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Comparative Study
. 2006 Nov;42(6):1179-92.
doi: 10.1037/0012-1649.42.6.1179.

Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: a Child X Environment model

Heidi Gazelle  1
Affiliations
Comparative Study

Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: a Child X Environment model

Heidi Gazelle. Dev Psychol. 2006 Nov.

Abstract

Classroom emotional climate was hypothesized to moderate psychosocial adjustment in 1st grade for children with an early childhood history of anxious solitude. Participants were 1,364 children in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and their mothers, child-care providers, and teachers. As anticipated, children with an early childhood history of anxious solitude were more rejected, poorly accepted (boys), and victimized (girls) by peers and demonstrated more depressive symptoms (girls) in 1st-grade classrooms with negative observed emotional climate. Results support a Child x Environment model of children's social and emotional adjustment.

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Figures

Figure 1.
Figure 1.
The prototypical child high (one standard deviation above the mean) in early childhood anxious solitude was significantly more rejected by peers in first-grade classrooms with negative (one standard deviation below the mean) versus positive (plus one standard deviation) emotional climate. In contrast, the prototypical child low (one standard deviation below the mean) in early childhood anxious solitude was no more or less rejected by peers in first-grade classrooms with negative (one standard deviation below the mean) versus positive (one standard deviation above the mean) emotional climate. *** p < .001.
Figure 2.
Figure 2.
The prototypical boy high (one standard deviation above the mean) in early childhood anxious solitude was significantly more accepted by peers in first-grade classrooms with positive (one standard deviation above the mean) versus negative (one standard deviation below the mean) emotional climate. In contrast, the prototypical boy low (one standard deviation below the mean) in early childhood anxious solitude was no more or less accepted by peers in first-grade classrooms with positive (one standard deviation above the mean) versus negative (one standard deviation below the mean) emotional climate. * p < .05.
Figure 3.
Figure 3.
The prototypical girl high (one standard deviation above the mean) in early childhood anxious solitude was significantly more victimized by peers in first-grade classrooms with negative (one standard deviation below the mean) versus positive (one standard deviation above the mean) emotional climate. In contrast, the prototypical girl low (one standard deviation below the mean) in early childhood anxious solitude was no more or less victimized by peers in first-grade classrooms with negative (one standard deviation below the mean) versus positive (one standard deviation above the mean) emotional climate. *** p < .001.
Figure 4.
Figure 4.
The prototypical girl high (one standard deviation above the mean) in early childhood anxious solitude demonstrated significantly more depressive symptoms in first-grade classrooms with negative (one standard deviation below the mean) versus positive (one standard deviation above the mean) emotional climate. In contrast, the prototypical girl low (one standard deviation below the mean) in early childhood anxious solitude demonstrated no more or fewer depressive symptoms in first-grade classrooms with negative (one standard deviation below the mean) versus positive (one standard deviation above the mean) emotional climate. *** p < .001.
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