Peer Rejection and Academic Performance in the Link between Aggression and Depressive Symptoms: A Longitudinal Examination of Alternative Developmental Pathways

Abstract

BACKGROUND: The failure model posits that peer rejection and poor academic performance may account for the longitudinal association between children’s aggressive behavior and subsequent depressive symptoms. However, the theory is unclear and evidence is mixed regarding the temporal sequence, relative magnitude, and possible interaction of these two mediators. Incorporating the functions of aggressive behavior may shed further light on these developmental pathways given that reactive, but not proactive, aggression is particularly associated with depressive symptoms and poor social and academic functioning. The present study investigated alternative pathways from early reactive aggression to subsequent peer rejection, academic performance, and depressive symptoms. METHOD: A school sample of children (N = 963; ages 6-12; 49% female) was assessed annually by their primary classroom teachers over three years. Ratings of proactive and reactive aggression, peer rejection, academic performance, and depressive symptoms were collected. Following an accelerated design, path models were estimated to examine peer rejection and academic performance as developmental pathways from aggression subtypes in first grade to depressive symptoms in fifth grade. Developmental cascade sequences, interactions, and gender differences were also examined. RESULTS: Reactive aggression in first grade predicted peer rejection and poor academic performance in third grade, whereas proactive aggression predicted better academic performance. For girls, proactive aggression predicted lower peer rejection, and the path from reactive aggression to peer rejection was stronger than it was for boys. From third to fifth grade, peer rejection predicted subsequent depressive symptoms for boys only. The direct and moderated academic pathways to depressive symptoms were nonsignificant. CONCLUSIONS: Results provide partial support for the failure model, particularly for the developmental pathways from reactive aggression to peer rejection to depressive symptoms. These findings highlight the importance of reactive aggression and peer functioning as key developmental mechanisms during middle childhood and as possible targets for assessment and intervention in the school context. Early reactive aggression appears to be a central risk factor for social and academic problems, while peer rejection in third grade appears to be a risk factor for depressive symptoms for boys. Limitations and implications for future research are discussed.