Janet A. Kistner

Do Positive Self-Perceptions Have a “Dark Side”? Examination of the Link between Perceptual Bias and Aggression

The hypothesis that positive self-perceptions may have a “dark side” was investigated in the present study by examining the relationship between positively biased self-perceptions and aggression. Ratings of actual and perceived social acceptance of third-grade (n = 278), fourth-grade (n = 260), and fifth-grade (n = 321) students were compared to form a measure of perceptual bias. Peers provided nominations for overt and relational aggression. Gender differences were found for aggression (males were more overtly and relationally aggressive than females) but not perceptual bias. African-American children held more positive perceptions of their social acceptance and were perceived by peers as more aggressive than Caucasian children. Even after controlling for the effects of gender and ethnicity, more positively biased perceptions were associated with more peer nominations for overt and relational aggression. Contrary to an optimal range of bias hypothesis, even moderately positive self-perceptions were associated with elevated levels of aggression.

Positive and negative affectivity in children : Confirmatory factor analysis of a two-factor model and its relation to symptoms of anxiety and depression

The positive affect (PA) and negative affect (NA) framework that is embodied in the tripartite model of anxiety and depression has proved useful with adult populations; however, there is as yet little investigation with children concerning either the measurement of PA and NA or the relation between PA and NA and levels of adjustment. A confirmatory factor analysis was used in this study to examine the structure of self-reported affect and its relation to depressive and anxious symptoms in school children (4th to 11th grade). Results supported a 2-factor orthogonal model that was invariant across age and sex. Support for the expected pattern of relations between NA and PA with symptoms of depression and anxiety was strong for the older sample (M = 14.2 years) but weaker for the younger sample (M = 10.3 years). Results also provide preliminary support for the reliability and validity of the Positive and Negative Affect Schedule for children.

Children's Classroom Peer Relationships and Subsequent Educational Outcomes

Used childrens peer relationships (social preference, aggression, and withdrawal) to predict educational outcomes in a 10-year longitudinal study of 524 students in Grades 3 to 5. Consistent with prior research, lower social preference and elevated aggression and withdrawal were each associated with lower graduation rates; however, only aggression uniquely predicted outcomes. Ethnicity and socioeconomic status (SES) predicted educational outcomes and moderated the association between peer acceptance and outcomes. Social preference predicted educational outcomes of Caucasian and middle SES students but not African American and low SES students; when ethnicity and SES were included in the same model, only the moderating effect of SES was a significant predictor of educational outcome. Ethnicity also interacted with social withdrawal such that withdrawal predicted more negative educational outcomes for African American but not Caucasian students. When academic achievement scores and being over-age for grade were included in our model, only peer-rated aggression significantly added to the prediction of educational outcomes.

Response Styles Theory: Downward Extension to Children

Describes partial support found for the downward extension of Nolen-Hoeksemas response styles theory of depression to preadolescents (N = 201). A self-report measure of response styles was developed. Evidence for the multidimensionality and independence of rumination and distraction is provided, as well as support for the reliability and validity of the new measure. Results supported 2 primary tenets of the theory: sex differences in ruminatory tendencies and associations between response styles and self-reported depressive symptoms. Implications of the findings for understanding depression in preadolescents are discussed, in addition to directions for advancing this knowledge area.

The Influence of Teacher Feedback on Young Children's Peer Preferences and Perceptions.

Causal relationships between teacher feedback and childrens peer preferences and perceptions were examined. Kindergarten, 1st, and 2nd grade children (N = 149) viewed a videotape of a classroom scene in which a child actor (target of teacher feedback) exhibited behaviors characteristic of peer-rejected children. Teacher feedback varied across 5 conditions: (a) neutral content, (b) positive, (c) corrective, (d) derogatory, and (e) combination of positive and corrective feedback. Teacher feedback had a directional and additive effect on peer preferences and perceptions

The Interpersonal, Cognitive, and Social Nature of Depression

Contents: T.E. Joiner, J. Kistner, J.S. Brown, Preface. J. Kistner, Childrens Peer Acceptance, Perceived Acceptance, and Risk for Depression. J. Davila, S.J. Steinberg, Depression and Romantic Dysfunction During Adolescence. P.M. Lewinsohn, P. Rohde, J.R. Seeley, D.N. Kline, I.H. Gotlib, The Psychosocial Consequences of Adolescent Major Depressive Disorder on Young Adults. C. Hammen, Interpersonal Vulnerability and Depression in Young Women. L.Y. Abramson, L.B. Alloy, Cognitive Vulnerability to Depression: Current Status and Developmental Origins. W.P. Sacco, C.A. Vaughan, Depression and the Response of Others: A Social-Cognitive Interpersonal Process Model. S.D. Hollon, Cognitive Therapy in the Treatment and Prevention of Depression. S.L. Johnson, R. Winters, B. Meyer, A Polarity-Specific Model of Bipolar Disorder. T.E. Joiner, J. Kistner, J.S. Brown, Epilogue.

Correlates of Peer Rejection among Children with Learning Disabilities.

Academic, intellectual, and behavioral correlates of sociometric status among LD children were investigated. Results indicated that peer acceptance or rejection of LD students was unrelated to IQ or achievement scores. However, peer as well as teacher ratings of classroom behavior and social interactions were related to LD childrens social status. Teachers rated rejected LD children as more inattentive and active. According to peer perception data, a wide range of acting-out and withdrawn behaviors were associated with rejection of LD classmates. The implications of these findings for interpreting previous research and for future studies in the area are discussed.

Ethnic and Sex Differences in Children's Depressive Symptoms: Mediating Effects of Perceived and Actual Competence

Examined ethnic and sex differences in depressive symptoms, along with hypothesized mediators of those differences (academic achievement, peer acceptance), for a sample of African American (n = 272) and Euro-American (n = 630) children in Grades 3 to 5. Group comparisons revealed a significant Ethnicity ×Sex interaction in depressive symptoms. African American boys reported more depressive symptoms than Euro-American boys, whereas African American and Euro-American girls reported comparable levels of depressive symptoms. Sex differences in depressive symptoms differed by ethnicity: Boys were more depressed than girls in the African American group whereas girls were more depressed than boys in the Euro-American group. The Ethnicity ×Sex interaction was mediated by academic achievement, but not peer acceptance. These findings have implications for understanding the mechanisms underlying depressive symptoms in preadolescence and for developing interventions to prevent depression.

Sex Differences and Response Styles: Subtypes of Rumination and Associations with Depressive Symptoms

In view of recent findings regarding the multifaceted nature of rumination in adults and older adolescents, the purpose of this study was to evaluate the construct of rumination as a 2-factor model (brooding and reflection) in a child and early adolescent sample as well as examine sex differences and associations between depressive symptoms and these ruminative subtypes. Participants were children in 2nd through 7th grades (N = 303). Results of a confirmatory factor analysis supported the hypothesis that subtypes of rumination (2-factor model) are present in children and provided a better fit than a unitary construct of rumination (1-factor model). As predicted, girls endorsed higher levels of brooding than boys, and brooding (not reflection) was uniquely related to depressive symptoms. Results revealed that a distinction between brooding and reflection subtypes is warranted as it can help lead to better assessment and identification of risk factors of depression.

Longitudinal Study of Young Children's Responses to Challenging Achievement Situations

Three studies were conducted to replicate and extend Dwecks findings regarding young childrens responses to challenging achievement situations. Dwecks dichotomous helplessness classification system (i.e., task choice, task choice reason) was replicated with kindergartners, n = 235 (50% male), and first graders, n = 70 (46% male). To test whether individual differences in young childrens responses to challenging situations are stable over time, 1- and 5-year follow-ups of the kindergartners were conducted. On the basis of childrens responses on age-appropriate behavioral tasks, a composite of cognitive, behavioral, and affective helplessness indices predicted helplessness at 1 and 5 years later, n = 114 (50% male), above and beyond kindergarten task ability and gender, p<.05. Kindergarten helplessness predicted teacher ratings of childrens helplessness 5 years later as well, p<.05. The implications of these findings for early intervention are discussed.