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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 2024:1-18. [PMID: 38247275 DOI: 10.1080/00221325.2024.2302813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [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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Panier L, Ethridge P, Farrell‐Reeves A, Punturieri C, Kujawa A, Dirks M, Weinberg A. Associations between peer stress in early adolescence and multiple event‐related potentials elicited during social feedback processing. Dev Psychobiol 2022; 64:e22279. [DOI: 10.1002/dev.22279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Revised: 03/16/2022] [Accepted: 03/22/2022] [Indexed: 11/10/2022]
Affiliation(s)
- Lidia Panier
- Department of Psychology McGill University Montreal Quebec Canada
| | - Paige Ethridge
- Department of Psychology McGill University Montreal Quebec Canada
| | | | | | - Autumn Kujawa
- Department of Psychological Sciences Vanderbilt University Nashville Tennessee USA
| | - Melanie Dirks
- Department of Psychology McGill University Montreal Quebec Canada
| | - Anna Weinberg
- Department of Psychology McGill University Montreal Quebec Canada
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3
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Kisfalusi D, Hooijsma M, Huitsing G, Veenstra R. How dislike and bullying co‐develop: A longitudinal study of negative relationships among children. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12582] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Dorottya Kisfalusi
- Computational Social Science—Research Center for Educational and Network Studies (CSS—RECENS) Centre for Social Sciences Budapest Hungary
| | - Marianne Hooijsma
- Department of Sociology/Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - Gijs Huitsing
- Department of Sociology/Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - René Veenstra
- Department of Sociology/Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
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4
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Palacios D, Berger C, Luengo Kanacri BP, Veenstra R, Dijkstra JK. The Interplay of Adolescents' Aggression and Victimization with Friendship and Antipathy Networks within an Educational Prosocial Intervention. J Youth Adolesc 2019; 48:2005-2022. [PMID: 31482513 PMCID: PMC6813759 DOI: 10.1007/s10964-019-01105-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2019] [Accepted: 08/02/2019] [Indexed: 10/31/2022]
Abstract
How the interplay between peer relationships and behaviors unfolds and how this differs between classrooms is an understudied topic. This study examined whether adolescents befriend or dislike peers whom they consider as aggressor or victim and whether these results differ in classrooms that received an intervention to promote prosocial behavior compared to classrooms without the intervention. The sample was composed of 659 seventh graders (Mage = 12.32; 48% girls) from nine intervention and seven control classrooms in eight schools in Santiago, Chile. It was hypothesized that adolescents in intervention classrooms would be less befriended and more disliked by classmates who considered them as aggressors, and more befriended and less disliked by classmates who considered them as victims, compared to control classrooms. Longitudinal multiplex social network analyses (RSiena) indicate that antipathies toward peers considered as aggressive and victimized were significantly lower in intervention classrooms than in control classrooms, but no significant differences were found for friendships. These findings suggest that the impact of an educational intervention may go beyond changing individual behavior and extend to the way peer relations develop in classrooms.
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Affiliation(s)
- Diego Palacios
- Department of Sociology, Interuniversity Center for Social Science Theory and Methodology (ICS), University of Groningen, Grote Rozenstraat 31, 9712 TG, Groningen, The Netherlands.
| | - Christian Berger
- Department of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile
| | | | - René Veenstra
- Department of Sociology, Interuniversity Center for Social Science Theory and Methodology (ICS), University of Groningen, Grote Rozenstraat 31, 9712 TG, Groningen, The Netherlands
| | - Jan Kornelis Dijkstra
- Department of Sociology, Interuniversity Center for Social Science Theory and Methodology (ICS), University of Groningen, Grote Rozenstraat 31, 9712 TG, Groningen, The Netherlands
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5
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Lahtinen O, Peets K. Do narcissistic boys and girls differ in their aggression? EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1080/17405629.2018.1537877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Oskari Lahtinen
- Department of Psychology, University of Turku, Turku, Finland
| | - Kätlin Peets
- St John's University, New York, NY, USA
- Tallinn University, Tallinn, Estonia
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García Bacete FJ, Sureda-García I, Muñoz-Tinoco V, Jiménez-Lagares I, Marande Perrin G, Rosel JF. Interpersonal Perceptions of Adverse Peer Experiences in First-Grade Students. Front Psychol 2018; 9:1165. [PMID: 30042712 PMCID: PMC6048420 DOI: 10.3389/fpsyg.2018.01165] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2018] [Accepted: 06/18/2018] [Indexed: 11/16/2022] Open
Abstract
Aim: The aim of this study was to identify which adverse peer experiences better predict perceived negative peer relationships among elementary school first graders according to sex. The peer experiences examined were peer rejection, peer victimization, and mutual antipathy; the interpersonal perceptions studied were perceived peer victimization, dyadic meta-perception of peer disliking, and loneliness. Methods: The participants were 809 children (Mage = 6.4 years, SD = 0.32; ngirls = 412, 50.9%) enrolled in 35 first-grade classes from 15 schools in 4 Spanish regions: Valencia, n = 276, 34.1%; Balearic Islands, n = 140, 17.3%; Andalusia, n = 199, 24.6%; Castile-Leon, n = 194, 24%. We calculated sex differences in peer experiences and interpersonal perceptions by means of one-way ANOVA for means differences and Fisher's r-to-z transformation for correlations differences. We used a multilevel regression analysis (nesting variables: class and region) to determine whether the associations between each peer experiences and each perception were unique. Results: Each adverse peer relationship predicted each interpersonal perception differentially. Peer victimization was a good predictor of the three interpersonal perceptions, and the only predictor of perceived peer victimization. Peer rejection predicted loneliness, whereas mutual antipathies predicted dyadic meta-perception of peer disliking, although more so among girls. A significant effect at region level was found but not at class level. Conclusion: Our findings suggest that research should take into account the different levels of the social peer system when analyzing peer experiences within the classroom context. The study contributes to sensitize teachers about the greater responsiveness of 6-year-old girls to adverse peer experiences, and it could be useful for designing interventions that would help children oppose rejection and empower active bystanders to fight against peer mistreatment.
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Affiliation(s)
- Francisco J. García Bacete
- Department of Developmental, Educational and Social Psychology, and Methodology, Jaume I University, Castellón de la Plana, Spain
- GREI Interuniversity Research Group, Jaume I University, Castellón de la Plana, Spain
| | - Inmaculada Sureda-García
- GREI Interuniversity Research Group, Jaume I University, Castellón de la Plana, Spain
- Department of Applied Pedagogy and Educational Psychology, University of the Balearic Islands, Palma de Mallorca, Spain
| | - Victoria Muñoz-Tinoco
- GREI Interuniversity Research Group, Jaume I University, Castellón de la Plana, Spain
- Department of Developmental and Educational Psychology, University of Seville, Seville, Spain
| | - Irene Jiménez-Lagares
- GREI Interuniversity Research Group, Jaume I University, Castellón de la Plana, Spain
- Department of Developmental and Educational Psychology, University of Seville, Seville, Spain
| | - Ghislaine Marande Perrin
- Department of Developmental, Educational and Social Psychology, and Methodology, Jaume I University, Castellón de la Plana, Spain
- GREI Interuniversity Research Group, Jaume I University, Castellón de la Plana, Spain
| | - Jesús F. Rosel
- Department of Developmental, Educational and Social Psychology, and Methodology, Jaume I University, Castellón de la Plana, Spain
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Psychometric Properties and Utility of the Social Vulnerability Questionnaire for Individuals with Intellectual and Developmental Disabilities. J Autism Dev Disord 2018; 50:2348-2359. [DOI: 10.1007/s10803-018-3636-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Riggs NR, Brown SM. Prospective Associations Between Peer Victimization and Dispositional Mindfulness in Early Adolescence. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2018; 18:481-489. [PMID: 28108926 DOI: 10.1007/s11121-017-0750-z] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Peer victimization is associated with several mental health and behavioral problems during childhood and adolescence. Identifying prospective associations between victimization and factors known to protect against these problems may ultimately contribute to more precise developmental models for victimization's role in behavioral and mental health. This study tested prospective associations between peer victimization and dispositional mindfulness, defined by non-judgmental and accepting awareness of the constant stream of lived experience, during early adolescence. It was hypothesized that victimization would predict lower levels of mindfulness over a 4-month period. Study participants were 152 seventh and eighth grade students (female = 51%, Caucasian = 35%, Hispanic/Latino = 34%, African-American = 13%, and multi-ethnic or other = 18%) participating in a social-emotional learning intervention feasibility trial. A structural equation model tested associations between mindfulness, victimization, and covariates at baseline, and mindfulness and victimization at 4-month posttest. As hypothesized, baseline victimization predicted significantly lower levels of mindfulness at 4-month posttest. Baseline mindfulness did not predict victimization. Results may reflect victimized youths' mindful awareness being recurrently diverted away from the present moment due to thoughts of prior and/or impending victimization. Study implications may include implementing mindful awareness practices as an intervention strategy for victimized youth to enhance and/or restore this promotive factor.
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Affiliation(s)
- Nathaniel R Riggs
- Human Development and Family Studies, Colorado State University, Fort Collins, CO, USA.
| | - Samantha M Brown
- Stress, Early Experiences, and Development Research Center, University of Denver, Denver, CO, USA
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Fujimoto K, Snijders TAB, Valente TW. Popularity Breeds Contempt: The Evolution of Reputational Dislike Relations and Friendships in High School. SOCIAL NETWORKS 2017; 48:100-109. [PMID: 28133412 PMCID: PMC5268737 DOI: 10.1016/j.socnet.2016.07.006] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
In this study, we examined the dynamics of the perception of "dislike" ties (reputational dislike) among adolescents within the contexts of friendship, perceived popularity, substance use, and Facebook use. Survey data were collected from a longitudinal sample of 238 adolescents from the 11th and 12th grades in one California high school. We estimated stochastic actor-based network dynamic models, using reports of reputational dislike, friendships, and perceived popularity, to identify factors associated with the maintenance and generation reputational dislike ties. The results showed that high-status adolescents and more frequent Facebook users tended to become perceived as or stay disliked by their peers over time. There was a tendency for friendships to promote the creation and maintenance of reputational disliking but not vice versa. Adolescents tended to perceive others as disliked when their friends also perceived them as disliked. There was no evidence that either cigarette smoking or drinking alcohol affected reputational dislike dynamics. This study highlights the important role that the hierarchical peer system, online peer context, and friendships play in driving information diffusion of negative peer relations among adolescents.
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Affiliation(s)
- Kayo Fujimoto
- Department of Health Promotion & Behavioral Sciences, School of Public Health, The University of Texas Health Science Center at Houston
| | - Tom A B Snijders
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, 9712 TG Groningen, The Netherlands; Nuffield College, University of Oxford, UK
| | - Thomas W Valente
- Institute for Prevention Research, Department of Preventive Medicine, Keck School of Medicine, University of Southern California, Los Angeles, CA 90032-3628
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Pál J, Stadtfeld C, Grow A, Takács K. Status Perceptions Matter: Understanding Disliking Among Adolescents. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2016; 26:805-818. [PMID: 28453204 DOI: 10.1111/jora.12231] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The emergence of disliking relations depends on how adolescents perceive the relative informal status of their peers. This phenomenon is examined on a longitudinal sample using dynamic network analysis (585 students across 16 classes in five schools). As hypothesized, individuals dislike those who they look down on (disdain), and conform to others by disliking those who they perceive as being looked down on by their peers (conformity). The inconsistency between status perceptions also leads to disliking, when individuals do not look up to those who they perceive to be admired by peers (frustration). Adolescents are not more likely to dislike those who they look up to (admiration). The results demonstrate the role of status perceptions on disliking tie formation.
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Affiliation(s)
- Judit Pál
- MTA TK "Lendület" Research Center for Educational and Network Studies (RECENS)/Corvinus University of Budapest
| | | | | | - Károly Takács
- MTA TK "Lendület" Research Center for Educational and Network Studies (RECENS)/Corvinus University of Budapest
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11
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Chang CY. The effects of friendship and antipathy networks on adolescent attitude similarity. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2015. [DOI: 10.1080/02673843.2015.1015038] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
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12
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Why the bully/victim relationship is so pernicious: A gendered perspective on power and animosity among bullies and their victims. Dev Psychopathol 2014; 26:689-704. [DOI: 10.1017/s0954579414000327] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
AbstractThe bully/victim relationship was studied in a sample of elementary school children (N = 1,289 in first, third, and fifth grades). Three questions were tested. Does bullying involve a power differential between bully and victim? Are bully/victim dyads participants in a relationship, whether mutual liking or disliking? Does the gender composition of the bully/victim dyad moderate power differential and relational context patterns? Hierarchical linear modeling was used to analyze predictors of the reputational strength of bully/victim ties. The findings revealed that the bully/victim dyads most frequently nominated by peers were characterized by asymmetries in social status, where bullies were increasingly more popular than their victims, and by asymmetries in aggression, where bullies were increasingly less aggressive than their victims. Bullies and victims were likely to select one another as among the children that they least like. Most effects with respect to aggression, popularity, and relationships were moderated by the gender composition of the bully/victim dyad. Implications for a developmental psychopathology perspective on peer bullying and victimization are highlighted.
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13
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Huang H, Su Y. Peer acceptance among Chinese adolescents: The role of emotional empathy, cognitive empathy and gender. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2014; 49:420-4. [DOI: 10.1002/ijop.12075] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2013] [Revised: 03/23/2014] [Accepted: 04/04/2014] [Indexed: 11/08/2022]
Affiliation(s)
- Heqing Huang
- Department of Psychology; Peking University; Beijing China
- Present address: College of Preschool Education; Capital Normal University; Beijing China
| | - Yanjie Su
- Department of Psychology; Peking University; Beijing China
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14
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Peets K, Hodges EVE. Is popularity associated with aggression toward socially preferred or marginalized targets? J Exp Child Psychol 2014; 124:112-23. [PMID: 24780299 DOI: 10.1016/j.jecp.2014.02.002] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2013] [Revised: 02/02/2014] [Accepted: 02/03/2014] [Indexed: 11/27/2022]
Abstract
This study was designed to test whether aggression toward easy or challenging targets is more likely to be associated with popularity. More specifically, we tested two alternative hypotheses with a sample of 224 adolescents (12- and 13-year-olds): (a) whether aggression toward highly disliked peers is associated with popularity (the easy target hypothesis) or (b) whether aggression toward highly liked peers is associated with popularity (the challenging target hypothesis). Support was found only for the challenging target hypothesis. In particular, our results indicate that aggressiveness toward peers who are liked by many others has social benefits in the form of greater popularity (particularly for highly preferred adolescents) without social costs (i.e., is unrelated to social preference). In contrast, aggressiveness toward peers who are disliked by many others is associated with lower social preference but bears no association with popularity. These results highlight the importance of studying contextualized aggression in order to understand the conditions under which aggression is most, and least, likely to be associated with social power and dominance.
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Affiliation(s)
- Kätlin Peets
- Department of Psychology, Utrecht University, 3508 TC Utrecht, The Netherlands; Department of Psychology, University of Turku, 20014 Turku, Finland.
| | - Ernest V E Hodges
- Department of Psychology, St. John's University, Jamaica, NY 11439, USA
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15
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Güroğlu B, van den Bos W, Crone EA. Sharing and giving across adolescence: an experimental study examining the development of prosocial behavior. Front Psychol 2014; 5:291. [PMID: 24782796 PMCID: PMC3990099 DOI: 10.3389/fpsyg.2014.00291] [Citation(s) in RCA: 51] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2013] [Accepted: 03/20/2014] [Indexed: 11/13/2022] Open
Abstract
In this study we use economic exchange games to examine the development of prosocial behavior in the form of sharing and giving in social interactions with peers across adolescence. Participants from four age groups (9-, 12-, 15-, and 18-year-olds, total N = 119) played three types of distribution games and the Trust game with four different interaction partners: friends, antagonists, neutral classmates, and anonymous peers. Nine- and 12-year-olds showed similar levels of prosocial behavior to all interaction partners, whereas older adolescents showed increasing differentiation in prosocial behavior depending on the relation with peers, with most prosocial behavior toward friends. The age related increase in non-costly prosocial behavior toward friends was mediated by self-reported perspective-taking skills. Current findings extend existing evidence on the developmental patterns of fairness considerations from childhood into late adolescence. Together, we show that adolescents are increasingly better at incorporating social context into decision-making. Our findings further highlight the role of friendships as a significant social context for the development of prosocial behavior in early adolescence.
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Affiliation(s)
- Berna Güroğlu
- Institute of Psychology, Leiden University Leiden, Netherlands
| | - Wouter van den Bos
- Center for Adaptive Rationality, Max-Planck-Institute for Human Development Berlin, Germany
| | - Eveline A Crone
- Institute of Psychology, Leiden University Leiden, Netherlands
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16
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Bond L, Lusher D, Williams I, Butler H. Friends or foes? Relational dissonance and adolescent psychological wellbeing. PLoS One 2014; 9:e83388. [PMID: 24498257 PMCID: PMC3911895 DOI: 10.1371/journal.pone.0083388] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2013] [Accepted: 11/03/2013] [Indexed: 11/18/2022] Open
Abstract
The interaction of positive and negative relationships (i.e. I like you, but you dislike me - referred to as relational dissonance) is an underexplored phenomenon. Further, it is often only poor (or negative) mental health that is examined in relation to social networks, with little regard for positive psychological wellbeing. Finally, these issues are compounded by methodological constraints. This study explores a new concept of relational dissonance alongside mutual antipathies and friendships and their association with mental health using multivariate exponential random graph models with an Australian sample of secondary school students. Results show male students with relationally dissonant ties have lower positive mental health measures. Girls with relationally dissonant ties have lower depressed mood, but those girls being targeted by negative ties are more likely to have depressed mood. These findings have implications for the development of interventions focused on promoting adolescent wellbeing and consideration of the appropriate measurement of wellbeing and mental illness.
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Affiliation(s)
- Lyndal Bond
- Centre of Excellence in Intervention and Prevention Science, Melbourne, Victoria, Australia
| | - Dean Lusher
- Swinburne Business School, Swinburne University of Technology, Melbourne, Victoria, Australia
| | - Ian Williams
- Centre for Adolescent Health; Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
| | - Helen Butler
- School of Education, Australian Catholic University Limited, Australia, Melbourne, Victoria, Australia
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Visconti KJ, Kochenderfer-Ladd B, Clifford CA. Children's attributions for peer victimization: A social comparison approach. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2013. [DOI: 10.1016/j.appdev.2013.06.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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18
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Hebron J, Humphrey N. Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2013; 18:618-30. [DOI: 10.1177/1362361313495965] [Citation(s) in RCA: 64] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Research has consistently shown that children and young people with autism spectrum conditions are more likely to be bullied than those with other or no special educational needs. The aim of this study was to examine risk and protective factors that could help to explain variation in exposure to bullying within this group. A sample of 722 teachers and 119 parents reported on their child’s experience of being bullied. This response variable was regressed onto a range of explanatory variables representing individual and contextual factors. The teacher- and parent-rated regression models were statistically significant, explaining large proportions of variance in exposure to bullying. Behaviour difficulties and increased age were associated with bullying in both models. Positive relationships and attending a special school were associated with a decrease in bullying in the teacher model, with use of public/school transport predicting an increase. In the parent model, special educational needs provision at School Action Plus (as opposed to having a Statement of Special Educational Needs) was a significant risk factor, and higher levels of parental engagement and confidence were associated with reductions in bullying. These findings are discussed in relation to the autism spectrum conditions literature, and opportunities for intervention are considered.
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Hafen CA, Laursen B, Nurmi JE, Salmela-Aro K. Bullies, victims, and antipathy: the feeling is mutual. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2013; 41:801-9. [PMID: 23344703 PMCID: PMC3665741 DOI: 10.1007/s10802-013-9720-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
In this study we consider whether bullies and victims are disliked by most of their classmates, or whether antipathy is concentrated among the occupants of these roles. Antipathy nominations were collected from a community sample of 699 Finnish adolescents (14 to 17 years of age), who described their own bullying and victimization, as well as problem behaviors and school engagement. Victimization was associated with antipathy, but the strength of the association differed according to characteristics of the nominator. Victimization was related to antipathy when the nominator was high on bullying but not low. Similarly, bullying was related to antipathy when the nominator was high on victimization, but not low. The findings indicate that although bullies and victims have elevated mean levels of rejection, they are not disliked by most peers but rather by those who report themselves to be high on these attributes.
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Affiliation(s)
- Christopher A Hafen
- Center for Advanced Study of Teaching and Learning, University of Virginia, 350 Old Ivy Way, Charlottesville, VA 22903, USA.
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20
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Mapping Developmental Precursors of Cyber-Aggression: Trajectories of Risk Predict Perpetration and Victimization. J Youth Adolesc 2012; 42:651-61. [DOI: 10.1007/s10964-012-9887-z] [Citation(s) in RCA: 67] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2012] [Accepted: 12/03/2012] [Indexed: 01/21/2023]
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21
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Forgiveness and its determinants depending on the interpersonal context of hurt. J Exp Child Psychol 2012; 114:131-45. [PMID: 22784854 DOI: 10.1016/j.jecp.2012.05.009] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2012] [Revised: 05/14/2012] [Accepted: 05/20/2012] [Indexed: 11/21/2022]
Abstract
Children and adolescents encounter different hurtful experiences in school settings. How these events are processed (e.g., whether they think that the transgressor was hostile) is likely to depend on the relationship with the transgressor. In this study, we examined how adolescents (58 girls and 35 boys, mean age=14.03 years, SD=0.60) dealt with the hurt caused by someone they liked or disliked. Our findings show that the hurt caused by a disliked transgressor is likely to lead to more negative cognitive (e.g., hostile attributions), affective (e.g., feelings of anger), and motivational (e.g., avoidance/revenge) outcomes than the hurt caused by a liked peer. In addition, we found that associations between cognitive processes and avoidance/revenge were mediated by feelings of anger, but only when the transgression occurred in the context of disliking. These results highlight the importance of studying how adolescents process hurtful experiences in different relational contexts.
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Tran CV, Cole DA, Weiss B. Testing reciprocal longitudinal relations between peer victimization and depressive symptoms in young adolescents. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2012; 41:353-60. [PMID: 22494117 PMCID: PMC3715139 DOI: 10.1080/15374416.2012.662674] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
A 2-wave longitudinal study of young adolescents was used to test whether peer victimization predicts depressive symptoms, depressive symptoms predict peer victimization, or the 2 constructs show reciprocal relations. Participants were 598 youths in Grades 3 through 6, ages 8 to 14 (M = 10.9, SD = 1.2) at Wave 1. The sample was 50.7% female and 90.3% Caucasian. Participants completed self-reports of depressive symptoms, and self-reports and peer nomination measures of physical and relational peer victimization at 2 time points separated by 1 year. The results were as follows: (a) depressive symptoms predicted change in both physical and relational victimization, but neither type of peer victimization predicted change in depressive symptoms; (b) depressive symptoms were more predictive of physical victimization for boys than for girls; and (c) boys experienced more physical victimization, and girls experienced more relational victimization. Expression of some depressive symptoms may represent signs of vulnerability. For boys, they may also represent a violation of gender stereotypes. Both factors could be responsible for these effects. Implications for intervention include the possibility that treatment of depression in young adolescents may reduce the likelihood of peer victimization.
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Affiliation(s)
- Cong V Tran
- Department of Psychology and Human Development, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203-5721, USA
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23
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Wei HS, Chen JK. The moderating effect of Machiavellianism on the relationships between bullying, peer acceptance, and school adjustment in adolescents. SCHOOL PSYCHOLOGY INTERNATIONAL 2011. [DOI: 10.1177/0143034311420640] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
This study examined the moderating effect of Machiavellianism on the relationships between bullying, peer acceptance, and school adjustment (rule-following behavior and academic performance) among 216 middle school 7th-graders in Taipei, Taiwan. The participants were divided into two groups according to their Machiavellianism. Multi-group path analysis showed that for those who were low in Machiavellianism condition, physical and verbal bullying was negatively linked to peer acceptance and academic performance while no significant association was found for the high-Machiavellianism group. Bullying was negatively, yet non-significantly, associated with rule-following behavior for both groups. The results largely supported the buffering effect of Machiavellianism on the negative outcomes of bullying. Implications for school-violence prevention and for research on adaptive bullies are discussed.
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24
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Wei HS, Jonson-Reid M. Friends can hurt you: Examining the coexistence of friendship and bullying among early adolescents. SCHOOL PSYCHOLOGY INTERNATIONAL 2011. [DOI: 10.1177/0143034311402310] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Friendship is typically assumed to be a protective factor for victims of school bullying, so the possibility of victimization by friends is rarely explored. This study examines the prevalence of positive affiliation between the victims and aggressors in verbal and physical bullying. Peer nomination inventories were used to assess the friendship and dyadic bullying tendency among 237 Taiwanese middle school 7th graders. A total of 1,084 incidents of dyadic verbal bullying and 1,327 incidents of physical bullying were reported by the respondents. Friendship nominations among aggressors and victims could be unilateral (a peer nominates someone who does not in turn nominate them) or reciprocal (both the aggressor and the victim nominate each other as friends). Reciprocal nominations between victims and aggressors occurred in approximately 8% of cases of verbal bullying incidents and about 12% of physical bullying incidents. About 8% of victims of verbal or physical bullying unilaterally nominated the aggressor as a friend, with 9% and 12% of aggressors nominating victims as friends in the two cases. The self-reported strength of friendships was high among the reciprocal friends. Implications for the existence of bullying within friendship dyads for research and practice are discussed.
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Affiliation(s)
- Hsi-Sheng Wei
- Department of Social Work, National Taipei University, Taiwan,
| | - Melissa Jonson-Reid
- George Warren Brown School of Social Work, Washington University in St. Louis, USA
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25
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Peets K, Hodges EVE, Salmivalli C. Actualization of Social Cognitions into Aggressive Behavior toward Disliked Targets. SOCIAL DEVELOPMENT 2011. [DOI: 10.1111/j.1467-9507.2010.00581.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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26
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Roseth CJ, Pellegrini AD, Dupuis DN, Bohn CM, Hickey MC, Hilk CL, Peshkam A. Preschoolers' Bistrategic Resource Control, Reconciliation, and Peer Regard. SOCIAL DEVELOPMENT 2010. [DOI: 10.1111/j.1467-9507.2010.00579.x] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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27
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Laursen B, Bukowski WM, Nurmi JE, Marion D, Salmela-Aro K, Kiuru N. Opposites detract: middle school peer group antipathies. J Exp Child Psychol 2010; 106:240-56. [PMID: 20378125 PMCID: PMC2893260 DOI: 10.1016/j.jecp.2010.03.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2009] [Revised: 02/27/2010] [Accepted: 03/12/2010] [Indexed: 11/17/2022]
Abstract
This study examines variability in patterns of peer group antipathy. Same-grade adolescent peer groups were identified from sociometric nominations of preferred affiliates in a community sample of 600 Finnish ninth-grade middle school students (mean age=15.0 years). Hierarchical linear modeling determined characteristics of youths in actor groups (nominators) that predicted antipathy for youths in target groups (nominatees) on the basis of target group characteristics. Most antipathies were based on dissimilarity between groups representing the mainstream culture and groups opposed to it. The higher a peer group's school burnout, the more its members disliked students in peer groups with higher school grades and students in peer groups with higher sports participation. Conversely, the higher a peer group's school grades, the more its members disliked students in peer groups with higher school burnout. Students in peer groups with less problem behavior disliked students in peer groups with more problem behavior. There was some evidence of rivalry within the mainstream culture: The higher a group's school grades, the more its members disliked groups whose members participated in sports.
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Affiliation(s)
- Brett Laursen
- Department of Psychology, Florida Atlantic University, Fort Lauderdale, FL 33314, USA.
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28
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Card NA, Hodges EVE. It Takes Two to Fight in School Too: A Social Relations Model of the Psychometric Properties and Relative Variance of Dyadic Aggression and Victimization in Middle School. SOCIAL DEVELOPMENT 2010; 19:447-469. [PMID: 26985138 PMCID: PMC4790088 DOI: 10.1111/j.1467-9507.2009.00562.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Aggressive behavior has been well-studied in terms of interindividual differences among aggressors and victims, but has been understudied, especially within naturalistic contexts, in terms of aggressor-victim relationships. The Social Relations Model (SRM) is a powerful conceptual and analytic tool for studying dyadic phenomena, and we describe the use of multivariate SRM to study aggression. Boys and girls (N = 210) in middle schools (sixth and seventh grades) completed a newly created Dyadic Aggression and Victimization Inventory (DAVI). Results support the reliability and validity of the DAVI in assessing interindividual and interdyadic differences in aggression and victimization. Occurrences of aggression were accounted for primarily by interdyadic variability, indicating the importance of considering aggressor-victim relationships. We discuss the implications of this relationship focus for future research and intervention efforts.
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Card NA, Rodkin PC, Garandeau CF. A description and illustration of the Triadic Relations Model: Who perceives whom as bullying whom? INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2010. [DOI: 10.1177/0165025410371418] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Analyses of children’s peer relations have recently begun considering interpersonal behaviors and perceptions from the perspective of the Social Relations Model. An extension of this model, the Triadic Relations Model (TRM), allows for consideration and analysis of more complex three-person data to understand triadic processes; separate individual, dyadic, and triadic variance; and model co-occurrences among dyadic phenomena. The goal of this article is to provide a didactic introduction to the TRM and its potential for studying peer relations. The TRM is applied to data from nine classes (N = 162) of third and fourth grade boys and girls involving perceptions (peer nominations) of actors’ (aggressors’) behavior toward partners (victims). We report and illustrate interpretation of 7 variance and 16 covariance estimates from this TRM analysis of who perceives whom as bullying whom. In particular, triadic analyses revealed a tendency for children to perceive others as sharing the same aggressors and the same targets for aggression as themselves. We discuss implications of findings for studying aggression, as well as extensions of this model, such as incorporating multiple constructs or connecting the TRM estimates with individual and dyadic variables, and challenges of using the TRM.
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30
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Casper DM, Card NA. “We Were Best Friends, But . . . ”: Two Studies of Antipathetic Relationships Emerging From Broken Friendships. JOURNAL OF ADOLESCENT RESEARCH 2010. [DOI: 10.1177/0743558410366596] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Antipathetic relationships and friendships are common during adolescence. One type of antipathetic relationship that has received no empirical attention is one that emerges from a broken friendship. Two studies, a reanalysis of N. A. Card’s previously published data (Study 1) and newly collected data (Study 2), investigated this topic through mixed-methods analysis of emerging adults’ retrospective reports of relationships during high school. Qualitative analyses revealed jealousy, incompatibility, intimacy-rule violations, and aggression as themes in the transformation of friendship to antipathy. Quantitative analyses revealed intimacy-rule violations in the formation; relational aggression, competition, and avoidance during the maintenance; and continued contact following high school as more common for former friends. These findings highlight the dynamic relations between friendship and antipathy.
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31
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Ojanen T, Little TD. Modeling Contextual Effects in Developmental Research: Linking Theory and Method in the Study of Social Development. SOCIAL DEVELOPMENT 2009. [DOI: 10.1111/j.1467-9507.2009.00563.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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32
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Salmivalli C, Peets K. Pre-adolescents’ Peer-relational Schemas and Social Goals across Relational Contexts. SOCIAL DEVELOPMENT 2009. [DOI: 10.1111/j.1467-9507.2008.00515.x] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
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33
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Erath SA, Pettit GS, Dodge KA, Bates JE. Who Dislikes Whom, and For Whom Does It Matter: Predicting Aggression in Middle Childhood. SOCIAL DEVELOPMENT 2009; 18:577-596. [PMID: 19774109 PMCID: PMC2747797 DOI: 10.1111/j.1467-9507.2008.00497.x] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study investigated the role of mutual dislike dyads (MDDs) in the development of aggressive behavior across the middle childhood years. Of particular interest was whether involvement in MDDs predicted later aggression, and whether the magnitude of the association between MDDs and later aggression varied based on characteristics of target children and 'others' involved in their MDDs. Data were collected on a community sample of 453 children participating in an ongoing longitudinal study. Classroom peer nomination and rating-scale measures were collected in kindergarten through third grade; aggressive behavior problems were assessed via teacher ratings in the early elementary years (kindergarten and first grade) and late elementary years (fourth and fifth grade). MDD involvement in the middle elementary years (second and third grade) was associated with higher levels of aggression in the late elementary years among boys (but not girls), and these predictions held after controlling for group-level peer disliking in the middle elementary years, aggression in the early elementary years, and demographic variables. The association between MDD involvement and subsequent aggression was also qualified by the aggressiveness of others in children's MDDs: Having more MDDs predicted later aggression only among boys whose MDDs involved mostly non-aggressive others.
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34
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Male and Female Victims of Male Bullies: Social Status Differences by Gender and Informant Source. SEX ROLES 2009. [DOI: 10.1007/s11199-009-9605-9] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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Nummenmaa L, Peets K, Salmivalli C. Automatic Activation of Adolescents’ Peer-Relational Schemas: Evidence From Priming With Facial Identity. Child Dev 2008; 79:1659-75. [DOI: 10.1111/j.1467-8624.2008.01217.x] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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36
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Abstract
This study examined whether the affect children feel toward peers would influence children's social-cognitive evaluations and behaviors. The sample consisted of 209 fifth-grade children (11- to 12-year-olds; 119 boys and 90 girls). For each child, 3 target peers (liked, disliked, and neutral) were identified via a sociometric nomination procedure. The names of the targets were then inserted into hypothetical vignettes in which the target peer's behavior had a negative consequence for the child. After each vignette, questions about intent, outcome expectations, and self-efficacy beliefs were asked. In addition, self-reports regarding relationship-specific proactive and reactive aggression and regarding victimization were collected. The results demonstrate that children social-cognitively differentiate between the relationship types and that relationship-specific evaluations are associated with relationship-specific behaviors.
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Affiliation(s)
- Kätlin Peets
- Department of Psychology, University of Turku, FI-20014 Turku, Finland.
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Veenstra R, Lindenberg S, Zijlstra BJH, De Winter AF, Verhulst FC, Ormel J. The dyadic nature of bullying and victimization: testing a dual-perspective theory. Child Dev 2008; 78:1843-54. [PMID: 17988325 DOI: 10.1111/j.1467-8624.2007.01102.x] [Citation(s) in RCA: 109] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
For this study, information on Who Bullies Who was collected from 54 school classes with 918 children (M age = 11) and 13,606 dyadic relations. Bullying and victimization were viewed separately from the point of view of the bully and the victim. The two perspectives were highly complementary. The probability of a bully-victim relationship was higher if the bully was more dominant than the victim, and if the victim was more vulnerable than the bully and more rejected by the class. In a bully-victim dyad, boys were more often the bullies. There was no finding of sex effect for victimization. Liking reduced and disliking increased the probability of a bully-victim relationship.
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Affiliation(s)
- René Veenstra
- Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Grote Rozenstraat 31, 9712 TG Groningen, the Netherlands.
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