Early family experience, chronic peer rejection in school, and overgeneralized social problem solving as predictors of child adjustment at age seven

The purpose of this research was to predict child adjustment at age seven by examining family experience through age five, chronic peer rejection during kindergarten and first grade, and children's tendency to overgeneralize rules in social problem solving (SPS). It was proposed that family and peer variables would make unique contributions to explaining child adjustment. It also was hypothesized that the effects of early family experience would be stronger for children who experienced chronic peer rejection at school or who overgeneralized rules than for other children. Data from a three-site, two-cohort longitudinal study were used (N = 450). Child adjustment was operationalized as teacher and mother ratings of children's competencies and externalizing problems. Five aspects of early family experience were measured using parent interviews and questionnaires: non-hitting aversive parent behaviors, physical punishment, marital conflict, unplanfulness in child bearing, and socioeconomic status. Chronic peer rejection was sociometrically assessed. Overgeneralization of rules in SPS was assessed using a hypothetical-reasoning test. As hypothesized, family and peer variables made unique contributions to explaining child adjustment at age seven. Overall, the strongest predictor of child adjustment at age seven was chronic peer rejection, followed by socioeconomic status. In addition, chronic peer rejection strengthened the relationship between (a) socioeconomic status and child adjustment, and (b) marital conflict and child adjustment Children's tendency to overgeneralize rules in SPS had a small, unique effect in predicting child adjustment. The constructs of risk and resilience were used to develop the model of child adjustment in this study as well as to interpret findings. The findings support previous theory and research underscoring the need to assess risk across multiple domains of a child's life. Importantly, this study forwards the literature by emphasizing that multiple domains of experience and risk are ordered sequentially, and that a child's entry into a new setting, such as school, provides opportunities for both constancy and change.