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Yarbrough ER, Cohen R, Deptula DP, Ray GE, Ankney RL. A Short-Term Longitudinal Examination of the Relation of Forms of Antipathy Relationships to Children's Loneliness, Peer Optimism, and Peer Sociability Behaviors. J Genet Psychol 2024; 185:337-354. [PMID: 38247275 DOI: 10.1080/00221325.2024.2302813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Accepted: 01/03/2024] [Indexed: 01/23/2024]
Abstract
Researchers have focused on children's friendship relationships more than antipathy (disliking) relationships. The present one-year longitudinal research examined the relation of different forms of antipathy nominations (Mutual, Unilateral Given, Unilateral Received) to children's social competence (self-reports of loneliness and peer optimism, classroom peer nominations for sociability behaviors) for 121 third and fourth graders (fourth and fifth graders in Year 2). From path analyses, the pattern between forms of antipathy relationships to the measures of social competence was identical for concurrent findings at Time 1 and between forms of antipathy relationships and the measures of social competence one year later. Higher numbers of Mutual Antipathies and higher numbers of Unilateral Received Antipathies were related to greater loneliness and fewer peer nominations for sociability behaviors. In addition, higher numbers of Unilateral Received Antipathies were related to less peer optimism. Interestingly, numbers of Unilateral Given Antipathies were not significantly related to any of the social competence measures at Time 1 or one year later. These findings suggest that dislike relationships, whether mutual or unilateral received, may have important negative associations for children's concurrent and later social competence.
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Affiliation(s)
| | | | | | - Glen E Ray
- Department of Psychology, Auburn University Montgomery
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2
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Palacios D, Berger C, Kanacri BPL, Huisman M, Veenstra R. The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:681-699. [PMID: 38514250 DOI: 10.1111/bjep.12675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 08/14/2023] [Accepted: 02/16/2024] [Indexed: 03/23/2024]
Abstract
BACKGROUND Peers constitute an important developmental context for adolescent academic behaviour providing support and resources to either promote or discourage attitudes and behaviours that contribute to school success. When looking for academic help, students may prefer specific partners based on their social goals regarding academic performance. AIMS Based on the social goals for wanting to achieve academically (e.g., studying to be with friends, increasing/maintaining their own social status), we examine the extent to which adolescents' selection of preferred academic partners (with whom they would like to study) is driven by peers' academic performance, prosocial behaviour and friendships. Moreover, as high-achieving students play an important role in academic settings, whether they are more likely to prefer to study with similar high-achieving peers and friends was examined. SAMPLE A total of 537 seventh-grade students from 13 classes over three waves. METHODS Longitudinal social network analyses (RSiena). RESULTS Adolescents were more likely to select high achievers, friends and prosocial peers as preferred academic partners. Furthermore, high achievers were more likely to choose other high achievers and friends as preferred academic partners. CONCLUSIONS Adolescents are likely to prefer as study partners someone they can learn from and who is more approachable, cooperative and friendly. Regarding high achievers, they would choose not only academic partners with similar academic interests and motivations to help them boost their academic achievement but also classmates with whom they like to spend time and share personal issues.
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Affiliation(s)
- Diego Palacios
- Society and Health Research Center, School of Psychology, Faculty of Social Sciences and Arts, Universidad Mayor, Santiago, Chile
- Millennium Nucleus for the Evaluation and Analysis of Drug Policies (nDP), Santiago, Chile
- Millennium Nucleus on Sociomedicine (SocioMed), Santiago, Chile
| | - Christian Berger
- School of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile
| | | | - Mark Huisman
- University of Groningen, Groningen, The Netherlands
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Zhou J, Chen X, Li D, Liu J, Cui L. Leaders of Peer Groups in Chinese Early Adolescents: The Roles of Social, Academic, and Psychological Characteristics in Group Leadership. J Youth Adolesc 2024; 53:2151-2164. [PMID: 38750312 PMCID: PMC11333535 DOI: 10.1007/s10964-024-02003-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Accepted: 04/29/2024] [Indexed: 08/20/2024]
Abstract
Leadership in peer groups is an important issue in adolescent socioemotional development, yet it has received limited attention in research. This one-year longitudinal study examined peer group leadership and the roles of social, academic, and psychological characteristics in the dynamics of group leadership. Participants included 1061 Chinese students (initial mean age =11.17 years; SD = 6.98 months; 49.4% female). Data were collected from peer assessments, teacher ratings, and self-reports. The longitudinal social network analysis (SIENA) indicated that peer group leadership was fluid with leadership status evolving over time across groups in a hierarchical manner. Adolescents displaying higher social competence and aggression and lower shyness were more likely to become group leaders. Academic performance and loneliness were not significantly associated with the dynamics of peer group leadership. The results help understand peer group leadership and contributions of social behaviors to the attainment of leadership status in peer groups in early adolescence.
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Affiliation(s)
- Jiaxi Zhou
- Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USA.
| | - Xinyin Chen
- Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USA
| | - Dan Li
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | - Junsheng Liu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Liying Cui
- Department of Psychology, Shanghai Normal University, Shanghai, China
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Yuan W, Zhang X, Wang L, Li Y. The coevolution of bullying and friendship networks. Aggress Behav 2024; 50:e22127. [PMID: 38268390 DOI: 10.1002/ab.22127] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 11/17/2023] [Accepted: 11/20/2023] [Indexed: 01/26/2024]
Abstract
The coevolution of bullying and friendship networks and the moderating effects of classroom bullying popularity norms were examined in a sample of 965 students (52.1% boys) in 22 fourth- and fifth-grade classes. Longitudinal social network analysis showed that children were more likely to bully their friends' victims (bully influence effect) and to be bullied by their friends' bullies (victim influence effect); two children bullying the same child were likely to be friends (bully selection effect), and two victims bullied by the same child were likely to be friends (victim selection effect). Bullying popularity norms served as moderators, and the bully selection effect was significant weaker in the context of low bullying popularity norms. This study adds understanding of bullying as a group process and provides implications for preventing school bullying.
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Affiliation(s)
- Wen Yuan
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, P. R. China
| | - Xuran Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, P. R. China
| | - Lingfei Wang
- Institute of Mental Health, Nanjing Xiaozhuang University, Nanjing, Jiangsu Province, P. R. China
| | - Yanfang Li
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, P. R. China
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5
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Shin H. The co-evolution of friend and help relationships and their different relationship formation and social influence. Sci Rep 2023; 13:15974. [PMID: 37749221 PMCID: PMC10519936 DOI: 10.1038/s41598-023-43346-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 09/22/2023] [Indexed: 09/27/2023] Open
Abstract
This study examined adolescents' friend and help relationships to better understand their interrelated nature and the different characteristics of relationship formation and social influence in the behavioral and emotional dimensions of academic engagement. Multiplex networks of friends and helpers were collected (N = 542; Mage = 11.46; 20 classrooms) and analyzed using a multilevel Bayesian social network analysis (multilevel random-coefficients SAOM). The results showed that exchanging help played a role in the formation of friendships, and that friendships provided a relational context wherein help can be exchanged. Observable behavioral academic engagement played a more salient role in the formation of friend and help relationships, and highly engaged (in behavioral) adolescents were more often nominated as helpers. Both the behavioral and emotional dimensions of friends' and helper' academic engagement contributed to adolescents' own behavioral and emotional engagement over time, but the social influence was more salient among friends compared to helpers. These results underscore that examining the dependencies among multiple networks and distinguishing between different dimensions of behavior and emotion are critical to elucidate the complex processes of relationship formation and social influence.
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Affiliation(s)
- Huiyoung Shin
- Department of Psychology, Jeonbuk National University, 14-3 Social Science Building, Deokjin-gu, Baekje-daero 567, Jeonju, 54896, Chonbuk, Republic of Korea.
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López-Sánchez M, Arango-Paternina CM, Petro-Petro J, Lema-Gómez L, Eusse-López C, Petro JL, Watts-Fernández W, Perea-Velásquez F. Academic performance and social networks of adolescents in a caribbean city in Colombia. BMC Psychol 2023; 11:255. [PMID: 37653469 PMCID: PMC10472701 DOI: 10.1186/s40359-023-01299-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 08/23/2023] [Indexed: 09/02/2023] Open
Abstract
BACKGROUND Social factors and networks of friends can influence an adolescent's behavior, including academic performance (AP) in school. This study aimed to analyze the relationship between AP and adolescents' social networks in a Caribbean city in Colombia. METHODS A cross-sectional study was carried out with 806 schoolchildren from 12 to 17 years old of both sexes (52.7% girls), selected by multi-stage sampling from schools in the rural and urban areas of the city of Montería, Colombia. The AP was obtained from the school records; the sociodemographic variables included the location of the school (rural or urban), family structure, family functioning (Apgar score), and family affluence scale. Social network variables included social activity, popularity, reciprocity, homophily, friends' academic performance, network size, network density, cluster of friends, and centrality. RESULTS The AP was inversely associated with the Apgar score in boys. No associations of AP with the school location, family structure, family affluence scale, and age were observed. In social network variables, AP was positively associated with popularity and friends' academic performance in girls and boys, and negatively associated with homophily in boys. CONCLUSIONS AP was associated with social network variables. These results could help implement interventions to improve adolescents' social environment and AP.
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Affiliation(s)
- Milton López-Sánchez
- Research Group in Physical Activity, Sports and Health Sciences (GICAFS), Departamento de Cultura Física, Universidad de Córdoba, Avenue 6 #77- 305, Montería, Colombia
| | - Carlos Mario Arango-Paternina
- Instituto Universitario de Educación Física, Universidad de Antioquia, Avenue 75 #65-87 - Bloque 45, Medellín, Colombia.
| | - Jose Petro-Petro
- Research Group in Physical Activity, Sports and Health Sciences (GICAFS), Departamento de Cultura Física, Universidad de Córdoba, Avenue 6 #77- 305, Montería, Colombia
| | - Lucía Lema-Gómez
- Research Group in Physical Activity, Sports and Health Sciences (GICAFS), Departamento de Cultura Física, Universidad de Córdoba, Avenue 6 #77- 305, Montería, Colombia
| | - Cleiber Eusse-López
- Research Group in Physical Activity, Sports and Health Sciences (GICAFS), Departamento de Cultura Física, Universidad de Córdoba, Avenue 6 #77- 305, Montería, Colombia
| | - Jorge Luis Petro
- Research Group in Physical Activity, Sports and Health Sciences (GICAFS), Departamento de Cultura Física, Universidad de Córdoba, Avenue 6 #77- 305, Montería, Colombia
| | - Willinton Watts-Fernández
- Research Group in Physical Activity, Sports and Health Sciences (GICAFS), Departamento de Cultura Física, Universidad de Córdoba, Avenue 6 #77- 305, Montería, Colombia
| | - Fabio Perea-Velásquez
- Research Group in Physical Activity, Sports and Health Sciences (GICAFS), Departamento de Cultura Física, Universidad de Córdoba, Avenue 6 #77- 305, Montería, Colombia
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Loo WH, Yeow PHP, Yee Yen Y. Antecedents of the responsible acquisition of computers behaviour: Integrating the theory of planned behaviour with the value-belief-norm theory and the habits variable. PLoS One 2023; 18:e0286022. [PMID: 37267259 DOI: 10.1371/journal.pone.0286022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Accepted: 05/06/2023] [Indexed: 06/04/2023] Open
Abstract
The responsible behaviour of consumers that purchase green computers is a form of sustainable consumption, as green computers use less energy resulting in less CO2 emissions and the use of fewer toxic metals and materials during their production. The research question is how to encourage such behaviour. Although prior research has provided some answers by investigating the antecedents of the behaviour, it has done so through a piecemeal approach from the angles of the theory of planned behaviour (TPB), the value-belief-norm (VBN) theory, and habits. The present research aims to investigate the antecedents of the responsible acquisition of computers behaviour (RACB) among Malaysian consumers by integrating the TPB and the VBN theory with the habits variable. Hypotheses and a research framework were developed based on these theories and a survey questionnaire was used to collect information on the green computer purchase behaviour of computer owners aged 17 and over in Malaysia. A total of 1,000 usable surveys were completed and structural equation modelling was used to analyse the data collected. The findings reveal that the TPB, the VBN theory, and the habits variable can be integrated to explain RACB, which is formed when biospheric values trigger subjective norms that subsequently result in the formation of habits that lead to intentions of acquiring green computers and RACB. The study's findings show that although personal norms do not affect RACB, subjective norms affect ascriptions of responsibility, personal norms, and RACB. The findings provide insights to policymakers, NGOs, manufacturers, and marketers that can assist them in designing strategies for the effective promotion of RACB.
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Affiliation(s)
- W H Loo
- Sunway University Business School, Department of Marketing, Sunway University, Selangor, Malaysia
| | - Paul H P Yeow
- School of Business and Management, RMIT University, Vietnam, Ho Chi Minh City, Vietnam
| | - Yuen Yee Yen
- Faculty of Business, Multimedia University, Melaka, Melaka, Malaysia
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Social Adjustment of Problem-Talk Partners Moderates Associations Between Self-Perceived Victimization and Depressive Symptoms. Res Child Adolesc Psychopathol 2023; 51:369-382. [PMID: 36383307 DOI: 10.1007/s10802-022-00992-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/02/2022] [Indexed: 11/17/2022]
Abstract
This paper examines the moderating role of problem-talk partnerships with peers who are rejected, victimized, or unpopular on links between self-perceived victimization by peers and depressive symptoms. Problem-talk partnerships are friendships that involve frequent discussion of problems and personal struggles. 267 adolescents (152 girls; mean age of 14.4 years) participated in a short-term prospective study with identical measures administered in two annual waves. The adolescents completed a battery of self-report questionnaires assessing peer victimization and depression. They also completed a peer nomination inventory and identified friends with whom they frequently discuss problems. High levels of peer nominated victimization, social rejection, and unpopularity among problem-talk partners were linked to elevated associations between self-reported victimization and depressive symptoms. The effects for unpopularity levels among problem-talk partners were moderated by gender. Compared to boys, girls' adjustment was more strongly influenced by unpopularity among problem-talk partners. Conversely, friendships with peers who were not problem-talk partners did not have a consistent moderating role. The full pattern of findings highlights the need to consider the social adjustment of dyadic partners when examining the psychosocial impact of perceived victimization.
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9
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Adolescents with Few Friend Alternatives are Particularly Susceptible to Influence from Friends. J Youth Adolesc 2023; 52:637-650. [PMID: 36484895 DOI: 10.1007/s10964-022-01718-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Accepted: 11/28/2022] [Indexed: 12/13/2022]
Abstract
Friend influence in adolescence is well-documented, but the characteristics that contribute to individual differences in susceptibility to influence are not well understood. The present study tests the novel hypothesis that within a friend dyad, having fewer friends than one's partner (i.e., relative lack of alternatives) increases susceptibility to influence as it reduces dissimilarity and thereby promotes compatibility. Drawn from diverse California (USA) public middle schools, participants were 678 adolescents (58% girls) in reciprocated friendships that were stable from the fall to the spring of sixth grade (M = 11.53 years old). Longitudinal Actor-Partner Interdependence Models assessed peer influence, operationalized as individual change in the direction of increased friend similarity. Consistent with the hypothesis, partners with fewer friends were influenced by partners with relatively more friends in self-reported social anxiety and somatic complaints, as well as teacher-reported academic engagement and prosocial behavior. Academic engagement was the only domain wherein partners with more friends were also influenced by partners with relatively fewer friends. For those with few friends, conformity (i.e., becoming more similar to a partner) can be an important strategy to promote compatibility for strengthening existing friendships.
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10
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Chen X, Zhou J, Liu J, Li D, Liu S. Academic performance and depression in Chinese children: Same-domain and cross-domain effects in friendships. Child Dev 2023; 94:348-362. [PMID: 36254836 DOI: 10.1111/cdev.13864] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This 1-year longitudinal study examined the effects of academic performance and depression in friendships among elementary school children in China. Participants included 1122 children (44% boys) within 561 stable friendship dyads initially in fourth and fifth grades (initial Mage = 11 years). Data on academic performance, depression, and friendship were collected from multiple sources in the period of 2012 to 2014. Dyadic analysis using the actor-partner interdependence model showed that friends' academic performance significantly and positively predicted children's later academic performance, indicating same-domain effects, and significantly and negatively predicted children's later depression, indicating cross-domain effects, with a medium effect size (ε3 = .70) for the effects of academic performance. The results help understand the role of friendship in children's development in the Chinese context.
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Affiliation(s)
- Xinyin Chen
- University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Jiaxi Zhou
- University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | | | - Dan Li
- Shanghai Normal University, Shanghai, China
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11
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Friends as a language learning resource in multilingual primary school classrooms. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09770-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/12/2023]
Abstract
AbstractInteractions with classroom friends may be an important contributor to first and second language development, but to date this hypothesis has not been tested. Using a longitudinal design, the current study investigated the relationship between classroom friendships and oral language development in children. In 8 classrooms, we assessed the relationship between oral language skills and classroom social networks. Across the classrooms, 165 primary school children in Austria (83 boys; 119 L2 learners; age: 6–10) were assessed on oral language proficiency at the beginning of the school year (T1) and 6–7 months later (T2). Results indicated that the more reciprocal best friendships at T1, the greater language improvement at T2. Language improvement was strongest among friends with moderate differences in language proficiency, regardless of whether students were first or second language learners. These results underline the importance of positive social relations at school for language learning broadly.
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12
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Laursen B, Leggett-James MP, Valdes OM. Relative likeability and relative popularity as sources of influence in children's friendships. PLoS One 2023; 18:e0283117. [PMID: 37172045 PMCID: PMC10180626 DOI: 10.1371/journal.pone.0283117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Accepted: 03/02/2023] [Indexed: 05/14/2023] Open
Abstract
The present study contrasts two forms of peer status as sources of friend influence: Relative likeability and relative popularity. Participants included 310 children (142 boys, 168 girls), ages 9 to 12, in stable reciprocated friendships. Peer nominations were collected at two time points, 8 to 14 weeks apart. After removing overlapping variance through residualization, partners in each friend dyad were categorized into roles on the basis of relative (to the partner) popularity and relative (to the partner) likeability. Dyadic analyses compared more- and less-liked friends and more- and less-popular friends in terms of their influence over physical aggression, relational aggression, prosocial behavior, and academic achievement. Higher initial relational aggression, prosocial behavior, and academic achievement among more-liked partners predicted greater increases in the same among less-liked partners, but not the reverse. Unexpectedly, physical aggression among less-liked partners predicted increases in physical aggression among more-liked partners. More popular friends did not influence less popular friends on any of these variables, although (also unexpectedly) less-popular friends influenced the academic achievement of more-popular friends. Taken together, the findings suggest that during the pre- and early adolescent years, relative influence within a friendship tends to be apportioned on the basis of likeability, not popularity.
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Affiliation(s)
- Brett Laursen
- Florida Atlantic University, Boca Raton, Florida, United States of America
| | | | - Olivia M Valdes
- Florida Atlantic University, Boca Raton, Florida, United States of America
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13
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Xu M, MacDonnell M, Wang A, Elias MJ. Exploring social-emotional learning, school climate, and social network analysis. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:84-102. [PMID: 35639887 PMCID: PMC10084104 DOI: 10.1002/jcop.22881] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 05/01/2022] [Accepted: 05/06/2022] [Indexed: 06/14/2023]
Abstract
There is currently limited research on student peer leadership in the social-emotional literature. This paper used exploratory methods of social network analysis to understand the structure of school peer relationships, peer leadership, and school climate. Self-report measures of perceptions of peer leadership and climate were given to students during the 2016-2017 school year. Data collected from a peer leadership survey were used to calculate closeness and indegree centrality values. The results showed that student Ambassadors have higher peer nominated leadership scores compared to non-Ambassador controls and the rest of the school. Additionally, Ambassadors did not demonstrate a change in centrality scores, non-Ambassador students increased in centrality scores, and school climate was not correlated with the leadership centrality score. Results suggest that influence spreads, and that good leadership may be emulated among students, leading to a diffusion effect. This supports the need for good leaders in schools. Additionally, climate may not be associated with leadership centrality scores due to the length of the intervention. Future studies should look toward behavioral data to unravel what comprises positive and negative influences in Social-Emotional and Character Development interventions.
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Affiliation(s)
| | - Marisa MacDonnell
- Psychology DepartmentRutgers, The State University of New JerseyPiscatawayNew JerseyUSA
| | - Angela Wang
- Psychology DepartmentRutgers, The State University of New JerseyPiscatawayNew JerseyUSA
| | - Maurice J. Elias
- Psychology DepartmentRutgers, The State University of New JerseyPiscatawayNew JerseyUSA
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Relational support from teachers and peers matters: Links with different profiles of relational support and academic engagement. J Sch Psychol 2022; 92:209-226. [DOI: 10.1016/j.jsp.2022.03.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2021] [Revised: 02/11/2022] [Accepted: 03/20/2022] [Indexed: 11/17/2022]
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15
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Peleg O, Harish N. Can Family Patterns Help Adolescents Establish Intimate Social Relationships with Peers? THE AMERICAN JOURNAL OF FAMILY THERAPY 2022; 50:227-248. [DOI: 10.1080/01926187.2021.1909511] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 03/18/2021] [Accepted: 03/18/2021] [Indexed: 08/02/2023]
Affiliation(s)
- Ora Peleg
- The Academic College Emek Yezreel, Emek Yezreel, North of Israel
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Quality Teaching: Finding the Factors That Foster Student Performance in Junior High School Classrooms. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12050327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
In this study, we examined the characteristics of secondary school teachers that are effective at promoting student performance. Using a multilevel analysis design, we examined teachers’ instruction using the effective factors in the Dynamic Model of Educational Effectiveness (D.M.E.E.). The research involved 21 teachers and 697 students. Written tests in Modern Greek were administered to the student sample at both the beginning and the end of the school year 2016–2017. An observer assessed teacher factors through three different instruments, and a student questionnaire was also used to evaluate teacher effectiveness. The data showed the effects that teachers in the sample had on the learning development of their students and highlighted effective teaching skills and weaknesses. Implications for practice to promote teacher effectiveness are drawn.
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DeLay D, Burk WJ, Laursen B. Assessing Peer Influence and Susceptibility to Peer Influence Using Individual and Dyadic Moderators in a Social Network Context: The Case of Adolescent Alcohol Misuse. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022; 46:208-221. [PMID: 35645435 PMCID: PMC9139630 DOI: 10.1177/01650254221084102] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/05/2023]
Abstract
Higher accepted friends are known to influence the alcohol misuse of lower accepted friends, but not the reverse. The present study was designed to address the origins of this influence: Are higher accepted friends particularly influential or are lower accepted friends particularly susceptible to influence? To address this question, we introduce an innovative application of longitudinal social network techniques (RSIENA) designed to distinguish being influential from being susceptible to influence. The results revealed that influence was a product of heightened susceptibility among low accepted adolescents, rather than heightened influence among high accepted adolescents. The findings are consistent with claims that low accepted youth fear the consequences of nonconformity and adjust their behavior to more closely resemble their affiliates.
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Cosme D, Flournoy JC, Livingston JL, Lieberman MD, Dapretto M, Pfeifer JH. Testing the adolescent social reorientation model during self and other evaluation using hierarchical growth curve modeling with parcellated fMRI data. Dev Cogn Neurosci 2022; 54:101089. [PMID: 35245811 PMCID: PMC8891708 DOI: 10.1016/j.dcn.2022.101089] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 02/05/2022] [Accepted: 02/19/2022] [Indexed: 12/26/2022] Open
Abstract
Adolescence is characterized as a period when relationships and experiences shift toward peers. The social reorientation model of adolescence posits this shift is driven by neurobiological changes that increase the salience of social information related to peer integration and acceptance. Although influential, this model has rarely been subjected to tests that could falsify it, or studied in longitudinal samples assessing within-person development. We focused on two phenomena that are highly salient and dynamic during adolescence—social status and self-perception—and examined longitudinal changes in neural responses during a self/other evaluation task. We expected status-related social information to uniquely increase across adolescence in social brain regions. Despite using hierarchical growth curve modeling with parcellated whole-brain data to increase power to detect developmental effects, we didn’t find evidence in support of this hypothesis. Social brain regions showed increased responsivity across adolescence, but this trajectory was not unique to status-related information. Additionally, brain regions associated with self-focused cognition showed heightened responses during self-evaluation in the transition to mid-adolescence, especially for status-related information. These results qualify existing models of adolescent social reorientation and highlight the multifaceted changes in self and social development that could be leveraged in novel ways to support adolescent health and well-being.
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Ahmed SF, Chaku N, Waters NE, Ellis A, Davis-Kean PE. Developmental cascades and educational attainment. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 64:289-326. [PMID: 37080672 DOI: 10.1016/bs.acdb.2022.10.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Developmental cascades describe how systems of development interact and influence one another to shape human development across the lifespan. Despite its popularity, developmental cascades are commonly used to understand the developmental course of psychopathology, typically in the context of risk and resilience. Whether this framework can be useful for studying children's educational outcomes remains underexplored. Therefore, in this chapter, we provide an overview of how developmental cascades can be used to study children's academic development, with a particular focus on the biological, cognitive, and contextual pathways to educational attainment. We also provide a summary of contemporary statistical methods and highlight existing data sets that can be used to test developmental cascade models of educational attainment from birth through adulthood. We conclude the chapter by discussing the challenges of this research and explore important future directions of using developmental cascades to understand educational attainment.
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Webb-Williams JL. Teachers' Use of Within-Class Ability Groups in the Primary Classroom: A Mixed Methods Study of Social Comparison. Front Psychol 2021; 12:728104. [PMID: 34938228 PMCID: PMC8685397 DOI: 10.3389/fpsyg.2021.728104] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2021] [Accepted: 10/19/2021] [Indexed: 11/13/2022] Open
Abstract
It is common practice within primary classrooms for teachers to spilt children into different ability groups so that children of similar level are taught together. Whilst this practice is used across the globe, research is mixed on the benefits of such grouping strategy. This paper presents data collected from mixed methods research which investigated teachers use of grouping strategies and social comparison, the act of comparing oneself with others. It focuses on when, why and with whom children from different ability groups compare themselves and the impact this has on their self-perceptions. Drawing upon data from children aged between 10 and 11 years from 12 primary schools, social comparison was found to play a significant role in daily classroom life for some children. The study identified different strands of the social comparison process including acknowledgment, topic, target, and direction, and it revealed positive and negative effects of social comparison. A difference by ability group was identified. Children within the low ability group were particularly vulnerable to the negative effects of social comparison and found to engage in more frequent and intentional social comparisons which were heavily relied upon for self-evaluation and performance evaluation. The paper discusses the educational implications of social comparison regarding pupil ability grouping strategies, motivation, engagement, and academic performance. Implications for teacher education and professional development is discussed.
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Laursen B, Veenstra R. Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:889-907. [PMID: 34820944 PMCID: PMC8630732 DOI: 10.1111/jora.12606] [Citation(s) in RCA: 67] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2020] [Revised: 12/23/2020] [Accepted: 01/12/2021] [Indexed: 05/20/2023]
Abstract
Compelling evidence demonstrates that peer influence is a pervasive force during adolescence, one that shapes adaptive and maladaptive attitudes and behaviors. This literature review focuses on factors that make adolescence a period of special vulnerability to peer influence. Herein, we advance the Influence-Compatibility Model, which integrates converging views about early adolescence as a period of increased conformity with evidence that peer influence functions to increase affiliate similarity. Together, these developmental forces smooth the establishment of friendships and integration into the peer group, promote interpersonal and intragroup compatibility, and eliminate differences that might result in social exclusion.
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Gencoglu B, Helms-Lorenz M, Maulana R, Jansen EPWA. A Conceptual Framework for Understanding Variability in Student Perceptions. Front Psychol 2021; 12:725407. [PMID: 34744891 PMCID: PMC8564366 DOI: 10.3389/fpsyg.2021.725407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 09/27/2021] [Indexed: 11/15/2022] Open
Abstract
Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. More insights are needed to understand the mechanisms underlying the variance in student perceptions in-depth. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding school-related outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and ultimately education quality.
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Affiliation(s)
- Bilge Gencoglu
- Department of Teacher Education, University of Groningen, Groningen, Netherlands
| | | | - Ridwan Maulana
- Department of Teacher Education, University of Groningen, Groningen, Netherlands
| | - Ellen P W A Jansen
- Department of Teacher Education, University of Groningen, Groningen, Netherlands
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Sánchez-Sandoval Y, Verdugo L. School Adjustment and Socio-Family Risk as Predictors of Adolescents' Peer Preference. Front Psychol 2021; 12:645712. [PMID: 34366965 PMCID: PMC8336578 DOI: 10.3389/fpsyg.2021.645712] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Accepted: 05/11/2021] [Indexed: 11/30/2022] Open
Abstract
This work analyzes peer preferences at the beginning of adolescence. For this purpose, each adolescent’s sociometric status was studied in their classroom group, and attempts were made to identify indicators of academic, personal, and socio-family adjustment related to that status. Participants were 831 adolescents studying 1st grade of Compulsory Secondary Education (CSE), in 31 classrooms from 10 schools. The 31 tutors of these students also participated. Sample selection was intentional. A quantitative research approach was used. Sociometric data were collected using the nomination method. Teachers provided information about these youths’ adjustment and family risk variables. Descriptive analyses and bivariate correlations were calculated as a preliminary analysis of the study. Chi-square tests or ANOVAs examined the similarities and differences between status based on personal, socio-family, and school adjustment variables. Lastly, linear regression analysis and a Structural Equation Model (SEM) were performed. These latter analyses revealed that good performance and academic adjustment are important predictors of successful social relations. Also, the data show that the presence of personal and socio-family risk variables makes it difficult for adolescents to be accepted by their peers. The results suggest the need for school and family support to promote peer acceptance. Working on both aspects can help improve classroom coexistence. Intervention techniques are recommended for the entire group to intervene on attitudes, interpretations, and behaviors that enrich individual tools and the collective climate.
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Affiliation(s)
- Yolanda Sánchez-Sandoval
- Departamento de Psicología, Instituto de Investigación e Innovación Biomédica de Cádiz, Universidad de Cádiz, Cádiz, Spain
| | - Laura Verdugo
- Departamento de Psicología, Instituto de Investigación e Innovación Biomédica de Cádiz, Universidad de Cádiz, Cádiz, Spain
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Tomás-Miquel JV, Capó-Vicedo J. Beyond cultural and geographical proximity: delving into the factors that influence the dynamics of academic relationships between students in higher education. HIGHER EDUCATION 2021; 83:1143-1162. [PMID: 34253934 PMCID: PMC8264478 DOI: 10.1007/s10734-021-00734-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 06/21/2021] [Indexed: 06/13/2023]
Abstract
Scholars have widely recognised the importance of academic relationships between students at the university. While much of the past research has focused on studying their influence on different aspects such as the students' academic performance or their emotional stability, less is known about their dynamics and the factors that influence the formation and dissolution of linkages between university students in academic networks. In this paper, we try to shed light on this issue by exploring through stochastic actor-oriented models and student-level data the influence that a set of proximity factors may have on formation of these relationships over the entire period in which students are enrolled at the university. Our findings confirm that the establishment of academic relationships is derived, in part, from a wide range of proximity dimensions of a social, personal, geographical, cultural and academic nature. Furthermore, and unlike previous studies, this research also empirically confirms that the specific stage in which the student is at the university determines the influence of these proximity factors on the dynamics of academic relationships. In this regard, beyond cultural and geographic proximities that only influence the first years at the university, students shape their relationships as they progress in their studies from similarities in more strategic aspects such as academic and personal closeness. These results may have significant implications for both academic research and university policies.
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Affiliation(s)
- José-Vicente Tomás-Miquel
- Business Administration Department, Universitat Politècnica de València, Plaza Ferrándiz y Carbonell 2, 03801 Alcoy (Alicante), Spain
| | - Jordi Capó-Vicedo
- Economics and Social Sciences Department, Universitat Politècnica de València, Plaza Ferrándiz y Carbonell 2, 03801 Alcoy (Alicante), Spain
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Patterson MS, Gagnon LR, Vukelich A, Brown SE, Nelon JL, Prochnow T. Social networks, group exercise, and anxiety among college students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2021; 69:361-369. [PMID: 31662049 DOI: 10.1080/07448481.2019.1679150] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2019] [Revised: 07/21/2019] [Accepted: 10/06/2019] [Indexed: 06/10/2023]
Abstract
This study aimed to evaluate the relationship between group exercise membership, social network characteristics, and general state anxiety in a sample of college students. Participants: 490 undergraduates from a private university in the southern US participated in the study. Methods: An egocentric network analysis was conducted to test whether demographic variables, leisure-time physical activity, group exercise membership, flourishing scores, and network variables were related to anxiety. Results: Regression analyses (R2 = .174, F = 7.650, p < .0001) suggest group exercise membership (β = -.105, p = .034) and flourishing scores (β = -.342, p < .0001) were related to lower anxiety scores, while being a racial/ethnic minority (β = .094, p = .036), and having personal networks composed of more people who exercise often (β = .100, p = .025), were related to higher anxiety scores in this sample. Conclusions: Findings suggest a connection between group exercise membership, activity habits of peers, and anxiety. Encouraging group exercise participation could be an effective way of combating anxiety for college students.
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Affiliation(s)
- M S Patterson
- Department of Health & Kinesiology, Texas A&M University, College Station, Texas, USA
- Division of Student Life, Baylor University, Waco, Texas, USA
| | - L R Gagnon
- Division of Student Life, Baylor University, Waco, Texas, USA
- Missouri Council for Activity & Nutrition, University of Missouri Extension, Columbia, Missouri, USA
| | - A Vukelich
- Division of Student Life, Baylor University, Waco, Texas, USA
| | - S E Brown
- Department of Health & Kinesiology, Texas A&M University, College Station, Texas, USA
- Division of Student Life, Baylor University, Waco, Texas, USA
| | - J L Nelon
- Department of Health & Kinesiology, Texas A&M University, College Station, Texas, USA
| | - T Prochnow
- Department of Health, Human Performance, and Recreation, Baylor University, Waco, Texas, USA
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Parker A, Pallotti F, Lomi A. New Network Models for the Analysis of Social Contagion in Organizations: An Introduction to Autologistic Actor Attribute Models. ORGANIZATIONAL RESEARCH METHODS 2021. [DOI: 10.1177/10944281211005167] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Autologistic actor attribute models (ALAAMs) provide new analytical opportunities to advance research on how individual attitudes, cognitions, behaviors, and outcomes diffuse through networks of social relations in which individuals in organizations are embedded. ALAAMs add to available statistical models of social contagion the possibility of formulating and testing competing hypotheses about the specific mechanisms that shape patterns of adoption/diffusion. The main objective of this article is to provide an introduction and a guide to the specification, estimation, interpretation and evaluation of ALAAMs. Using original data, we demonstrate the value of ALAAMs in an analysis of academic performance and social networks in a class of graduate management students. We find evidence that both high and low performance are contagious, that is, diffuse through social contact. However, the contagion mechanisms that contribute to the diffusion of high performance and low performance differ subtly and systematically. Our results help us identify new questions that ALAAMs allow us to ask, new answers they may be able to provide, and the constraints that need to be relaxed to facilitate their more general adoption in organizational research.
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Affiliation(s)
| | | | - Alessandro Lomi
- University of Exeter Business School, Exeter, UK
- University of Italian Switzerland, Lugano, Switzerland
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DeLay D, Laursen B, Kiuru N, Rogers A, Kindermann T, Nurmi JE. A Comparison of Dyadic and Social Network Assessments of Peer Influence. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2021; 45:275-288. [PMID: 33927465 DOI: 10.1177/0165025421992866] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The present study compares two methods for assessing peer influence: the longitudinal Actor-Partner-Interdependence-Model (L-APIM) and the longitudinal Social Network Analysis Model (L-SNA). The data were drawn from 1,995 (49% girls; 51 % boys) 3rd grade students (Mage=9.68 years). From this sample, L-APIM (n = 206 indistinguishable dyads; n = 187 distinguishable dyads) and L-SNA (n = 1,024 total network members) subsamples were created. Students completed peer nominations and objective assessments of mathematical reasoning in the spring of the 3rd and 4th grades. Patterns of statistical significance differed across analyses. Stable distinguishable and indistinguishable L-APIM dyadic analyses identified reciprocated friend influence such that friends with similar levels of mathematical reasoning influenced one another and friends with higher math reasoning influenced friends with lower math reasoning. L-SNA models with an influence parameter (i.e., average reciprocated alter) comparable to that assessed in L-APIM analyses failed to detect influence effects. Influence effects did emerge, however, with the addition of another, different social network influence parameter (i.e., average alter influence effect). The diverging results may be attributed to differences in the sensitivity of the analyses, their ability to account for structural confounds with selection and influence, the samples included in the analyses, and the relative strength of influence in reciprocated best as opposed to other friendships.
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Hoffman AJ, Pullés SA, Medina MA, Pinetta BJ, Rivas‐Drake D, Schaefer DR, Jagers RJ. Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12501] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Adam J. Hoffman
- Department of Psychology Western Carolina University Cullowhee NC USA
| | | | - Michael A. Medina
- Department of Human Ecology University of California, Davis Davis CA USA
| | - Bernardette J. Pinetta
- Department of Psychology and School of Education University of Michigan Ann Arbor MI USA
| | - Deborah Rivas‐Drake
- Department of Psychology and School of Education University of Michigan Ann Arbor MI USA
| | - David R. Schaefer
- Department of Sociology University of California, Irvine Irvine CA USA
| | - Robert J. Jagers
- Collaborative for Academic, Social, and Emotional Learning Chicago IL USA
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Wagner NJ, Holochwost S, Danko C, Propper CB, Coffman JL. Observed Peer Competence Moderates Links between Children's Self-Regulation Skills and Academic Performance. EARLY CHILDHOOD RESEARCH QUARTERLY 2020; 54:286-293. [PMID: 33162669 PMCID: PMC7641505 DOI: 10.1016/j.ecresq.2020.10.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The current study focuses on the relations between observed measures of children's self-regulation and academic achievement, as well as the extent to which observations of children's peer competence in preschool moderates these links. Data were drawn from 102 students (male = 48; M age = 4.82 years, SD age = 0.46 years) enrolled in pre-kindergarten classrooms. A series of linear path models was used to test study hypotheses, and the nature of significant interactions was elucidated by examining simple slopes and regions of significance. Children's self-regulation, but not peer competence, significantly predicted both reading and math performance assessed using the Woodcock Johnson III, β = .43, p < .001 and β = .39, p < .001, respectively. Tests of moderation effects revealed that the association between children's poor self-regulation and poor math performance, but not reading performance, β = -.28, p = .022 and β = -.11, p = .23, was negated for children with average to high peer competence. These results demonstrate the protective quality of peer competence for academic performance using observational methods collected in preschools.
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Social Network Analysis in Child and Adolescent Physical Activity Research: A Systematic Literature Review. J Phys Act Health 2020; 17:250-260. [PMID: 31923901 DOI: 10.1123/jpah.2019-0350] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Revised: 09/25/2019] [Accepted: 11/25/2019] [Indexed: 11/18/2022]
Abstract
BACKGROUND Regular physical activity (PA) has many benefits for children and adolescents, yet many do not meet PA recommendations. Social context is important for promoting or discouraging PA among children and adolescents. This review aimed to identify social network variables related to PA among children and adolescents. METHODS A systematic review of the literature was conducted in September 2018 using PsycINFO, MEDLINE, PubMed, and Web of Science. Included articles needed to (1) be focused on children (aged 5-11 y) or adolescents (aged 12-17 y), (2) include a measure of PA, (3) include a measure of egocentric or sociocentric social connection in which alters were nominated, and (4) perform an analysis between network data and PA. RESULTS A search of 11,824 articles was refined to a final sample of 29 articles. Social network themes and concepts such as homophily, centrality, and network composition were related to child and adolescent PA behavior across the literature. CONCLUSIONS The impact of an individual's social network is evident on their PA behaviors. More research is needed to examine why these networks form in relation to PA and how interventions can utilize social network analysis to more effectively promote PA, especially in underserved and minority populations.
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Duxbury SW, Haynie DL. School suspension and social selection: Labeling, network change, and adolescent, academic achievement. SOCIAL SCIENCE RESEARCH 2020; 85:102365. [PMID: 31789197 DOI: 10.1016/j.ssresearch.2019.102365] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2019] [Revised: 08/01/2019] [Accepted: 10/01/2019] [Indexed: 06/10/2023]
Abstract
The growing body of research detailing the pronounced effects of criminal stigma on inequality in the US underscores the importance of labeling theory. In spite of the renewed interest in labeling, little research has evaluated the theoretical mechanisms underlying the theory. Drawing on the labeling perspective, this article evaluates mechanisms underlying the relationship between school punishment and reductions in adolescent academic achievement. It uses recent innovations in longitudinal network analysis to examine the consequences of school punishment as a dynamic interplay of labeling, network selection, and group influence. Results indicate that school punishment facilitates selection into academically underperforming peer networks and that this change in network composition is largely responsible for the association between school punishment and reductions in adolescent academic achievement.
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Affiliation(s)
- Scott W Duxbury
- Department of Sociology, The Ohio State University, Department of Sociology, 238 Townshend Hall, 1885 Neil Avenue Mall, Columbus, OH 43210, USA.
| | - Dana L Haynie
- Department of Sociology, The Ohio State University, Department of Sociology, 215 Townshend Hall, 1885 Neil Avenue Mall, Columbus, OH 43210, USA.
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Vollet JW, Kindermann TA. Promoting persistence: Peer group influences on students’ re-engagement following academic problems and setbacks. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2019. [DOI: 10.1177/0165025419880614] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study examined the role that peer groups play in shaping students’ academic re-engagement across their first year in middle school and whether influences are stronger from peers with whom students remained affiliated over time. Data were collected on an entire cohort of 366 sixth graders (48% female) in a small town. Students reported on their behavioral re-engagement—or persistence following academic problems or failure, on the extent to which they experienced academic setbacks, and on their teachers’ involvement. Teachers rated students’ academic engagement. Peer groups were identified in fall and spring using socio-cognitive mapping, distinguishing fluid peers (i.e., group members in fall only) and stable peers (i.e., members in both fall and spring). Peer group profiles of re-engagement were calculated for fluid peers, stable peers, and both combined. Results showed that the overall peer group profiles of re-engagement in fall did not predict changes in students’ re-engagement over the school year when unstable members were included. However, when modeled separately, stable peer group profiles of re-engagement were a positive predictor of changes in students’ own re-engagement, whereas profiles of fluid peers’ re-engagement were not. The findings suggest that peer group members with whom students maintain consistent group affiliations across the year play a central role in supporting students’ re-engagement when overcoming academic difficulties.
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Distinct Modalities of Electronic Communication and School Adjustment. J Youth Adolesc 2019; 48:1452-1468. [DOI: 10.1007/s10964-019-01061-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2019] [Accepted: 06/12/2019] [Indexed: 11/26/2022]
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Palacios D, Dijkstra JK, Villalobos C, Treviño E, Berger C, Huisman M, Veenstra R. Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks. J Sch Psychol 2019; 74:58-73. [PMID: 31213232 DOI: 10.1016/j.jsp.2019.05.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2018] [Revised: 04/10/2019] [Accepted: 05/07/2019] [Indexed: 11/17/2022]
Abstract
This paper examined the association between friendship and academic networks and how the connections these networks have with academic performance and school misconduct differ when comparing three types of classrooms where students were grouped based on their academic ability (i.e., high-, low-, and mixed-ability). The sample was composed of 528 seventh to ninth graders (Mage = 15; 64.1% girls) from 12 classrooms (four in each category of ability grouping) across two waves in five schools in Chile. The effects of academic performance and school misconduct on receiving academic and friendship nominations were examined, as well as the interplay between academic and friendship relationships. Furthermore, the extent to which similarity in adolescents' academic performance and school misconduct contributed to the formation and maintenance of academic and friendship relationships was examined. Sex, socioeconomic status, and structural network features were also taken into account. Longitudinal social network analyses (RSiena) indicated that (1) in high-ability classrooms students chose high-achieving peers as academic partners; (2) in high-ability classrooms students avoided deviant peers (i.e., those high in school misconduct) as academic partners; and (3) academic relationships led to friendships, and vice versa, in both high- and low-ability classrooms. Whereas the interplay of friendship and academic relationships was similar in high- and low-ability classrooms, the formation and maintenance of academic networks unfolded differently in these two types of classrooms.
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Affiliation(s)
- Diego Palacios
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, Groningen, 9712, TG, the Netherlands.
| | - Jan Kornelis Dijkstra
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, Groningen, 9712, TG, the Netherlands.
| | - Cristóbal Villalobos
- Centro de Políticas y Prácticas en Educación (CEPPE UC), Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, 7820436, Santiago, Chile.
| | - Ernesto Treviño
- Facultad de Educación, Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, 7820436, Santiago, Chile.
| | - Christian Berger
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, 7820436, Santiago, Chile.
| | - Mark Huisman
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, Groningen, 9712, TG, the Netherlands.
| | - René Veenstra
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, Groningen, 9712, TG, the Netherlands.
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Mc Govern EM, Maillart E, Bourgninaud M, Manzato E, Guillonnet C, Mochel F, Bourmaleau J, Lubetzki C, Baulac M, Roze E. Making a ‘JUMP’ from paediatric to adult healthcare: A transitional program for young adults with chronic neurological disease. J Neurol Sci 2018; 395:77-83. [DOI: 10.1016/j.jns.2018.09.030] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2018] [Revised: 09/16/2018] [Accepted: 09/25/2018] [Indexed: 12/18/2022]
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37
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Gremmen MC, van den Berg YH, Steglich C, Veenstra R, Dijkstra JK. The importance of near-seated peers for elementary students' academic engagement and achievement. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1016/j.appdev.2018.04.004] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Lessard LM, Juvonen J. Losing and gaining friends: Does friendship instability compromise academic functioning in middle school? J Sch Psychol 2018; 69:143-153. [PMID: 30558749 DOI: 10.1016/j.jsp.2018.05.003] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2017] [Revised: 02/23/2018] [Accepted: 05/02/2018] [Indexed: 11/26/2022]
Abstract
Extending past research on the academic benefits of having close friends in early adolescence, the study examines how instability of friendships (i.e., losses and gains of friends) is related to academic engagement and performance in middle school. The sample was drawn from a longitudinal study of ethnically diverse youth across 26 middle schools (N = 5991). The results demonstrated that over two thirds of friends were either lost or gained during the first year in middle school. When controlling for friendship network size, both friendship losses and gains were concurrently associated with lower academic engagement and performance at spring of sixth grade. Moreover, higher overall instability during the first year in middle school was related to lower academic engagement in seventh grade, which in turn, predicted lower grade point average (GPA) by the end of middle school. The findings suggest that friendship instability captures a disruptive social process that can compromise academic functioning in middle school.
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Affiliation(s)
- Leah M Lessard
- University of California, Los Angeles, Department of Psychology, Franz Hall, 502 Portola Plaza, Los Angeles, CA 90095-1521, USA.
| | - Jaana Juvonen
- University of California, Los Angeles, Department of Psychology, Franz Hall, 502 Portola Plaza, Los Angeles, CA 90095-1521, USA
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Rivas‐Drake D, Saleem M, Schaefer DR, Medina M, Jagers R. Intergroup Contact Attitudes Across Peer Networks in School: Selection, Influence, and Implications for Cross‐Group Friendships. Child Dev 2018; 90:1898-1916. [DOI: 10.1111/cdev.13061] [Citation(s) in RCA: 63] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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40
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The role of friends in help-seeking tendencies during early adolescence: Do classroom goal structures moderate selection and influence of friends? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.03.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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41
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Gremmen MC, Berger C, Ryan AM, Steglich CEG, Veenstra R, Dijkstra JK. Adolescents' Friendships, Academic Achievement, and Risk Behaviors: Same-Behavior and Cross-Behavior Selection and Influence Processes. Child Dev 2018; 90:e192-e211. [PMID: 29450883 DOI: 10.1111/cdev.13045] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This study examined to what extent adolescents' and their friends' risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; Mage = 13.69). Results showed that risk behaviors negatively affected adolescents' GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends' behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis.
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Geven S, O Jonsson J, van Tubergen F. Gender Differences in Resistance to Schooling: The Role of Dynamic Peer-Influence and Selection Processes. J Youth Adolesc 2017; 46:2421-2445. [PMID: 28560547 PMCID: PMC5701963 DOI: 10.1007/s10964-017-0696-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2017] [Accepted: 05/14/2017] [Indexed: 10/30/2022]
Abstract
Boys engage in notably higher levels of resistance to schooling than girls. While scholars argue that peer processes contribute to this gender gap, this claim has not been tested with longitudinal quantitative data. This study fills this lacuna by examining the role of dynamic peer-selection and influence processes in the gender gap in resistance to schooling (i.e., arguing with teachers, skipping class, not putting effort into school, receiving punishments at school, and coming late to class) with two-wave panel data. We expect that, compared to girls, boys are more exposed and more responsive to peers who exhibit resistant behavior. We estimate hybrid models on 5448 students from 251 school classes in Sweden (14-15 years, 49% boys), and stochastic actor-based models (SIENA) on a subsample of these data (2480 students in 98 classes; 49% boys). We find that boys are more exposed to resistant friends than girls, and that adolescents are influenced by the resistant behavior of friends. These peer processes do not contribute to a widening of the gender gap in resistance to schooling, yet they contribute somewhat to the persistence of the initial gender gap. Boys are not more responsive to the resistant behavior of friends than girls. Instead, girls are influenced more by the resistant behavior of lower status friends than boys. This explains to some extent why boys increase their resistance to schooling more over time. All in all, peer-influence and selection processes seem to play a minor role in gender differences in resistance to schooling. These findings nuance under investigated claims that have been made in the literature.
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Affiliation(s)
- Sara Geven
- Department of Sociology, University of Amsterdam, Nieuwe Achtergracht 166, 1018 WV, Amsterdam, The Netherlands.
| | - Jan O Jonsson
- University of Oxford, Nuffield College, New Road, Oxford, OX1 1NF, UK
- Institute for Futures Studies, Box 591, 101 31 Stockholm, Sweden
| | - Frank van Tubergen
- Department of Sociology, Utrecht University, Padualaan 14, 3584 CH Utrecht, The Netherlands
- Department of Sociology & Social Work, King Abdul Aziz University, Abdullah Suleiman Street, Al Jamiaa District, 80200, Saudi Arabia
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Mikami AY, Ruzek EA, Hafen CA, Gregory A, Allen JP. Perceptions of Relatedness with Classroom Peers Promote Adolescents' Behavioral Engagement and Achievement in Secondary School. J Youth Adolesc 2017; 46:2341-2354. [PMID: 28755252 DOI: 10.1007/s10964-017-0724-2] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Accepted: 07/14/2017] [Indexed: 11/26/2022]
Abstract
Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents' perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents' perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents' achievement.
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Affiliation(s)
- Amori Yee Mikami
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada.
| | - Erik A Ruzek
- University of Virginia, Charlottesville, VA, 22903, USA
| | | | - Anne Gregory
- Rutgers University, New Brunswick, NJ, 08901, USA
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Santos CE, Kornienko O, Rivas-Drake D. Peer Influence on Ethnic-Racial Identity Development: A Multi-Site Investigation. Child Dev 2017; 88:725-742. [PMID: 28333366 DOI: 10.1111/cdev.12789] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
The peer context features prominently in theory, and increasingly in empirical research, about ethnic-racial identity (ERI) development, but no studies have assessed peer influence on ERI using methods designed to properly assess peer influence. We examined peer influence on ERI centrality, private, and public regard using longitudinal social network analysis. Data were drawn from two sites: a predominantly Latina/o Southwestern (SW) school (N = 1034; Mage = 12.10) and a diverse Midwestern (MW) school (N = 513; Mage = 11.99). Findings showed that peers influenced each other's public regard over time at both sites. However, peer influence on centrality was evident in the SW site, whereas peer influence on private regard was evident in the MW site. Importantly, peer influence was evident after controlling for selection effects. Our integration of developmental, contextual, and social network perspectives offers a fruitful approach to explicate how ERI content may shift in early adolescence as a function of peer influence.
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