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Korucu I, Paes TM, Costello LA, Duncan RJ, Purpura DJ, Schmitt SA. The Role of Peers’ Executive Function and Classroom Quality in Preschoolers’ School Readiness. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/05/2023]
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2
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Schiff SJ, Lee SS. Peer correlates of conduct problems in girls. Aggress Behav 2022; 49:209-221. [PMID: 36408958 DOI: 10.1002/ab.22063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Revised: 11/10/2022] [Accepted: 11/11/2022] [Indexed: 11/23/2022]
Abstract
Conduct problems are increasingly prevalent in girls and they uniquely predict negative outcomes. Yet, few reliable risk factors for aggression and violence in girls and women have been identified. Although preliminary evidence suggests peer relationships may be central to the development of youth conduct problems, especially in girls, rigorous interactive models of peer risk and protective factors for conduct problems are lacking. Based on 3104 10-13-year-old girls in the Adolescent Brain and Cognitive Development study, we tested the independent associations of separate peer risk factors (i.e., relational aggression victimization, physical aggression victimization, and deviant peer affiliation) with multidimensional conduct problems, including their moderation by peer support. Being the victim of relational aggression, being the victim of physical aggression, and deviant peer affiliation were each positively associated with conduct problems and perpetration of aggression whereas peer support was negatively associated with youth report conduct problems and perpetration of physical aggression. Further, elevated peer support significantly attenuated the association of being the victim of relational aggression with teacher-rated conduct problems. These results highlight the sensitivity of conduct problems to peer risk factors and suggest that peer support designates important configurations of risk that differentially relate to conduct problems in girls.
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Affiliation(s)
- Sara J. Schiff
- Department of Psychology University of California Los Angeles USA
| | - Steve S. Lee
- Department of Psychology University of California Los Angeles USA
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Papachristou E, Flouri E, Joshi H, Midouhas E, Lewis G. Ability-grouping and problem behavior trajectories in childhood and adolescence: Results from a U.K. population-based sample. Child Dev 2021; 93:341-358. [PMID: 34585378 DOI: 10.1111/cdev.13674] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2020] [Revised: 07/31/2021] [Accepted: 08/04/2021] [Indexed: 11/30/2022]
Abstract
Ability-grouping has been studied extensively in relation to children's academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between-class and within-class ability-grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years. Children in low within-class ability groups showed more hyperactivity and emotional problems across the study period compared to non-grouped children, after adjustments for the different types of ability grouping and confounding. Additionally, children in the middle within-class ability groups showed more, and those in the top within-class groups less, hyperactivity compared to non-grouped children, after adjustment. Children in lower within-class groups should be monitored closely to ensure that their well-being is not compromised.
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Affiliation(s)
| | - Eirini Flouri
- UCL Institute of Education, University College London, London, UK
| | - Heather Joshi
- UCL Institute of Education, University College London, London, UK
| | - Emily Midouhas
- UCL Institute of Education, University College London, London, UK
| | - Glyn Lewis
- Division of Psychiatry, University College London, London, UK
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Hernández MM, Valiente C, Eisenberg N, Spinrad TL, Berger RH, Johns SK, Gal-Szabo DE, Diaz A, Thompson MS, Southworth J, Pina AA. Do peer and child temperament jointly predict student–teacher conflict and closeness? JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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5
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Wolf S, Gonzalez Canche MS, Coe K. A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms. Child Dev 2021; 92:e1242-e1259. [PMID: 34132392 DOI: 10.1111/cdev.13608] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based on a data set of Ghanaian preprimary classrooms in the Greater Accra Region collected in the 2015-2016 school year, we use complex system networks with multilevel modeling to study the presence and magnitude of peer effects. Results corroborated small statistically significant effects on academic and nonacademic skills (d = .06-.10). Peer effects on literacy were larger for children in public schools, who are relatively more disadvantaged than their private school counterparts. Teacher-directivity intensity did not moderate peer effects.
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Peer Influence during Adolescence: The Moderating Role of Parental Support. CHILDREN-BASEL 2021; 8:children8040306. [PMID: 33920622 PMCID: PMC8074199 DOI: 10.3390/children8040306] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/14/2021] [Revised: 04/03/2021] [Accepted: 04/15/2021] [Indexed: 11/17/2022]
Abstract
Although many studies show that peers influence the development of adolescent internalizing and externalizing difficulties, few have considered both internalizing and externalizing difficulties in the same study, and fewer have considered the contributions of parents. Using a longitudinal sample of 385 adolescents, the contributions of best friends' internalizing and externalizing difficulties (as assessed in Grade 6; G6: Mage = 13.64 years; 53% female; 40% ethnic or racial minority) were examined as they predicted subsequent adolescent internalizing and externalizing difficulties (at G8); in addition, the moderating role of both maternal and paternal support (at G6) was explored. Structural equation modelling revealed that best friend internalizing difficulties predicted decreases, but that best friend externalizing difficulties predicted increases in adolescents' externalizing difficulties over time. Significant interactions involving both maternal and paternal support revealed that the negative impact of a G6 best friend having internalizing problems on later G8 adolescent externalizing problems was stronger at low levels of maternal and paternal support. The findings highlight the complex, and interactive, influences of friends and parents on the development of internalizing and externalizing symptomatology during adolescence, and underscore the importance of targeting both sources of social influence in research and clinical work.
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Abstract
Almost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.
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Hanish LD, Martin CL, Cook R, DeLay D, Lecheile B, Fabes RA, Goble P, Bryce C. Building integrated peer relationships in preschool classrooms: The potential of buddies. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101257] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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9
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Cao H, Liang Y, Zhou N. Proximal Interpersonal Processes in Early Childhood, Socioemotional Capacities in Middle Childhood, and Behavioral and Social Adaptation in Early Adolescence: A Process Model toward Greater Specificity. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 48:1395-1410. [PMID: 32880816 DOI: 10.1007/s10802-020-00696-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Early proximal interpersonal processes in central microsystems have been widely linked to child subsequent adaptation. What remains sparse is research spanning multiple developmental stages and examining unique, relative implications of distinct early proximal interpersonal processes for child later adjustment in various domains and the cognitive, emotional, and behavioral mechanisms underlying such associations. Using NICHD SECCYD data, a process model was tested in which negativities and positivities in three early proximal interpersonal processes (i.e., mother-child, child care provider-child, and child care peer interactions at 6-36 months) were simultaneously linked to child internalizing problems, externalizing problems, and social relationship quality in early adolescence (6th grade) via child hostile attribution bias, emotion reactivity, and social skills in middle childhood (3rd grade). Social skills mediated the associations between positivities/negativities in early mother-child and peer interactions and later behavioral and social adaptation. Emotion reactivity was identified as a process via which negativities in early peer interactions predicted later behavioral problems. Maternal negativities were positively associated with hostile attribution biases, but such biases did not relate to later adaptation. We also identified a negative direct link between maternal positivities and later externalizing problems and a positive direct link between maternal positivities and later social relationship quality. No effects emerged for child care providers-child interactions. Improving early mother-child and peer interactions may promote adaptation in early adolescence. For children with poor early mother-child and peer interactions, training socioemotional capacities may be a way to diminish consequences of early negative interpersonal processes.
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Affiliation(s)
- Hongjian Cao
- Institute of Early Childhood Education, Faculty of Education, Beijing Normal University, 512 Ying Dong Building, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing, 100875, China
| | - Yue Liang
- School of Social Development and Public Policy, Beijing Normal University, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing, 100875, China
| | - Nan Zhou
- Institute of Early Childhood Education, Faculty of Education, Beijing Normal University, 512 Ying Dong Building, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing, 100875, China.
- Department of Educational Psychology and School Counseling, Faculty of Education, Beijing Normal University, 528 Ying Dong Building, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing, 100875, China.
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10
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Ahmed S, Foulkes L, Leung JT, Griffin C, Sakhardande A, Bennett M, Dunning DL, Griffiths K, Parker J, Kuyken W, Williams JMG, Dalgleish T, Blakemore SJ. Susceptibility to prosocial and antisocial influence in adolescence. J Adolesc 2020; 84:56-68. [PMID: 32858504 PMCID: PMC7674583 DOI: 10.1016/j.adolescence.2020.07.012] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Revised: 07/17/2020] [Accepted: 07/29/2020] [Indexed: 12/22/2022]
Abstract
Introduction Adolescents are particularly susceptible to social influence and previous studies have shown that this susceptibility decreases with age. The current study used a cross-sectional experimental paradigm to investigate the effect of age and puberty on susceptibility to both prosocial and antisocial influence. Methods Participants (N = 520) aged 11–18 from London and Cambridge (United Kingdom) rated how likely they would be to engage in a prosocial (e.g. “help a classmate with their work”) or antisocial (e.g. “make fun of a classmate”) act. They were then shown the average rating (in fact fictitious) that other adolescents had given to the same question, and were then asked to rate the same behaviour again. Results Both prosocial and antisocial influence decreased linearly with age, with younger adolescents being more socially influenced when other adolescents’ ratings were more prosocial and less antisocial than their own initial rating. Both antisocial and prosocial influence significantly decreased across puberty for boys but not girls (independent of age). Conclusions These findings suggest that social influence declines with increasing maturity across adolescence. However, the exact relationship between social influence and maturity is dependent on the nature of the social influence and gender. Understanding when adolescents are most susceptible to different types of social influence, and how this might influence their social behaviour, has important implications for understanding adolescent social development.
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Affiliation(s)
- S Ahmed
- Institute of Cognitive Neuroscience, University College London, London, WC1N 3AR, UK.
| | - L Foulkes
- Institute of Cognitive Neuroscience, University College London, London, WC1N 3AR, UK
| | - J T Leung
- Institute of Cognitive Neuroscience, University College London, London, WC1N 3AR, UK
| | - C Griffin
- Institute of Cognitive Neuroscience, University College London, London, WC1N 3AR, UK
| | - A Sakhardande
- Institute of Cognitive Neuroscience, University College London, London, WC1N 3AR, UK
| | - M Bennett
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, CB2 7EF, UK
| | - D L Dunning
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, CB2 7EF, UK
| | - K Griffiths
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, CB2 7EF, UK
| | - J Parker
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, CB2 7EF, UK
| | - W Kuyken
- Department of Psychiatry, University of Oxford, Oxford, OX3 7JX, UK
| | - J M G Williams
- Department of Psychiatry, University of Oxford, Oxford, OX3 7JX, UK
| | - T Dalgleish
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, CB2 7EF, UK
| | - S J Blakemore
- Institute of Cognitive Neuroscience, University College London, London, WC1N 3AR, UK; Department of Psychology, Downing Street, University of Cambridge, Cambridge, CB2 3EB, UK
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11
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Zhang M, Liu H, Zhang Y. Adolescent Social Networks and Physical, Verbal, and Indirect Aggression in China: The Moderating Role of Gender. Front Psychol 2020; 11:658. [PMID: 32292382 PMCID: PMC7132334 DOI: 10.3389/fpsyg.2020.00658] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2019] [Accepted: 03/19/2020] [Indexed: 11/13/2022] Open
Abstract
Aggressive adolescents are preferable in some Western cultures, whereas Confucianism places great emphasis on the inhibition of aggressive behaviors in Chinese culture. Using the longitudinal social network analysis, we used a sample of 1354 Chinese adolescents (54% boys, ages 12–15) who were followed over 1 year at three time points to examine the association between friendship dynamics and physical, verbal, and indirect aggression and the moderating role of gender. This study found the following: (1) Students who were verbally aggressive were regarded as attractive, whereas those who were indirectly aggressive were unattractive as friends; (2) adolescents selected peers with similar levels of aggression as friends; (3) adolescents were influenced by their friends’ aggressive behaviors; and (4) girls were more susceptible than boys to the influence of physical aggression, although gender did not moderate the influence process of verbal and indirect aggression. The findings of this study provided a clearer insight into the selection and influence processes of the three subtypes of aggression and contributed to the diversity of samples. Chinese educators should pay more attention to both verbal aggression because of youths’ preference for it and to girls with physically aggressive friends since they are more susceptible than boys.
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Affiliation(s)
- Maoxin Zhang
- Faculty of Psychology, Beijing Normal University, Beijing, China.,Centre for Educational Measurement, University of Oslo, Oslo, Norway
| | - Hongyun Liu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yunyun Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
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12
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Neal JW. A systematic review of social network methods in high impact developmental psychology journals. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12442] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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13
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Johns SK, Valiente C, Eisenberg N, Spinrad TL, Hernández MM, Southworth J, Berger RH, Thompson MS, Silva KM, Pina AA. Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 111:542-555. [PMID: 31186581 DOI: 10.1037/edu0000288] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The goal of the study was to examine whether target children's temperamental negative emotional expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring and whether a classmate's NEE and effortful control moderated these relations. Target children's NEE and effortful control were measured in the fall via multiple methods, academic adjustment was measured via reading and math standardized tests in the spring, and observations of engagement in the classroom were conducted throughout the year. In the fall, teachers nominated a peer with whom each target child spent the most time and rated that peer's temperament. Target children with high effortful control had high reading and math achievement (ps = .04 and < .001, respectively), and children with low NEE increased in engagement during the year (p < .001). Peers' temperament did not have a direct relation to target children's academic adjustment. Peers' negative emotion, however, moderated the relation between target children's effortful control, as well as NEE, and changes in engagement (ps = .03 and .05, respectively). Further, peers' effortful control moderated the relations between target children's NEE and reading and changes in engagement (ps = .02 and .04, respectively). In each case, target children's temperament predicted the outcome in expected directions more strongly when peers had low NEE or high effortful control. Results are discussed in terms of how children's temperamental qualities relate to academic adjustment, and how the relation between NEE and changes in engagement, in particular, depends on peers' temperament.
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Affiliation(s)
| | - Carlos Valiente
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | | | - Tracy L Spinrad
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | | | - Jody Southworth
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Rebecca H Berger
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Marilyn S Thompson
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Kassondra M Silva
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
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Tam MJ, Jewell JA, Brown CS. Gender-based harassment in early adolescence: Group and individual predictors of perpetration. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.02.011] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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15
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16
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Veed GJ, McGinley M, Crockett LJ. Friendship network influence on the development of internalizing symptoms during adolescence. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2018.09.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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17
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Choi JY, Castle S, Burchinal M, Horm D, Guss S, Bingham GE. Peer effects on low-income children's learning and development. J Sch Psychol 2018; 71:1-17. [PMID: 30463665 DOI: 10.1016/j.jsp.2018.10.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2017] [Revised: 07/21/2018] [Accepted: 10/08/2018] [Indexed: 11/16/2022]
Abstract
Using data from a large study of 78 high-quality Head Start classrooms in 12 sites across the U.S., this study examined whether peers' receptive vocabulary skills and teacher-reported social-emotional (S-E) functioning (i.e., behavior problems and self-regulation) measured at the beginning of the preschool year were related to children's gains in these three domains over a school year. Analyses included over 75% of the children in each classroom and produced three noteworthy findings. First, children in classrooms where average peers had higher behavior problems demonstrated increased teacher-reported behavior problems themselves at the end of the year. Second, children in classrooms where average peers had higher self-regulation skills demonstrated larger gains in teacher-reported self-regulation skills at the end of the school year. Third, peers' higher baseline self-regulation skills were found to be associated with children's higher self-regulation in spring, especially when children began the school year with higher levels of self-regulation. This finding indicates that children who have higher baseline self-regulation may be better positioned to benefit from their peers' high self-regulation in developing their own self-regulation skills. In contrast, no evidence was found that peers' baseline receptive vocabulary skills were related to children's receptive vocabulary gains over a school year. Additionally, no significant cross-domain peer effects were found between peers' baseline S-E functioning and children's receptive vocabulary gains nor peers' baseline receptive vocabulary skills and children's S-E development over a school year. Implications of these findings for classroom practice and further research are discussed.
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Affiliation(s)
- Ji Young Choi
- Department of Human Development & Family Studies, Iowa State University, United States of America.
| | - Sherri Castle
- Early Childhood Education Institute, University of Oklahoma-Tulsa, United States of America
| | - Margaret Burchinal
- Data Management and Analysis Center, FPG Child Development Institute, University of North Carolina, United States of America
| | - Diane Horm
- Early Childhood Education Institute, University of Oklahoma-Tulsa, United States of America
| | - Shannon Guss
- Early Childhood Education Institute, University of Oklahoma-Tulsa, United States of America
| | - Gary E Bingham
- Department of Early Childhood Education, Georgia State University, United States of America
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18
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Glenn AL, Lochman JE, Dishion T, Powell NP, Boxmeyer C, Qu L. Oxytocin Receptor Gene Variant Interacts with Intervention Delivery Format in Predicting Intervention Outcomes for Youth with Conduct Problems. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2018; 19:38-48. [PMID: 28303421 PMCID: PMC5600646 DOI: 10.1007/s11121-017-0777-1] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Coping Power is an evidence-based preventive intervention program for youth with aggressive behavior problems that has traditionally been delivered in small group formats. Because of concerns about iatrogenic effects secondary to aggregation of high risk youth, the current study examined whether genetic risk may moderate intervention outcome when youth were randomly assigned to group versus individual formats of an intervention. The oxytocin receptor gene (OXTR) has been associated with social behavior and may influence susceptibility to social reinforcement in general and deviant peer influence in particular. One variant of OXTR (rs2268493) was examined in 197 fourth-grade African-American children (64% male) who were randomly assigned to Group Coping Power or Individual Coping Power (Lochman et al. 2015). Longitudinal assessments of teacher- and parent-reported behavior were collected through a 1-year follow-up. Growth curve analyses revealed a genotype by delivery format interaction. Youth with the A/A genotype demonstrated reductions in externalizing problems over the course of the intervention regardless of intervention format. In contrast, carriers of the G allele receiving the group-based intervention showed little improvement during the intervention and a worsening of symptoms during the follow-up year, while those receiving the individual format demonstrated reductions in externalizing problems. Given the associations between this OXTR variant and social bonding, carriers of the G allele may be more sensitive to social rewards from deviant peers in the group setting. This study suggests that genetic factors may be useful in predicting which type of intervention will be most effective for a particular individual.
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Affiliation(s)
- Andrea L Glenn
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA.
| | - John E Lochman
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA
| | - Thomas Dishion
- Arizona State University, P.O. Box 871104, Tempe, AZ, 85287-1104, USA
| | - Nicole P Powell
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA
| | - Caroline Boxmeyer
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA
| | - Lixin Qu
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA
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19
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Gornik AE, Neal JW, Lo SL, Durbin CE. Connections between preschoolers' temperament traits and social behaviors as observed in a preschool setting. SOCIAL DEVELOPMENT 2017. [DOI: 10.1111/sode.12271] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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20
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Ribeiro LA, Zachrisson HD. Peer Effects on Aggressive Behavior in Norwegian Child Care Centers. Child Dev 2017; 90:876-893. [PMID: 28929483 DOI: 10.1111/cdev.12953] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study examined whether exposure to changes in peer aggression predicted changes in child physical aggression (PA) in preschool children attending Norwegian Early Childhood Education and Care (ECEC) centers. Data from the Behavior Outlook Norwegian Developmental Study were used, including 956 children. In fixed effects models, within-child changes in exposure to peer aggression predicted changes in teacher-rated child PA across ages 2, 3, and 4. Moreover, changes in exposure to a peer group with two or more externalizing children increased teacher-rated child PA over time, but only for boys. No significant peer effects on parent-rated child PA were found. Findings point to the importance of avoiding the congregation of several problematic children, particularly boys, in the same ECEC groups.
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21
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Olson KR, Enright EA. Do transgender children (gender) stereotype less than their peers and siblings? Dev Sci 2017; 21:e12606. [DOI: 10.1111/desc.12606] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2016] [Accepted: 07/06/2017] [Indexed: 11/30/2022]
Affiliation(s)
- Kristina R. Olson
- Department of Psychology University of Washington Seattle Washington USA
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22
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Dijkstra JK, Berger C. Friendship Selection and Influence Processes for Physical Aggression and Prosociality: Differences between Single-Sex and Mixed-Sex Contexts. SEX ROLES 2017; 78:625-636. [PMID: 29670316 PMCID: PMC5897469 DOI: 10.1007/s11199-017-0818-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
The present study examined to what extent selection and influence processes for physical aggression and prosociality in friendship networks differed between sex-specific contexts (i.e., all-male, all-female, and mixed-sex classrooms), while controlling for perceived popularity. Whereas selection processes reflect how behaviors shape friendships, influence processes reveal the reversed pattern by indicating how friends affect individual behaviors. Data were derived from a longitudinal sample of early adolescents from Chile. Four all-male classrooms (n = 150 male adolescents), four all-female classrooms (n = 190 female adolescents), and eight mixed-sex classrooms (n = 272 students) were followed one year from grades 5 to 6 (Mage = 13). Analyses were conducted by means of stochastic-actor-based modeling as implemented in RSIENA. Although it was expected that selection and influence effects for physical aggression and prosociality would vary by context, these effects showed remarkably similar trends across all-male, all-female, and mixed-sex classrooms, with physical aggression reducing and with prosociality increasing the number of nominations received as best friend in all-male and particularly all-female classrooms. Further, perceived popularity increased the number of friendship nominations received in all contexts. Influence processes were only found for perceived popularity, but not for physical aggression and prosociality in any of the three contexts. Together, these findings highlight the importance of both behaviors for friendship selection independent of sex-specific contexts, attenuating the implications of these gendered behaviors for peer relations.
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Affiliation(s)
- Jan Kornelis Dijkstra
- 1Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS), University of Groningen, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands
| | - Christian Berger
- 2Department of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile
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Smirnov I, Thurner S. Formation of homophily in academic performance: Students change their friends rather than performance. PLoS One 2017; 12:e0183473. [PMID: 28854202 PMCID: PMC5576666 DOI: 10.1371/journal.pone.0183473] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2017] [Accepted: 08/05/2017] [Indexed: 02/04/2023] Open
Abstract
Homophily, the tendency of individuals to associate with others who share similar traits, has been identified as a major driving force in the formation and evolution of social ties. In many cases, it is not clear if homophily is the result of a socialization process, where individuals change their traits according to the dominance of that trait in their local social networks, or if it results from a selection process, in which individuals reshape their social networks so that their traits match those in the new environment. Here we demonstrate the detailed temporal formation of strong homophily in academic achievements of high school and university students. We analyze a unique dataset that contains information about the detailed time evolution of a friendship network of 6,000 students across 42 months. Combining the evolving social network data with the time series of the academic performance (GPA) of individual students, we show that academic homophily is a result of selection: students prefer to gradually reorganize their social networks according to their performance levels, rather than adapting their performance to the level of their local group. We find no signs for a pull effect, where a social environment of good performers motivates bad students to improve their performance. We are able to understand the underlying dynamics of grades and networks with a simple model. The lack of a social pull effect in classical educational settings could have important implications for the understanding of the observed persistence of segregation, inequality and social immobility in societies.
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Affiliation(s)
- Ivan Smirnov
- Institute of Education, National Research University Higher School of Economics, Moscow, Russia
| | - Stefan Thurner
- Section for Science of Complex Systems, Medical University of Vienna, Vienna, Austria
- Santa Fe Institute, Santa Fe, NM, United States of America
- IIASA, Laxenburg, Austria
- Complexity Science Hub Vienna, Josefstädterstr. 39, A-1080, Vienna, Austria
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Henneberger AK, Coffman DL, Gest SD. The Effect of Having Aggressive Friends on Aggressive Behavior in Childhood: Using Propensity Scores to Strengthen Causal Inference. SOCIAL DEVELOPMENT 2017; 26:295-309. [PMID: 28553013 DOI: 10.1111/sode.12186] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study uses propensity scores to statistically approximate the causal effect of having aggressive friends on aggressive behavior in childhood. Participants were 1,355 children (53% girls; 31% minority) in 97 third and fifth grade classrooms enrolled in the Classroom Peer Ecologies Project. Propensity scores were calculated to control for the impact of 21 relevant confounder variables related to having aggressive friendships and aggressive behavior. The 21 variables included demographic, social, and behavioral characteristics measured at the beginning of the school year. Presence/absence of aggressive friends was measured in the middle of the school year, and aggressive behavior was measured at the end of the school year. Results indicate a significant effect of having one or more aggressive friends on children's aggressive behavior above and beyond the effects of the 21 demographic, social, and behavioral variables. The propensity score model is compared to two other models of peer influence. The strengths and practical challenges of using propensity score analysis to study peer influence are discussed.
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Affiliation(s)
- Angela K Henneberger
- University of Maryland Baltimore, School of Social Work, 525 W. Redwood St. Baltimore, MD 21201
| | | | - Scott D Gest
- The Pennsylvania State University, Department of Human Development and Family Studies
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25
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Pears KC, Kim HK, Fisher PA. Decreasing Risk Factors for Later Alcohol Use and Antisocial Behaviors in Children in Foster Care by Increasing Early Promotive Factors. CHILDREN AND YOUTH SERVICES REVIEW 2016; 65:156-165. [PMID: 27158175 PMCID: PMC4857707 DOI: 10.1016/j.childyouth.2016.04.005] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Children in foster care are at high risk for poor psychosocial outcomes, including school failure, alcohol and other substance abuse, and criminal behaviors. Promoting healthy development by increasing broad-impact positive skills may help reduce some of the risk factors for longer-term negative outcomes. School readiness has been linked to a number of positive outcomes across childhood, adolescence, and adulthood, and may also boost intermediary positive skills such as self-competence. This paper presents findings from a longitudinal study involving 192 children in foster care who were 5 years old at the start of the study. They participated in a randomized controlled trial of a school readiness program to prepare them for kindergarten. Outcomes were assessed at third grade (9 years old) on variables associated with risk for later involvement in substance use and delinquency. These included positive attitudes towards alcohol use, positive attitudes towards antisocial behaviors, and involvement with deviant peers. Results showed that the intervention decreased positive attitudes towards alcohol use and antisocial behaviors. Further, the mediating role of children's self-competence was tested. The intervention positively influenced children's third-grade self-competence, which in turn, decreased their involvement with deviant peers. Findings suggest that promoting school readiness in children in foster care can have far-reaching, positive effects and that increased self-competence may be a mechanism for reducing risk.
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Affiliation(s)
- Katherine C Pears
- Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401, USA, , , ,
| | - Hyoun K Kim
- Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401, USA, , , , ; Yonsei University, Department of Child and Family Studies, College of Human Ecology, 50 Yonsei-ro, Seodaemun-gu, Seoul 120-749, Korea,
| | - Philip A Fisher
- University of Oregon, Department of Psychology, 1227 University of Oregon, Eugene, OR, 97403, USA, , ,
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26
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DeLay D, Hanish LD, Martin CL, Fabes RA. Peer effects on Head Start children's preschool competency. Dev Psychol 2015; 52:58-70. [PMID: 26479545 DOI: 10.1037/dev0000066] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The goals of this study were to investigate whether young children attending Head Start (N = 292; Mage = 4.3 years) selected peers based on their preschool competency and whether children's levels of preschool competency were influenced by their peers' levels of preschool competency. Children's peer interaction partners were intensively observed several times a week over 1 academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners' levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. (PsycINFO Database Record
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Affiliation(s)
- Dawn DeLay
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Laura D Hanish
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Carol Lynn Martin
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Richard A Fabes
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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27
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Hong JS, Davis JP, Sterzing PR, Yoon J, Choi S, Smith DC. A conceptual framework for understanding the association between school bullying victimization and substance misuse. THE AMERICAN JOURNAL OF ORTHOPSYCHIATRY 2014; 84:696-710. [PMID: 25545436 PMCID: PMC4291077 DOI: 10.1037/ort0000036] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This article reviews current research findings and presents a conceptual framework for better understanding the relationship between bullying victimization (hereafter referred to as victimization) and substance misuse (hereafter referred to as SM) among adolescents. Although victimization and SM may appear to be separate problems, research suggests an intriguing relationship between the 2. We present a brief, empirical overview of the direct association between victimization and adolescent SM, followed by a proposed conceptual framework that includes co-occurring risk factors for victimization and SM within family, peer, and school and community contexts. Next, we discuss potential mediators linking victimization and SM, such as internalizing problems, traumatic stress, low academic performance, and school truancy and absence. We then identify potential moderating influences of age, gender and sex, social supports, and school connectedness that could amplify or abate the association between victimization and SM. Finally, we discuss practice and policy implications.
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Affiliation(s)
| | - Jordan P Davis
- School of Social Work, University of Illinois at Urbana-Champaign
| | | | - Jina Yoon
- College of Education, Wayne State University
| | - Shinwoo Choi
- School of Social Work, University of Illinois at Urbana-Champaign
| | - Douglas C Smith
- School of Social Work, University of Illinois at Urbana-Champaign
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28
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Gendered-peer relationships in educational contexts. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2014; 47:151-87. [PMID: 25344996 DOI: 10.1016/bs.acdb.2014.04.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
The goals of this chapter are to discuss the theories and evidence concerning the roles of gendered-peer interactions and relationships in children's lives at school. We begin by discussing the tendency of boys and girls to separate into same-sex peer groups and consider the theories and evidence concerning how gender segregation occurs and how peers influence children's learning and development. We then turn to the important and understudied question of why some children have more exposure to same-sex peers than others. We consider factors that contribute to variability in children's experiences with gender segregation such as the types of schools children attend and the kinds of classroom experiences they have with teachers. Finally, we review new evidence concerning the cognitive and affective factors that illustrate that children are actively involved in constructing the social world that surrounds them.
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Friedman-Krauss AH, Raver CC, Neuspiel JM, Kinsel J. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms. EARLY EDUCATION AND DEVELOPMENT 2013; 25:681-702. [PMID: 28596698 PMCID: PMC5460986 DOI: 10.1080/10409289.2013.825190] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
RESEARCH FINDINGS The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. PRACTICE OR POLICY Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.
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30
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Effects of achievement motivation, social identity, and peer group norms on academic conformity. SOCIAL PSYCHOLOGY OF EDUCATION 2013. [DOI: 10.1007/s11218-013-9236-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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31
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Joyce JA, O'Neil ME, Stormshak EA, McWhirter EH, Dishion TJ. Peer Associations and Coping: The Mediating Role of Ethnic Identity for Urban, African American Adolescents. JOURNAL OF BLACK PSYCHOLOGY 2013; 39. [PMID: 24324283 DOI: 10.1177/0095798412454681] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study sought to examine the relationship between coping strategies and prosocial and deviant peer associations for urban, African American adolescents. In addition, the study analyzed the mediating role of ethnic identity for coping strategies and peer associations. Results of the African American models were then compared with models for European American adolescents. Results indicated that African American and European American adolescents who reported using distraction coping strategies were more likely to associate with prosocial peers, and those who reported using self-destruction strategies were less likely to associate with prosocial peers. Adolescents who reported using distraction coping strategies were less likely to associate with deviant peers, and adolescents who reported using self-destruction strategies were more likely to associate with deviant peers. Ethnic identity mediated the relationship between coping and prosocial peer association for African American adolescents. Limitations of the study and future research directions are also presented.
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32
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Rulison KL, Gest SD, Loken E. Dynamic Social Networks and Physical Aggression: The Moderating Role of Gender and Social Status Among Peers. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2013; 23:437-449. [PMID: 24068860 PMCID: PMC3779623 DOI: 10.1111/jora.12044] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
We examined three interrelated questions: (1) Who selects physically aggressive friends?; (2) Are physically aggressive adolescents influential?; and (3) Who is susceptible to influence from these friends? Using stochastic actor-based modeling, we tested our hypotheses using a sample of 480 adolescents (ages 11-13) who were followed across four assessments (fall and spring of 6th and 7th grade). After controlling for other factors that drive network and behavioral dynamics, we found that physically aggressive adolescents were attractive as friends, physically aggressive adolescents and girls were more likely to select physically aggressive friends, and peer-rejected adolescents were less likely to select physically aggressive friends. There was an overall peer influence effect, but gender and social status were not significant moderators of influence.
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Affiliation(s)
- Kelly L Rulison
- University of North Carolina at Greensboro, Department of Public Health Education, 437 HHP Building, 1408 Walker Avenue, Greensboro, NC 27412
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Mathys C, Hyde LW, Shaw DS, Born M. Deviancy and normative training processes in experimental groups of delinquent and nondelinquent male adolescents. Aggress Behav 2013; 39:30-44. [PMID: 23097083 DOI: 10.1002/ab.21456] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2011] [Accepted: 08/28/2012] [Indexed: 11/10/2022]
Abstract
The goal of this study was to identify the predictors and the moderators of group characteristics that influence deviancy and normative training processes in delinquent male adolescents. The authors experimentally tested the effects of group composition on deviant talk interaction processes among groups in which all members presented delinquent behaviors ("pure" delinquent group condition), those that included adolescents with no delinquent behaviors ("pure" normative group condition), and adolescents with both profiles ("mixed" group condition). Participants were 70 male adolescents aged 15-18 (M = 16.5; 56% Caucasian), with a random assignment to groups. Data were collected among three group sessions (T1, T2, T3), one session a week, using videotape. Two contents of interactions were also measured: antisocial and normative stories, counterbalanced across sessions. Results showed a significant group effect for antisocial talk and its reinforcement, with less antisocial talk within the mixed group condition in comparison to the pure delinquent group condition. The topic of interaction was also observed as a predictor of antisocial talk, with less normative interactions and more antisocial talk associated with antisocial topics. Finally, time moderated some relations between experimental groups and talk. We conclude with a discussion of the implications of this work for future research on deviancy training processes.
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Affiliation(s)
- Cécile Mathys
- Department of Psychology of Delinquency; Université de Liège; Liège, Belgium
| | | | - Daniel S. Shaw
- Department of Psychology; University of Pittsburgh; Pittsburgh; Pennsylvania
| | - Michel Born
- Department of Psychology of Delinquency; Université de Liège; Liège, Belgium
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34
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Dellve L, Samuelsson L, Waye KP. Preschool Children's Experience and Understanding of Their Soundscape. QUALITATIVE RESEARCH IN PSYCHOLOGY 2012. [DOI: 10.1080/14780887.2011.586099] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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35
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Martin CL, DiDonato MD, Clary L, Fabes RA, Kreiger T, Palermo F, Hanish L. Preschool children with gender normative and gender non-normative peer preferences: psychosocial and environmental correlates. ARCHIVES OF SEXUAL BEHAVIOR 2012; 41:831-47. [PMID: 22528037 PMCID: PMC3761797 DOI: 10.1007/s10508-012-9950-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2010] [Revised: 02/20/2012] [Accepted: 02/25/2012] [Indexed: 05/12/2023]
Abstract
We addressed several issues concerning children who show gender non-normative (GNN) patterns of peer play. First, do young children with GNN peer preferences differ from children with gender normative (GN) peer preferences in problem behaviors? Second, do GNN and GN children differ in sociability and isolation and do they have differential socialization opportunities with externalizing, internalizing, and socially competent peers? We employed a Bayesian approach for classifying children as GNN based on their peer preferences as compared to their peers using a sample of Head Start preschool children from a large Southwestern city (N = 257; 53 % boys; M age = 51 months; 66 % Mexican American). To calculate socialization opportunities, we assessed affiliation to each child in the class and weighted that by each peer's characteristics to determine the exposure that each child had to different kinds of peers. GN children of both sexes interacted more with same-sex peers, which may limit learning of different styles of interaction. As compared to GN children, GNN children exhibited more engagement in other-sex activities and with other-sex play partners and GNN children experienced somewhat fewer peer interactions, but did not differ on problem behaviors or social competence. Boys with GNN peer preferences had increased exposure to peers with problem behaviors. GNN girls experienced little exposure to peers with problem behaviors, but they also had little exposure to socially competent peers, which may reduce learning social skills from peers. Implications of these findings for future socialization and development will be discussed.
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Affiliation(s)
- Carol Lynn Martin
- School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287-3701, USA.
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36
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Covert antisocial behavior, peer deviancy training, parenting processes, and sex differences in the development of antisocial behavior during childhood. Dev Psychopathol 2012; 24:1117-38. [DOI: 10.1017/s0954579412000570] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
AbstractTwo longitudinal studies were used to examine the occurrence and consequences of peer deviancy training during childhood and the relative role of early covert antisocial behavior in risk for antisocial behavior in early adolescence. Peer deviancy training was apparent in a sample of at-risk first grade children, and it showed persistence and increased prevalence across the school year. Peer deviancy training, peer rejection, and unskilled parenting made additive contributions to the development of antisocial behavior during kindergarten and first grade and to antisocial behavior in fourth grade. Skilled parenting partially mitigated the association of peer deviancy training with antisocial behavior for boys. The appearance and growth of covert antisocial behavior was a predictor of fourth grade antisocial for boys and girls, more so than aggressive and overt antisocial behavior. Peer deviancy training and early covert antisocial behavior were key pathways to girls' antisocial behavior in fourth grade, and they complemented the roles of peer rejection and overt antisocial behavior for boys. The relationships of parenting and peer processes to trajectories of antisocial behavior were similar for boys and girls; but boys showed higher levels of antisocial behavior, were more involved in peer deviancy training, and were more likely to experience peer rejection.
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37
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Gasser L, Malti T. Children’s and their friends’ moral reasoning. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2012. [DOI: 10.1177/0165025412448353] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Friends’ moral characteristics such as their moral reasoning represent an important social contextual factor for children’s behavioral socialization. Guided by this assumption, we compared the effects of children’s and friends’ moral reasoning on their aggressive behavior in a low-risk sample of elementary school children. Peer nominations and teacher reports were used to assess children’s aggressive behavior and friendships. During individual interviews, moral reasoning was measured by justifications following moral judgments and moral emotion attributions. Results revealed that, compared to individuals’ moral reasoning, friends’ moral reasoning was more consistently related to children’s aggressive behavior. Moreover, friends’ aggressive behavior mediated the relationship between friends’ moral reasoning and children’s aggressive behavior. The findings provide evidence for the important role that friends’ moral development plays in children’s behavioral socialization, and highlight the need for integrated, systematic approaches to moral development and friendship relations.
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Affiliation(s)
- Luciano Gasser
- Teacher Training University of Central Switzerland, Switzerland
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38
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Powers CJ, Bierman KL. The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Dev Psychol 2012; 49:1174-86. [PMID: 22545840 DOI: 10.1037/a0028400] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Following a large, diverse sample of 4,096 children in 27 schools, this study evaluated the impact of 3 aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school: peer dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior. Teachers rated child aggressive-disruptive behavior in 1st and 3rd grades, and peer relations were assessed during 2nd grade. Results indicated that heightened classroom aggressive-disruptive behavior levels were related to proximal peer relations, including an increased likelihood of having aggressive friends and lower levels of peer dislike of aggressive-disruptive children. Controlling for 1st grade aggressive-disruptive behavior, the three 2nd grade peer experiences each made unique contributions to 3rd grade child aggressive-disruptive behavior. These findings replicate and extend a growing body of research documenting the multifaceted nature of peer influence on aggressive-disruptive behavior in early elementary school. They highlight the importance of the classroom ecology and proximal peer relations in the socialization of aggressive-disruptive behavior.
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Runions K. A Multi-Systemic School-Based Approach for Addressing Childhood Aggression. ACTA ACUST UNITED AC 2012. [DOI: 10.1375/ajgc.18.2.106] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractSchool-based approaches to addressing aggression in the early grades have focused on explicit curriculum addressing social and emotional processes. The current study reviews research on the distinct modes of aggression, the status of current research on social and emotional processing relevant to problems of aggression amongst young children, as well as the social-relationship processes that occur in schools that hold transformative potential for children's aggression and behavioural development. A framework incorporating peer-to-peer, teacher–child, and teacher-parent relationship components within a social–emotional curriculum is outlined to inform a multisystemic approach to addressing young children's aggression.
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40
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Fabes RA, Hanish LD, Martin CL, Moss A, Reesing A. The effects of young children's affiliations with prosocial peers on subsequent emotionality in peer interactions. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2012; 30:569-85. [PMID: 23039333 DOI: 10.1111/j.2044-835x.2011.02073.x] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Preschoolers' (60 boys and 64 girls, M age = 50.73 months) affiliations with prosocial peers were observed in naturally occurring interactions and then examined in relation to positive and negative emotionality within their peer interactions one semester later. Greater affiliation with prosocial peers in the fall was related to enhanced positive emotionality (especially for girls) and decreased negative emotionality (especially for boys) in later peer interactions. These findings held when initial levels of the emotion were controlled and were found above and beyond variations in classroom levels of prosociality. The findings suggest that peers exert influence in early childhood and that these effects can positively affect the quality of young children's later peer interactions.
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Affiliation(s)
- Richard A Fabes
- School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA.
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41
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Experienced and Expected Similarity to Same-Gender Peers: Moving Toward a Comprehensive Model of Gender Segregation. SEX ROLES 2011. [DOI: 10.1007/s11199-011-0029-y] [Citation(s) in RCA: 47] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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42
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Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence. EDUCATIONAL PSYCHOLOGY REVIEW 2011. [DOI: 10.1007/s10648-011-9153-z] [Citation(s) in RCA: 68] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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43
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Sturaro C, van Lier PAC, Cuijpers P, Koot HM. The role of peer relationships in the development of early school-age externalizing problems. Child Dev 2011; 82:758-65. [PMID: 21410917 DOI: 10.1111/j.1467-8624.2010.01532.x] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study investigated the role of peer rejection and best friend's externalizing behavior in the development of externalizing behavior in 740 children followed annually from kindergarten (mean age=6.2, SD=0.46) to 3rd grade. Consistently across time, children's externalizing problems predicted peer rejection. Peer rejection, in turn, added to the prediction of externalizing problems above and beyond prior levels of problem behavior. Having a best friend with externalizing problems did not add to the prediction of children's externalizing problems. All findings were similar for boys and girls. These results suggest that in early elementary school peer rejection, but not yet best friend's behavioral characteristics, has an additive effect on children's externalizing problem development.
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Affiliation(s)
- Cristina Sturaro
- Department of Developmental Psychology, VU University Amsterdam, Van der Boechorststraat 1, Amsterdam, The Netherlands.
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44
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Vitaro F, Brendgen M, Boivin M, Cantin S, Dionne G, Tremblay RE, Girard A, Pérusse D. A Monozygotic Twin Difference Study of Friends’ Aggression and Children’s Adjustment Problems. Child Dev 2011; 82:617-32. [DOI: 10.1111/j.1467-8624.2010.01570.x] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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45
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Abstract
In this article, we examine the construct of peer contagion in childhood and adolescence and review studies of child and adolescent development that have identified peer contagion influences. Evidence suggests that children's interactions with peers are tied to increases in aggression in early and middle childhood and amplification of problem behaviors such as drug use, delinquency, and violence in early to late adolescence. Deviancy training is one mechanism that accounts for peer contagion effects on problem behaviors from age 5 through adolescence. In addition, we discuss peer contagion relevant to depression in adolescence, and corumination as an interactive process that may account for these effects. Social network analyses suggest that peer contagion underlies the influence of friendship on obesity, unhealthy body images, and expectations. Literature is reviewed that suggests how peer contagion effects can undermine the goals of public education from elementary school through college and impair the goals of juvenile corrections systems. In particular, programs that "select" adolescents at risk for aggregated preventive interventions are particularly vulnerable to peer contagion effects. It appears that a history of peer rejection is a vulnerability factor for influence by peers, and adult monitoring, supervision, positive parenting, structure, and self-regulation serve as protective factors.
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Affiliation(s)
- Thomas J Dishion
- Child and Family Center, University of Oregon, Eugene, Oregon 97401, USA.
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Rulison KL, Gest SD, Loken E, Welsh JA. Rejection, feeling bad, and being hurt: using multilevel modeling to clarify the link between peer group aggression and adjustment. J Adolesc 2010; 33:787-800. [PMID: 20832107 PMCID: PMC2976785 DOI: 10.1016/j.adolescence.2010.07.005] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2009] [Revised: 03/29/2010] [Accepted: 07/25/2010] [Indexed: 01/22/2023]
Abstract
The association between affiliating with aggressive peers and behavioral, social and psychological adjustment was examined. Students initially in 3rd, 4th, and 5th grade (N = 427) were followed biannually through 7th grade. Students' peer-nominated groups were identified. Multilevel modeling was used to examine the independent contributions of adolescents' typical peer context (between-person effect) and changes in peer context (within-person effects) to adolescents' adjustment. Typically affiliating with aggressive groups and affiliating with more aggressive groups than usual predicted higher aggression for all youth. Typically affiliating with aggressive groups predicted negative adjustment (lower social preference and self-worth, higher victimization) for girls but neutral or positive adjustment for boys. Although typical peer context was consistently associated with adjustment, changes in peer context predicted small changes in adjustment for several outcomes. Results underscored the need to adopt a more differentiated picture of adolescents' dynamic peer context and its association with normative development.
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Affiliation(s)
- Kelly L. Rulison
- 113 South Henderson Building, The Pennsylvania State University, University Park, PA 16802,
| | - Scott D. Gest
- 110 South Henderson Building, The Pennsylvania State University, University Park, PA 16802,
| | - Eric Loken
- 164 South Henderson Building, The Pennsylvania State University, University Park, PA 16802,
| | - Janet A. Welsh
- 402 Marion Place, Prevention Research Center, University Park, PA 16802,
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Scholte R, Sentse M, Granic I. Do Actions Speak Louder Than Words? Classroom Attitudes and Behavior in Relation to Bullying in Early Adolescence. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2010; 39:789-99. [DOI: 10.1080/15374416.2010.517161] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Contribution of peer deviancy training to the early development of conduct problems: mediators and moderators. Behav Ther 2010; 41:317-28. [PMID: 20569781 DOI: 10.1016/j.beth.2009.05.001] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/21/2009] [Revised: 04/27/2009] [Accepted: 05/29/2009] [Indexed: 11/25/2022]
Abstract
Three variables were tested as moderators of the relationship between peer deviancy training and child antisocial behavior in a longitudinal study of 267 boys and girls from ages 5.3 to 9.3 years. Deviancy training was directly measured by observation of the discourse and play of children with same-gender classmates. Peer deviancy training was significantly related to multi-setting child antisocial behavior from ages 5.3 to 9.3 years. Child impulsivity, poor parental discipline, and peer rejection were all significant moderators of that relationship, even in the context of their direct association with trajectories of antisocial behavior and after controlling for deviant peer affiliation. These moderator effects appeared to be associated with children's increased sensitivity to peer modeling and reinforcement of deviant discourse and play. Not all children are equally affected by peer deviancy training, and an array of intervention strategies are described that may serve to protect children from deviant peer influence.
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Witvliet M, Olthof T, Hoeksma JB, Goossens FA, Smits MSI, Koot HM. Peer Group Affiliation of Children: The Role of Perceived Popularity, Likeability, and Behavioral Similarity in Bullying. SOCIAL DEVELOPMENT 2010. [DOI: 10.1111/j.1467-9507.2009.00544.x] [Citation(s) in RCA: 58] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Schaefer DR, Light JM, Fabes RA, Hanish LD, Martin CL. Fundamental Principles of Network Formation among Preschool Children. SOCIAL NETWORKS 2010; 32:61-71. [PMID: 20161606 PMCID: PMC2811339 DOI: 10.1016/j.socnet.2009.04.003] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
The goal of this research was to investigate the origins of social networks by examining the formation of children's peer relationships in 11 preschool classes throughout the school year. We investigated whether several fundamental processes of relationship formation were evident at this age, including reciprocity, popularity, and triadic closure effects. We expected these mechanisms to change in importance over time as the network crystallizes, allowing more complex structures to evolve from simpler ones in a process we refer to as structural cascading. We analyzed intensive longitudinal observational data of children's interactions using the SIENA actor-based model. We found evidence that reciprocity, popularity, and triadic closure all shaped the formation of preschool children's networks. The influence of reciprocity remained consistent, whereas popularity and triadic closure became increasingly important over the course of the school year. Interactions between age and endogenous network effects were nonsignificant, suggesting that these network formation processes were not moderated by age in this sample of young children. We discuss the implications of our longitudinal network approach and findings for the study of early network developmental processes.
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Affiliation(s)
- David R. Schaefer
- Arizona State University, United States
- Corresponding author: School of Social and Family Dynamics, Arizona State University, Box 873701, Tempe, AZ, 85287-3701. Tel.: +1 480 727 8332. E-mail address:
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