Psychosocial adjustment in aggressive popular and aggressive rejected adolescents at school

Erreferentzia bibliografikoak

• Arbuckle, J. L. (2005). Amos 6.0 Users Guide. Chicago, IL: SPSS Inc.
• Astor, R., Pitner, R.O., Benbenishty, R., & Meyer, H.A. (2002). Public concern and focus on school violence. In L. A. Rapp-Paglicci, A. R. Roberts, J. S. Wodarski (Eds.), Handbook of violence (pp. 262-297). New York: Wiley.
• Atienza, F. L., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades psicometricas de la escala de satisfacción con la vida en adolescentes. Psicothema, 12, 314-320.
• Becker, B. E., & Luthar, S. S. (2007). Peer-perceived admiration and social preference: contextual correlates of positive peer regard among suburban and urban adolescents. Journal of Research on Adolescence, 17, 117-144. doi: 10.1111/j.1532-7795.2007.00514.x
• Bellmore, A. (2011). Peer rejection and unpopularity: Associations with GPAs across the transition to middle school. Journal of Educational Psychology, 103, 282-295. doi: 10.1037/a0023312
• Bierman, K. L. (2004). Peer rejection. Developmental processes and intervention strategies. New York: Guilford Press.
• Bierman, K. L., Smoot, D. L., & Aumiller, K. (1993). Characteristics of aggressive- rejected, aggressive (nonrejected), and rejected (nonaggressive) boys. Child Development, 64, 139-151. doi: 10.2307/1131442
• Birch, S.H., & Ladd, G.W. (1998). Childrens interpersonal behaviors and the teacher- child relationship. Developmental Psychology, 34, 934-946. doi: 10.1037//0012- 1649.34.5.934
• Black, B., & Logan, A. (1995). Links between communication patterns in mother-child, father-child, and child-peer interactions and childrens social status. Child Development, 66, 255-271. doi: 10.2307/1131204
• Blankemeyer, M., Flannery, D.J., & Vazsonyi, A.T. (2002). The role of aggression and social competence in childrens perception of the child-teacher relationship. Psychology in the Schools, 39, 293-304. doi:10.1002/pits.10008
• Brown, M. B., & Forsythe, A. B. (1974). The small sample behavior of some statistics which test the equality of several means. Technometrics, 16, 129-132. doi: 10.2307/1267501
• Bryant, B. K. (1982). An Index of Empathy for Children and Adolescents. Child Development, 53 (2), 413-425. doi: 10.2307/1128984
• Buelga, S., Musitu, G., Murgui, S., & Pons, J. (2008). Reputation, loneliness, satisfaction with life and aggressive behavior in adolescence. The Spanish Journal of Psychology, 11, 192-200.
• Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relations between peer group rejection and childrens classroom engagement and achievement. Journal of Educational Psychology, 98, 1-13. doi: 10.1037/0022-0663.98.1.1
• Carroll, A., Hattie, J., Durkin, K., & Houghton, S. (1999). Adolescent reputation enhancement: differentiating delinquent, nondelinquent, and at-risk youths. Journal of Child Psychology and Psychiatry, 40, 593-606. doi: 10.1111/1469-7610.00476
• Carroll, A., Green, S., Houghton, S., & Wood, R. (2003). Reputation enhancement and involvement in delinquency among high school students. International Journal of Disability, Development and Education, 50, 253-273. doi: 10.1080/1034912032000120444
• Carroll, A., Houghton, S., Hattie, J., & Durkin, K. (2001). Reputation enhancing goals: Integrating reputation enhancement and goal setting theory as an explanation of delinquent involvement. In F.H. Columbus (Ed.), Advances in Psychology Research (pp. 101-129). New York: Nova Science Publishers.
• Cava, M. J. (2011). Family, teachers, and peers: keys for supporting victims of bullying. Psychosocial Intervention, 20, 183-192. doi: 10.5093/in2011v20n2a6
• Cava, M.J., Buelga, S., Musitu, G., & Herrero, J. (2011). Estructura factorial de la adaptación espanola de la escala de Identificación Grupal de Tarrant. Psicothema, 23, 772-777.
• Cava, M.J., Estevez, E. Buelga, S., & Musitu, G. (2013). Propiedades psicometricas de la Escala de Actitudes hacia la Autoridad Institucional en adolescentes (AAI-A). Anales de Psicología, 29, 540-548.
• Cava, M. J., & Musitu, G. (1999). Percepción del profesor y estatus sociometrico en el grupo de iguales. Información Psicológica, 71, 60-65.
• Cava, M. J., & Musitu, G. (2000). La potenciación de la autoestima en la escuela. Barcelona: Paidós.
• Cava, M. J., & Musitu, G. (2001). Autoestima y percepción del clima escolar en ninos con problemas de integración social en el aula. Revista de Psicología General and Aplicada, 54, 297-311.
• Cillessen, A., van Ijzendoom, H., van Lieshout, C., & Hartup, W. (1992). Heterogeneity among peer rejected boys: Subtypes and stabilities. Child Development, 63, 893-905. doi: 10.2307/1131241
• Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396. doi: 10.2307/2136404
• Cohen, S., & Williamson, G. (1988). Perceived stress in a probability sample of the United States. In S. Spacapan & S. Oskamp (Eds.), The social psychology of health (pp. 31-67). Newbury Park, CA: Sage.
• Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: Across-age perspective. Developmental Psychology, 18, 557-570. doi: 10.1037/0012- 1649.18.4.557
• Coie, J. D., Lochman, J. E., Terry, R., & Hyman, C. (1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal of Consulting and Clinical Psychology, 60, 783-792. doi: 10.1037//0022-006X.60.5.783
• Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social informationprocessing mechanisms in childrens social adjustment. Psychological Bulletin, 115, 74-101. doi: 10.1037//0033-2909.115.1.74
• Cummings, E. M., Goeke-Morey, M., & Papp, L. (2003). Childrens responses to everyday marital conflict tactics in the home. Child Development, 74, 1918-1929. doi: 10.1046/j.1467-8624.2003.00646.x
• Davis, H. (2003). Conceptualizing the role and influence of student-teacher relationships on childrens social and cognitive development. Educational Psychologist, 38, 207-234. doi: 10.1207/S15326985EP3804-2
• Dekovic, M., Wissink, I., & Meijer, A. (2004). The role of family and peer relations in adolescent antisocial behaviour: Comparison of four ethnic groups. Journal of Adolescence, 27, 497-514. doi: 10.1016/j.adolescence.2004.06. 010
• Deptula, D. P., & Cohen, R. (2004). Aggressive, rejected, and delinquent children and adolescents: a comparison of their friendships. Aggression and Violent Behavior, 9, 75-104. doi: 10.1016/S1359-1789(02)00117-9
• Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71-75. doi: 10.1207/s15327752jpa4901-13
• Emler, N. (2009). Delinquents as a minority group: Accidental tourists in forbidden territory or voluntary emigres? In F. Butera & J. Levine (Eds.), Coping with minority status: Responses to exclusion and inclusion. US: Cambridge University Press.
• Emler, N. & Reicher, S. (1995). Adolescence and delinquency: The collective management of reputation. Oxford: Blackwell.
• Emler, N., & Reicher, S. (2005). Delinquency: Cause or consequence of social exclusion? In D. Abrams, M. A. Hogg, & J. M. Marques (Eds.), The Social Psychology of Inclusion and Exclusion (pp. 211-241). New York: Psychology Press.
• Estell, D. B., Cairns, R. B., Farmer, T. W., & Cairns, B. D. (2002). Aggression in inner-city early elementary classrooms: individual and peer-group configurations. Merrill- Palmer Quarterly, 48, 52-76. doi: 10.1353/mpq.2002.0002
• Estell, D. B., Farmer, T. W., Pearl, R., Van Acker, R., & Rodkin, P. C. (2008). Social status and aggressive and disruptive behavior in girls: individual, group, and classroom influences. Journal of School Psychology, 46, 193-212. doi: 10.1016/j.jsp.2007.03.004
• Estevez, E., Herrero, J., Martínez, B., & Musitu, G. (2006). Aggressive and non-aggressive rejected students: an analysis of their differences. Psychology in the Schools, 43, 387-400. doi: 10.1002/pits.20152
• Estevez, E., Jimenez, T. I., & Moreno, D. (2010). Cuando las víctimas de violencia escolar se convierten en agresores: "Quien va a defenderme". European Journal of Education and Psychology, 3, 177-186.
• Estevez, E., Martínez, B., & Jimenez, T. (2009). Las relaciones sociales en la escuela: El problema del rechazo escolar. Psicología Educativa, 15, 5-12.
• Estevez, E., Martínez, B., Moreno, D., & Musitu. G. (2006). Relaciones familiares, rechazo entre iguales y violencia escolar. Cultura y Educación, 18, 335-344. doi: 10.1174/113564006779173046
• Estevez, E., Musitu, G., & Herrero, J. (2005). The influence of violent behavior and victimization at school on psychological distress: the role of parents and teachers. Adolescence, 40, 183-196.
• Expósito, F., & Moya, M. C. (1999). Soledad and Apoyo Social. Revista de Psicología Social, 2-3, 319-339. doi: 10.1174/ 021347499760260000
• Farmer, T. W., Leung, M., Pearl, R., Rodkin, P. C., Cadwallader, T. W., & Van Aken, R. (2002). Deviant or diverse peer groups? The peer affiliations of aggressive elementary students. Journal of Educational Psychology, 94, 611-620. doi: 10.1037//0022-0663.94.3.611
• Fernández-Ballesteros, R., & Sierra, B. (1989). Escalas de Clima Social FES, WES, CIES and CES. Madrid: TEA.
• Franz, D. Z., & Gross, A. M. (2001). Child sociometric status and parent behaviours. Behavior Modification, 25, 3-20. doi: 10.1177/ 0145445501251001
• García-Bacete, F. J. (1989). Los ninos con dificultades de aprendizaje y ajuste escolar: aplicación y evaluación de un modelo de intervención con padres y ninos como coterapeutas (Dissertation). Universitat de Valncia.
• Gest, S. D., Graham-Bermann, S. A., & Hartup, W. W. (2001). Peer experience: common and unique features of number of friendships, social network centrality and sociometric status. Social Development, 10, 23-39. doi: 10.1111/1467-9507.00146
• Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: social acceptance, friendships, and social network. Journal of School Psychology, 41, 235-284. doi: 10.1016/S0022-4405(03)00048-7
• Gracia, E., Lila, M., & Musitu, G. (2005). Rechazo parental y ajuste psicológico y social de los hijos. Salud Mental, 28, 73-81.
• Graham, S., & Juvonen, J. (2002). Ethnicity, peer harassment, and adjustment in middle school: An exploratory study. Journal of Early Adolescence, 22, 173-199. doi: 10.1177/0272431602022002003
• Greenman, P. S., Schneider, B. H., & Tomada, G. (2009). Stability and change in patterns of peer rejection. School Psychology International, 30, 163-183.
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of childrens school outcomes through eighth grade. Child Development, 72, 625-638. doi: 10.1111/1467-8624.00301
• Harrist, A. W., Zaia, A. F., Bates, J. E., Dodge, K. A., & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: Sociometric status and social-cognitive differences across four years. Child Development, 68, 278-294. doi: 10.2307/1131850
• Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Psychology and Psychiatry, 45, 84-108. doi: 10.1046/j.0021-9630.2003.00308.x
• Helsen, M., Vollebergh, W., & Meeus, W. (2000). Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence, 29, 319-335. doi: 10.1023/A:1005121121721
• Herrero, J., & Meneses, J. (2006). Short Web-based versions of the perceived stress (PSS) and Center for Epidemiological Studies-Depression (CESD) Scales: a comparison to pencil and paper responses among Internet users. Computers in Human Behavior, 22, 830-848. doi: 10.1016/j.chb.2004.03.007
• Hoff, K. E., Reese-Weber, M., Schneider, W. J., & Stagg, J. W. (2009). The association between high status positions and aggressive behavior in early adolescence. Journal of School Psychology 47, 395-426. doi: 10.1016/j.jsp.2009.07.003
• Hoge, R. D., Andrews, D. A., & Leschied, A. W. (1996). An investigation of risk and protective factors in a sample of youthful offenders. Journal of Child Psychology and Psychiatry and Allied Discplines, 37, 419-424. doi: 10.1111/j.1469-7610.1996.tb01422.x
• Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive versus withdrawal unpopular children: variations in peer and self-perceptions in multiple domains. Child Development, 64, 879-896. doi: 10.2307/1131224
• Jiang, X. L., & Cillessen, A. H. N. (2005). Stability of continuous measures of sociometric status: a meta-analysis. Developmental Review, 25, 1-25. doi: 10.1016/j.dr.2004.08.008
• Jimenez, T. I., & Lealle, H. (2012). La violencia escolar entre iguales en alumnos rechazados y populares. Psychosocial Intervention, 21, 77-89. doi: http://dx.doi.org/10.5093/in2012v21n1a5
• Jimerson, S. R., Durbrow, E. H., & Wagstaff, D. A. (2009). Academic and behaviour associates of peer status for children in a Caribbean community findings from the St Vincent Child Study. School Psychology International, 30, 184-200.
• Kiesner, J. (2002). Depressive symptoms in early adolescence: Their relations with classroom problem behavior and peer status. Journal of Research on Adolescence, 12, 463-478. doi: 10.1111/1532-7795.00042
• Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2008). A multilevel study of predictors of students perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100, 96-104. doi: 10.1037/0022-0663.100.1.96
• Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships in the development of disorder. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 274-305). New York: Cambridge University Press.
• Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review of Psychology, 50, 333-359. doi: 10.1146/annurev. psych.50.1.333
• Lila, M., García, F., & Gracia, E. (2007). Perceived paternal and maternal acceptance and childrens outcomes in Colombia. Social Behavior and Personality, 35, 115-124.
• Lila, M., Herrero, J., & Gracia, E. (2008). Multiple victimization of Spanish adolescents: A multilevel analysis. Adolescence, 43, 333-350.
• Lila, M., Musitu, G., & Buelga, S. (2000). Adolescentes colombianos y espanoles: diferencias, similitudes y relaciones entre la socialización familiar, la autoestima y los valores. Revista Latinoamericana de Psicología, 32, 301-319.
• Little, T. D., Henrich, C. C., Jones, S. M., & Hawley, P. H. (2003). Disentangling the "whys" from the "whats" of aggressive behaviour. International Journal of Behavioral Development, 27, 122-133. doi: 10.1080/01650250244000128
• Maag, J. W., Vasa, S. F., Reid, R., & Torrey, G. K. (1995). Social and behavioral predictors of popular, rejected and average children. Educational and Psychological Measurement, 55, 196-205. doi: 10.1177/0013164495055002004
• Mayeux, L., Sandstrom, M. J., & Cillessen, A. (2008). Is Being Popular a Risky Proposition? Journal of Research on Adolescence, 18, 49-74. doi: 10.1111/j.1532-7795.2008.00550.x
• Mehrabian, A., & Epstein, N. A. (1972). A measure of emotional empathy. Journal of Personality, 40, 525-543. doi: 10.1111/j.1467-6494.1972. tb00078.x
• Mestre, V., Perez-Delgado, E., Frías, D., & Samper, P. (1999). Instrumentos de evaluación de la empatía. In E. Perez-Delgado & V. Mestre, Psicología moral y crecimiento personal (pp. 181-190). Barcelona: Ariel.
• Miller-Johnson, S., Coie, J.D., Maumary-Gremaud, A., & Bierman, K. (2002). Peer rejection and aggression and early starter models of conduct disorder. Journal of Abnormal and Child Psychology, 30, 217-230. doi: 10.1023/A:1015198612049
• Moos, R. H., & Moos, B. S. (1981). Family Environment Scale Manual. Palo Alto, CA: Consulting Psychologist Press.
• Moos, R. H., & Trickett, E. J. (1973). Classroom Environment Scale manual. Palo Alto, CA: Consulting Psychologist Press.
• Moreno, D., Estevez, E., Murgui, S., & Musitu, G. (2009). Reputación social y violencia relacional en adolescentes: el rol de la soledad, la autoestima y la satisfacción vital. Psicothema, 21, 537-542.
• Moreno, D., Neves de Jess, S., Murgui, S., & Martínez, B. (2012). Un estudio longitudinal de la reputación social no conformista y la violencia en adolescentes desde la perspectiva de genero. Psychosocial Intervention, 21, 67-75. doi: http://dx.doi.org/10.5093/in2012v21n1a6
• Murray, C., & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social-emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38, 25-41. doi: 10.1002/1520-6807(200101)38:13.0.CO;2-C
• Musitu, G., & Cava, M. J. (2001). Familia y educación. Barcelona: Octaedro.
• Musitu, G., & García, F. (2004). La socialización parental desde el modelo bidimensional: padres autoritativos o padres indulgentes? Psicothema, 16, 288-293.
• Musitu, G., García, F., & Gutierrez, M. (1994). AFA, Autoconcepto Forma A, Manual. Madrid: TEA.
• Newcomb, A. F. , Bukowski, W. M., & Pattee, L. (1993). Childrens peer relations: a meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99-128. doi: 10.1037//0033- 2909.113.1.99
• Newman, R. S., & Murray, B. J. (2005). How students and teachers view the seriousness of peer harassment: When is it appropriate to seek help? Journal of Educational Psychology, 97, 347-365. doi: 10.1037/0022-0663.97.3.347
• Olthof, T., & Goossens, F. A. (2008). Bullying and the need to belong: Early adolescents bullying-related behavior and the acceptance they desire and receive from particular classmates. Social Development, 17, 24-46. doi: 10.1111/j.1467-9507.2007.00413.x
• Olthof, T., Goossens, F. A., Vermande, M. M., Aleva., E. A., & van der Meulen, M. (2011). Bullying as strategic behavior: Relations with desired and acquired dominance in the peer group. Journal of School Psychology, 49, 339-359. doi: 10.1016/j.jsp.2011.03.003.
• Pakaslahti, L., Karjalainen, A., & Keltikangas,-Jarvinen, L. (2002). Relationships between adolescent prosocial problem-solving strategies, prosocial behaviour, and social acceptance. International Journal of Behavioral Development, 26, 137-144. doi: 10.1080/01650250042000681
• Parke, R. D. (2004). Development in the family. Annual Review of Psychology, 55, 365-399. doi: 10.1146/annurev.psych.55.090902.141528
• Parkhurst, J.T., & Asher, S. R. (1992). Peer rejection in middle school: Subgroup differences in behaviour, loneliness and interpersonal concerns. Developmental Psychology, 28, 231-241. doi: 10.1037//0012-1649.28.2. 231
• Patterson, C. J., Kupersmidt, J. B., & Griesler, P. C. (1990). Childrens perceptions of self and of relations with others as a function of sociometric status. Child Development, 61, 1335-1349.
• Pettit, G. S., Clawson, M. A., Dodge, K. A., & Bates, J. E. (1996). Stability and change in peer-rejected status: The role of child behavior, parenting, and family ecology. Merrill-Palmer Quarterly, 42, 267-294.
• Peugh, J. L., & Enders, C. K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74, 525-556. doi: 10.3102/00346543074004525
• Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385-401. doi: 10.1177/014662167700100306
• Reicher, S., & Emler, N. (1985). Delinquent behaviour and attitudes to formal authority. British Journal of Social Psychology, 3, 161-168. doi: 10.1111/j.2044-8309.1985. tb00677.x
• Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: antisocial and prosocial configurations. Developmental Psychology, 36, 14-24. doi: 10.1037/0012-1649.36.1.14
• Rodkin, P. C., Farmer, T.W., Pearl, R., & Van Acker, R. (2006). Theyre cool: social status and peer group supports for aggressive boys and girls. Social Development, 15, 175-204. doi: 10.1111/j.1467-9507.2006.00336.x
• Rose, A. J., Swenson, L. P., & Carlson, W. (2004). Friendships of aggressive youth: Considering the influences of being disliked and of being perceived as popular. Journal of Experimental Child Psychology 88, 25-45. doi: 10.1016/j. jecp.2004.02.005
• Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 553-617). New York: Wiley.
• Rubini, M., & Palmonari, A. (1995). Orientamenti verso la autorita formali e partecipazione poltica degli adolescenti. Giornale Italiano di Psicologia, 10, 757-775.
• Russell, D., Peplau, L.A., & Cutrona, C.E. (1980). The revised UCLA Loneliness Scale: Concurrent and discriminant validity evidence. Journal of Personality and Social Psychology, 39, 472-480. doi: 10.1037//0022-3514.39.3.472
• Stevens, V., De Bourdeaudhuij, I., & Van Oost, P. (2002). Relationship of the family environment to childrens involvement in bully/victim problems at school. Journal of Youth and Adolescence, 31, 419-428. doi: 10.1023/A:1020267221683
• Schwartz, D., Gorman, A., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology, 42, 1116-1127.
• Tajfel, H. (1981). Human groups and social categories. Cambridge: Cambridge University Press.
• Tarrant, M. (2002). Adolescent peer groups and social identity. Social Development, 11(1), 110-123. doi: 10.1111/1467-9507.00189
• Terry, R. (2000). Recent advances in measurement theory and the use of sociometric techniques. In A. H. N. Cillessen & W. M. Bukowski (Eds.), Recent advances in the measurment of acceptance and rejection in the peer system (pp. 75-93). San Francisco, CA: Jossey-Bass.
• Turner, J. C. (1982). Towards a cognitive redefinition of the social group. In H. Tajfel (Ed.), Social identity and intergroup relations (pp. 15-40). Cambridge: Cambridge University Press.
• Vaillancourt, T., & Hymel, S. (2006). Aggression and social status: The moderating roles of sex and peer-valued characteristics. Aggressive Behavior, 32, 396-408.
• Verschueren, K., & Marcoen, A. (2002). Perceptions of self and relationship with parents in aggressive and nonaggressive rejected children. Journal of School Psychology, 40, 501-522. doi: 10.1016/S0022-4405(02)00122-X
• Welch, B. L. (1951). On the comparison of several mean values: An alternative approach. Biometrika, 38, 330-336.
• Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763.
• Woodward, L. J., & Fergusson, D. M. (1999). Childhood peer relationship problems and psychosocial adjustment in late adolescence. Journal of Abnormal Child Psychology, 27, 87-104. doi: 10.1023/A:1022618608802
• Zakriski, A. L., & Coie, J. D. (1996). A comparison of aggressive-rejected and nonaggressiverejected childrens interpretations of self-directed and other-directed rejection. Child Development, 67, 1048-1072. doi: 10.2307/1131879
• Zettergren, P. (2003). School adjustment in adolescence for previously rejected, average, and popular children. British Journal of Educational Psychology, 73, 207-221. doi: 10.1348/00070990360626949
• Zettergren. P. (2005). Childhood peer status as predictor of mid-adolescence peer situation and social adjustment. Psychology in the Schools, 42, 745-757. doi: 10.1002/pits.20121