This investigation was conducted as part of the Pathways Project, a larger longitudinal investigation of children’s social/psychological/scholastic adjustment in school contexts that is supported by the National Institutes of Health (1 RO1MH-49223, 2-RO1MH-49223, and R01HD-045906 to Gary W. Ladd). Special appreciation is expressed to all the children and parents who made this study possible and to members of the Pathways Project for assistance with data collection. Portions of this study were reported in a master’s thesis that was completed by Sarah L. Herald-Brown at Arizona State University, and the authors gratefully acknowledge committee members Becky Kochenderfer-Ladd and William Fabricius for their cogent contributions.
Does Chronic Classroom Peer Rejection Predict the Development of Children’s Classroom Participation During the Grade School Years?
Version of Record online: 14 JUL 2008
© 2008, Copyright the Author(s); Journal Compilation © 2008, Society for Research in Child Development, Inc.
Volume 79, Issue 4, pages 1001–1015, July/August 2008
How to Cite
Ladd, G. W., Herald-Brown, S. L. and Reiser, M. (2008), Does Chronic Classroom Peer Rejection Predict the Development of Children’s Classroom Participation During the Grade School Years?. Child Development, 79: 1001–1015. doi: 10.1111/j.1467-8624.2008.01172.x
- Issue online: 14 JUL 2008
- Version of Record online: 14 JUL 2008
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