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10.1080/15374416.2013.873983 http://scihub22266oqcxt.onion/10.1080/15374416.2013.873983 C4133343!4133343!24527989     free     free     free Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       J+Clin+Child+Adolesc+Psychol 2015 ; 44 (3): 367-79 Nephropedia Template TP {{tp|p=24527989|t=2015. Early Childhood Precursors and Adolescent Sequelae of Gradeschool Peer Rejection and Victimization |pdf=|usr=}}{{24527989}} gab.com Text Early Childhood Precursors and Adolescent Sequelae of Gradeschool Peer Rejection and Victimization JO: J Clin Child Adolesc Psychol http://www.kidney.de/pget.php?&tw=1&pmid=24527989 #FOAvip Objective: This study examined the early childhood precursors and adolescent outcomes associated with gradeschool peer rejection and victimization among children oversampled for aggressive-disruptive behaviors. A central goal was to better understand the common and unique developmental correlates associated with these two types of peer adversity. Method: 754 participants (46% African American, 50% European American, 4% other; 58% male; average age 5.65 at kindergarten entry) were followed into seventh grade. Six waves of data were included in structural models focused on three developmental periods. Parents and teachers rated aggressive behavior, emotion dysregulation, and internalizing problems in kindergarten and grade 1 (waves 1?2); peer sociometric nominations tracked ?least liked? and victimization in grades 2, 3, and 4 (waves 3?5); and youth reported on social problems, depressed mood, school adjustment difficulties, and delinquent activities in early adolescence (grade 7, wave 6). Results: Structural models revealed that early aggression and emotion dysregulation (but not internalizing behavior) made unique contributions to gradeschool peer rejection; only emotion dysregulation made unique contributions to gradeschool victimization. Early internalizing problems and gradeschool victimization uniquely predicted adolescent social problems and depressed mood. Early aggression and gradeschool peer rejection uniquely predicted adolescent school adjustment difficulties and delinquent activities. Conclusions: Aggression and emotion dysregulation at school entry increased risk for peer rejection and victimization, and these two types of peer adversity had distinct, as well as shared risk and adjustment correlates. Results suggest that the emotional functioning and peer experiences of aggressive-disruptive children deserve further attention in developmental and clinical research. Twit Text FOAVip Early Childhood Precursors and Adolescent Sequelae of Gradeschool Peer Rejection and Victimization ????J Clin Child Adolesc Psychol http://www.kidney.de/pget.php?&tw=1&pmid=24527989 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=24527989 #FOAvip English Wikipedia <ref>{{Cite pmid|24527989}}</ref> Early Childhood Precursors and Adolescent Sequelae of Gradeschool Peer Rejection and Victimization #MMPMID24527989 Bierman KL; Kalvin CB; Heinrichs BS J Clin Child Adolesc Psychol 2015[May]; 44 (3): 367-79 PMID24527989show ga Objective: This study examined the early childhood precursors and adolescent outcomes associated with gradeschool peer rejection and victimization among children oversampled for aggressive-disruptive behaviors. A central goal was to better understand the common and unique developmental correlates associated with these two types of peer adversity. Method: 754 participants (46% African American, 50% European American, 4% other; 58% male; average age 5.65 at kindergarten entry) were followed into seventh grade. Six waves of data were included in structural models focused on three developmental periods. Parents and teachers rated aggressive behavior, emotion dysregulation, and internalizing problems in kindergarten and grade 1 (waves 1?2); peer sociometric nominations tracked ?least liked? and victimization in grades 2, 3, and 4 (waves 3?5); and youth reported on social problems, depressed mood, school adjustment difficulties, and delinquent activities in early adolescence (grade 7, wave 6). Results: Structural models revealed that early aggression and emotion dysregulation (but not internalizing behavior) made unique contributions to gradeschool peer rejection; only emotion dysregulation made unique contributions to gradeschool victimization. Early internalizing problems and gradeschool victimization uniquely predicted adolescent social problems and depressed mood. Early aggression and gradeschool peer rejection uniquely predicted adolescent school adjustment difficulties and delinquent activities. Conclusions: Aggression and emotion dysregulation at school entry increased risk for peer rejection and victimization, and these two types of peer adversity had distinct, as well as shared risk and adjustment correlates. Results suggest that the emotional functioning and peer experiences of aggressive-disruptive children deserve further attention in developmental and clinical research. äEarly Childhood Precursors and Adolescent Sequelae of Gradeschool Peer(epmc).pdf DeepDyve Pubget Overpricing