Picture of smart phone in human hand

World leading smartphone and mobile technology research at Strathclyde...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of Open Access research papers by University of Strathclyde researchers, including by Strathclyde researchers from the Department of Computer & Information Sciences involved in researching exciting new applications for mobile and smartphone technology. But the transformative application of mobile technologies is also the focus of research within disciplines as diverse as Electronic & Electrical Engineering, Marketing, Human Resource Management and Biomedical Enginering, among others.

Explore Strathclyde's Open Access research on smartphone technology now...

A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression

Howe, Christine and Hunter, Simon C. and Heim, Derek and Durkin, K. and Bergin, D. (2007) A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression. In: Biennial Meeting of the Society for Research in Child Development, 2007-03-29 - 2007-04-01.

[img]
Preview
PDF (strathprints025732.pdf)
strathprints025732.pdf

Download (88kB) | Preview

Abstract

Transactional models of stress and coping emphasize the role played by cognitive appraisals in determining psychological adjustment (Lazarus, 1999). This proposition has been supported by research examining young people's adjustment in relation to family conflict and break-up (Grych et al., 1992). Furthermore, this literature suggests that there is a change in the relationship between appraisals and adjustment at around 10 years of age: specificity of appraisal type (e.g. threat, blame) becomes relevant to outcome after 10 years, whereas before 10 there are either no effects of appraisal on adjustment or a diffuse effect of 'negative' appraisals more generally (Jouriles et al., 2000). However, it is currently unclear whether this developmental progression can be generalized from familial- to social-stressors experienced by children and young people. The current study therefore evaluates the model within the context of a commonly experienced social childhood stressor: peer-aggression.