Référence bibliographique 
Dupéré, Véronique, Archambault, Isabelle, Leventhal, Tama, Dion, Eric et Anderson, Sara. 2015. «School Mobility and School-Age Children’s Social Adjustment ». Developmental Psychology, vol. 51, no 2, p. 197-210.
«In this study, we [...] explore links between school mobility and school-age children’s peer-related outcomes, including outcomes tapping mobile children’s social isolation and related problems (withdrawal, victimization, social problems, and aggression toward peers) and friendships with socially maladjusted peers (withdrawn, victimized, aggressive or otherwise socially maladjusted peers). We consider family transitions as a potential moderator.» (p. 198-199) Cet article contient deux études, la première porte sur les États-Unis et la seconde sur la situation québécoise.
«We expect that over and above statistical controls, mobile children will be more likely than their nonmobile peers to experience problematic relationships with peers and to have socially maladjusted friends, especially if school mobility coincides with family transitions.» (p. 199)
«Study 1 is based on the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD, see NICHD Early Child Care Research Network, 2005).» (p. 200) «For Study 2, the sample is from the Quebec Longitudinal Study of Child Development (QLSCD, Jetté & Des Groseilliers, 2000). The sample was intended to be representative of infants born in the province in 1997–1998.» (p. 204)
Type de traitement des données :
«The results [of the second study] show that the interaction between two time varying covariates, school mobility and family transitions, was significantly associated with discontinuities in the intercept for only one outcome: withdrawal. The positive value of the parameter indicates that after experiencing a school and a family transition, children were more withdrawn. […] In general, the results support the premise that when occurring simultaneously, school mobility and family transitions may interfere with some aspects of social adjustment. However, the specific aspects affected depended on the sample considered. In the U.S. sample, school and family instability were not linked with children’s withdrawal, victimization, or aggression; rather, it was associated with affiliating with a best friend who had social problems, related to victimization and aggression. In other words, children experiencing instability in the U.S. sample found a way to fit in, albeit with unconventional friends. Conversely, in the Canadian sample, children experiencing both school and family transitions were rated more socially withdrawn by teachers (but not more victimized or aggressive), as compared with their stable peers; however, their best friends were not characterized as aggressive or victimized.» (p. 206)