and School Psychology
Childhood
Computerization
Euphoria
Flexibility
Hominidae
Humans
Inhibition
Measurement
Neurosciences
Peer Group
Peer rejection
Peer relationships
Primates
Psychology
Public Health
Reactivity
Response inhibition
Self regulation
Self-Control
Teachers
Victimization
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Summary:Positive peer experiences and self-regulation (SR) skills are crucial for children's healthy development, but little is known about how they interact during middle childhood. Therefore, we examined the prospective links between adverse peer experiences (APEs) and SR, drawing from the dataset of the PIER study. Across three measurement points, 1654 children aged 6–11 (T1), 7–11 (T2), and 9–13 years (T3) were included. We assessed the SR facets updating, flexibility, inhibition, emotional reactivity, inhibitory control, and planning using computerized tasks, parent- and teacher-reports. The latent variable of APEs consisted of measures of peer victimization and peer rejection assessed via self-, parent-, and teacher-report. Separate cross-lagged panel models were calculated, investigating the interplay of each SR facet and APEs. Results indicated that experiencing more APEs at T1 predicted higher emotional reactivity, and lower inhibition, inhibitory control, updating, and flexibility at T2. More APEs at T2 predicted higher emotional reactivity and lower planning at T3. Lower inhibition, updating, and flexibility at T2 predicted more APEs at T3. Accordingly, we found a negative bidirectional relationship between inhibition, updating, and flexibility with APEs. Our findings highlight that during middle childhood more APEs predict lower SR, which in turn predicts more experiences of peer victimization and rejection.
ISSN:2730-7166
2730-7174
2730-7174
DOI:10.1007/s10802-023-01117-1