Abstract
The link between childhood peer status and long‐term adjustment is well established. Yet, little is known about the mechanisms that connect early peer problems to later life adjustment problems, or about the specific ages at which peer problems become predictive of more long‐term difficulties. This study examined the validity of sociometric status assessed in the lower elementary grades in predicting children's patterns of adjustment in the upper elementary grades. Positive and negative nomination sociometric measures were administered to 152 children in kindergarten, first, and second grades. Follow‐up adjustment measures were administered three years later when the original cohorts were in the third, fourth, and fifth grades, respectively. Follow‐up assessments included peer status, teacher ratings of behavioral self‐control, both general and social locus of control orientations, depression, anxiety, and anger. Follow‐up differences were found among children who had been rejected by peers in the lower e...
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