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Guo L, He T, Lv X, Yu F. Identifying popular, rejected and neglected children in Chinese preschool: An exploratory study on the educational application of spatial positioning data. Acta Psychol (Amst) 2024; 248:104389. [PMID: 38970888 DOI: 10.1016/j.actpsy.2024.104389] [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: 02/13/2024] [Revised: 06/28/2024] [Accepted: 07/02/2024] [Indexed: 07/08/2024] Open
Abstract
Amidst the rapid advancement of Internet of Things (IoT) technology and the burgeoning field of Multimodal Learning Analytics (MMLA), this study employs spatial positioning technology as a case study to investigate the potential of multimodal data in assessing children's social development. This study combines the spatial positioning data of preschool children collected during free play sessions in natural educational settings and the spatial metrics constructed based on observational studies to establish and validate a sociometric status Decision Tree classification model. The findings suggest that the model can overall accurately identify children with three distinct sociometric statuses, albeit with some variability in efficacy across different sociometric groups and age groups. Notably, the model demonstrates a high hitting rate in identifying the potentially neglected children, providing valuable support for educators in understanding and fostering children's developmental needs. This study also highlights the advantages of emerging technology and multimodal data application in child development assessment.
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Affiliation(s)
- Liping Guo
- Institute of Brain and Education Innovation, Faculty of Education, East China Normal University, Shanghai, China; Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China.
| | - Ting He
- College of Education, Central China Normal University, Wuhan, China.
| | - Xue Lv
- School of Education, Jiangsu University of Technology, Changzhou, China
| | - Fang Yu
- Department of Education, Suzhou Early Childhood Education College, Suzhou, China
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2
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Bierman KL, Welsh JA, Hall CM, Jacobson LN, Lee DL, Jones DE. Efficacy of the Fast Track Friendship Group Program for Peer-rejected Children: A Randomized-Controlled Trial. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2023; 52:763-779. [PMID: 35427193 DOI: 10.1080/15374416.2022.2051523] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
OBJECTIVE To evaluate the benefits of the Fast Track Friendship Group program implemented as a stand-alone school-based intervention on the social cognitions, social behavior, peer and teacher relationships of peer-rejected students. METHOD Over four successive years, 224 peer-rejected elementary students (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; grades 1-4; Mage = 8.1 years old) were identified using peer sociometric nominations and randomly assigned to the intervention (n = 110) or a treatment-as-usual control group (n = 114). Four school districts serving economically-disadvantaged urban and rural communities participated. Intervention involved weekly small group social skills training with classmate partners, with sessions tailored to address individual child needs. Consultation meetings held at the start and mid-point of intervention were designed to help teachers and parents support the generalization of targeted skills. RESULTS Multi-level linear models, with children nested within schools (controlling for demographics and baseline scores) documented improvements in social-cognitive skills (direct assessments of emotion recognition and competent social problem-solving), social behavior (teacher ratings of social skills and externalizing behavior), and interpersonal relationships (peer sociometric nominations of peer acceptance and friendships, teacher-rated student-teacher closeness). Significant effects were generally small (ds = .19-.36) but consistent across child sex, grade level, and behavioral characteristics. CONCLUSIONS The intervention proved feasible for high-fidelity implementation in school settings and produced significant improvements in the social adjustment of peer-rejected children, validating the approach as a school-based Tier 2 intervention.
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Affiliation(s)
- Karen L Bierman
- Child Study Center, Department of Psychology, The Pennsylvania State University
| | - Janet A Welsh
- Edna Bennett Pierce Prevention Research Center, The Pennsylania State University
| | - Cristin M Hall
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University
| | - Linda N Jacobson
- Child Study Center, Department of Psychology, The Pennsylvania State University
| | - David L Lee
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University
| | - Damon E Jones
- Edna Bennett Pierce Prevention Research Center, The Pennsylania State University
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3
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Lo Cricchio MG, Musso P, Lo Coco A, Inguglia C, Liga F, Bowker JC, Rubin KH. Peer Reputation Configurations and Associations with Friendship Adjustment. J Genet Psychol 2023; 184:339-355. [PMID: 37172136 PMCID: PMC10524753 DOI: 10.1080/00221325.2023.2205463] [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: 06/19/2022] [Accepted: 04/18/2023] [Indexed: 05/14/2023]
Abstract
Peer reputation (PR) refers to how peer groups collectively view an individual in terms of socio-behavioral characteristics, such as aggression, social withdrawal, leadership, and prosociality. Despite considerable research on PR, few studies have considered PRs in relation to indices of friendship, particularly with a person-centered approach. The goal of the current study was to adopt such an approach and identify peer reputation configurations and their defining characteristics, and to examine how such configurations are linked to friendship prevalence and quality. Four hundred and twenty-six Italian seventh-grade students (57.3% male, Mage = 12.07) completed peer nomination measures of PR and reported on their friendships. Their mutual best friends were subsequently determined, and a friendship quality measure was completed. Teachers rated participants' problem behaviors and competencies. Cluster analytic methods produced four PR configurations that were defined by the following characteristics: (1) Shy/Excluded/Victimized, (2) Normative, (3) Aggressive/Arrogant, and (4) Prosocial/Popular. Teacher ratings supported these configurations such that Prosocial/Popular students were rated the lowest in problem behaviors and Shy/Excluded/Victimized and Aggressive/Arrogant were the highest in learning problems. Additional analyses showed numerous linkages between the configurations and friendship. For instance, Prosocial/Popular students were more likely to have mutual and satisfying friendships relative to students in the other groups. These findings provide new insights into the complex linkages between group- and dyadic-level peer experiences during early adolescence and may inform prevention and intervention efforts aimed at Shy/Excluded/Victimized youth struggling with peers.
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Affiliation(s)
- Maria Grazia Lo Cricchio
- Department of Human Science, University of Studies of Basilicata, via N. Sauro 85 – 85100 Potenza (Italy)
| | - Pasquale Musso
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari (Italy), Palazzo Chiaia – Napolitano, Floor 4 - Room 406, via Scipione Crisanzio, 42 70122 - Bari, Italy
| | - Alida Lo Coco
- Department of Psychology, Educational Science and Human Movement, University of Palermo (Italy), viale delle Scienze, Ed.15, 90128 Palermo, Italy
| | - Cristiano Inguglia
- Department of Psychology, Educational Science and Human Movement. University of Palermo (Italy), viale delle Scienze, Ed.15, 90128 Palermo, Italy
| | - Francesca Liga
- Department of Clinical and Experimental Medicine, Università di Messina, via Bivona, n. 6/7 - 98122 Messina (Italy)
| | - Julie C. Bowker
- Department of Psychology, College of Arts and Sciences, University of Buffalo, 216 Park Hall, Buffalo NY, 14260-4110
| | - Kenneth H. Rubin
- Department of Human Development and Quantitative Methodology (HDQM), 3942 Campus Drive, Benjamin Building (143), Suite 3304, College Park, MD 20742-1131
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4
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Reem H, Zeev-Wolf M. Ostracism and sharing in an intergroup context. PLoS One 2023; 18:e0287096. [PMID: 37310971 PMCID: PMC10263334 DOI: 10.1371/journal.pone.0287096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Accepted: 05/30/2023] [Indexed: 06/15/2023] Open
Abstract
Previous research suggests that social exclusion is linked to a decrease in individuals' prosocial behavior. However, this effect has not been examined in an intergroup context. We manipulated social acceptance (using the Cyberball game) to examine participants' sharing with ingroup or outgroup members in a minimal group paradigm. Results revealed that when the prospective recipient was a group member who rejected them, socially excluded participants shared less than their socially accepted counterparts. However, when faced with members of an outgroup, socially excluded participants showed similar levels of prosocial behavior as their socially accepted counterparts. Further results suggest that the tendency of socially excluded participants to act in a less prosocial manner toward members of a group that had rejected them was generalized to the group as a whole (including group members with whom there had been no previous interaction). We discuss the theoretical and practical implications of these findings.
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Affiliation(s)
- Hila Reem
- School of Education, Ben Gurion University of the Negev, Beer-Sheva, Israel
| | - Maor Zeev-Wolf
- School of Education, Ben Gurion University of the Negev, Beer-Sheva, Israel
- School of Brain Sciences and Cognition, Ben Gurion University of the Negev, Beer-Sheva, Israel
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5
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School Absenteeism and In-class Avoidant Behaviors Mediate the Link Between Peer Victimization and Academic Outcomes. SCHOOL MENTAL HEALTH 2023. [DOI: 10.1007/s12310-023-09566-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
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6
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Kilday JE, Ryan AM. The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09712-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Berg N, Nummi T, Bean CG, Westerlund H, Virtanen P, Hammarström A. Risk factors in adolescence as predictors of trajectories of somatic symptoms over 27 years. Eur J Public Health 2022; 32:696-702. [PMID: 35904464 PMCID: PMC9527955 DOI: 10.1093/eurpub/ckac081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Somatic symptoms among adolescents are common, yet little is known about long-term trajectories of somatic symptoms and the factors in adolescence that shape them. We examined individual, family and school-based factors at age 16 as predictors of trajectories of somatic symptoms over 27 years. METHODS Participants from the Northern Swedish Cohort (n = 1001) responded to questions about individual factors (e.g. health behaviours), family factors (e.g. contact with parents, social and material adversity) and school satisfaction at age 16; as well as 10 somatic symptoms at ages 16, 18, 21, 30 and 43. Teacher assessments at age 16 included overall ability at school and peer relations. Age 16 predictors of somatic symptom trajectory group membership were analysed using multinomial logistic regression. RESULTS Poor contact with mother and poor school satisfaction were significant predictors of adverse symptom trajectories among both men and women. Low birth weight and low parental academic involvement were contributing factors for women, while smoking and social adversity were more relevant factors for men. CONCLUSIONS Our findings emphasize the importance of a holistic approach that considers the unique contributions of individual, family and school-based factors in the development of trajectories of somatic symptoms from adolescence to middle age.
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Affiliation(s)
- Noora Berg
- Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland.,Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Tapio Nummi
- Faculty of Information Technology and Communication Sciences/Statistics, Tampere University, Tampere, Finland
| | - Christopher G Bean
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.,School of Psychology, The University of Adelaide, Adelaide, SA, Australia
| | - Hugo Westerlund
- Department of Psychology, Stockholm University, Stockholm, Sweden
| | - Pekka Virtanen
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | - Anne Hammarström
- Institute of Environmental Medicine, Unit of Occupational Medicine, Karolinska Institutet Stockholm, Sweden.,Department of Epidemiology and Global Health, Umeå University, Umeå, Sweden
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Guimond FA, Altman R, Vitaro F, Brendgen M, Laursen B. The Interchangeability of Liking and Friend Nominations to Measure Peer Acceptance and Friendship. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022; 46:358-367. [PMID: 36034647 PMCID: PMC9417047 DOI: 10.1177/01650254221084097] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/29/2023]
Abstract
Two studies examine the convergence between measures of friendship and measures of liking in the assessment of friendship and peer acceptance. In the first study, 551 (301 boys and 250 girls) Canadian primary school children (ages 8 to 11) nominated friends and liked-most classmates. In the second study, 282 (127 boys and 155 girls) U.S. primary school children (ages 9 to 11) nominated friends and rated classmates on a sociometric preference scale. The results revealed considerable convergence in the assessment of friendship. Most 1st, 2nd, and 3rd ranked friends were also nominated and rated as liked-peers, suggesting that when measures of liking are used to identify friends, few top-ranked friendships are overlooked. There was less convergence in assessments of peer acceptance. Peer acceptance scores derived from friend nominations were more strongly correlated with peer acceptance scores derived from liking nominations than with those derived from sociometric preference ratings. We conclude that liking nominations accurately capture friendships, particularly best friendships. Friend nominations may be a suitable substitute for assessments of liking, but they are a poor substitute for assessments of sociometric preference.
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Affiliation(s)
| | - Robert Altman
- Department of Psychology, Florida Atlantic University, United-States
| | - Frank Vitaro
- School of Psycho-education, University of Montreal, Canada
- Ste. Justine Hospital Research Centre, Montreal, Canada
| | - Mara Brendgen
- Ste. Justine Hospital Research Centre, Montreal, Canada
- Department of Psychology, University of Quebec at Montreal, Canada
| | - Brett Laursen
- Department of Psychology, Florida Atlantic University, United-States
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van Gils FE, Colpin H, Verschueren K, Demol K, ten Bokkel IM, Menesini E, Palladino BE. Teachers' Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts. Front Psychol 2022; 13:830850. [PMID: 35356319 PMCID: PMC8959665 DOI: 10.3389/fpsyg.2022.830850] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Accepted: 02/09/2022] [Indexed: 11/16/2022] Open
Abstract
Given the high prevalence and dramatic impact of being bullied at school, it is crucial to get more insight into how teachers can reduce bullying. So far, few instruments have measured elementary teachers' responses to bullying. This study investigated the validity of the student-reported Teachers' Responses to Bullying Questionnaire. The factor structure and measurement invariance were tested across two educational contexts among fourth and fifth grade students from Italy (n = 235) and Belgium (n = 667). Furthermore, associations between student-perceived teachers' responses and students' bullying behavior were examined. Confirmatory Factor Analysis supported the predicted five-factor structure, distinguishing Non-Intervention, Disciplinary Methods, Group Discussion, Mediation, and Victim Support. A partial factor means invariance model was found, allowing for valid comparisons between the Italian and Belgian educational contexts. Significant associations were found between self-reported, but not peer-nominated, bullying behavior and most student-perceived teachers' responses.
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Affiliation(s)
- Fleur Elisabeth van Gils
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Hilde Colpin
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karine Verschueren
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karlien Demol
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Isabel Maria ten Bokkel
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Ersilia Menesini
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
| | - Benedetta Emanuela Palladino
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
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10
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Identifying Relationally Aggressive Students: How Aligned are Teachers and Peers? SCHOOL MENTAL HEALTH 2022; 14:709-723. [PMID: 37077431 PMCID: PMC10112531 DOI: 10.1007/s12310-021-09498-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Relational aggression is characterized by attempts to damage another's relationships or social status and is a major concern affecting academic, socioemotional, behavioral, and health outcomes, particularly for urban, minority youth. Teachers and peers frequently disagree about which students are relationally aggressive. Factors associated with peer and teacher discordant and concordant identification of relationally aggressive students were explored including prosocial behavior, perceived popularity, academic competence, and gender. Participants included 178 3rd-5th grade students across 11 urban classrooms. Findings revealed that students were more likely to be rated as relationally aggressive by their peers but not their teacher as scores on peer nominations for prosocial behavior decreased, while teacher-rated academic motivation/participation increased. Female students were more likely to be concordantly identified by peers and teachers as relationally aggressive when ratings for overt aggression increased. These results highlight the utility of obtaining ratings from multiple informants as well as the difficulty in accurately identifying all students who may benefit from interventions targeting relational aggression. Findings also suggest factors that may be related to the potential shortcomings of current measures and provide avenues for additional research to improve detection of relationally aggressive students.
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11
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Zhang Q. Positive Effects of Prosocial Cartoon Viewing on Aggression Among Children: The Potential Mediating Role of Aggressive Motivation. Front Psychol 2021; 12:742568. [PMID: 35069323 PMCID: PMC8782158 DOI: 10.3389/fpsyg.2021.742568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Accepted: 11/15/2021] [Indexed: 11/17/2022] Open
Abstract
Prosocial cartoon is characterized by helping others solve difficulties, including helping, donating, sharing, comforting, and cooperating. The current study examined whether viewing a prosocial cartoon decreases aggression immediately upon exposure and the potential mediating role of aggressive motivation. Participants involve 168 children (M age = 5.87 years, SD = 0.41) nominated by teachers as aggressive from three Chinese kindergartens. Children in the treatment group watched a prosocial cartoon (American cartoon "Handy Manny"), while children in the control group watched a nonprosocial cartoon (Chinese cartoon "Fruity Robo"). Afterward, the Hot Sauce Task (HST) was employed to assess aggressive behavior, and Aggressive Motivation Questionnaire (AMQ) was employed to assess aggressive motivation. Results revealed that viewing a prosocial cartoon (vs. a nonprosocial cartoon) did reduce children's aggression immediately upon exposure. Specifically, males showed less aggressive behavior than females upon prosocial cartoon exposure, while males showed more aggressive behavior than females upon nonprosocial cartoon exposure. Mediational analysis suggested that the prosocial cartoon effect on aggression was partially mediated by aggressive motivation, especially for males. Consistent with general aggression model (GAM), findings of the study indicated that short-term exposure to a prosocial cartoon decreased children's aggression by reducing aggressive motivation.
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Affiliation(s)
- Qian Zhang
- Center for Studies of Education and Psychology of Minorities in Southwest Area, Southwest University, Chongqing, China
- Department of Early Childhood Education, Faculty of Education, Southwest University, Chongqing, China
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12
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Sabato H, Abraham Y, Kogut T. Too Lonely to Help: Early Adolescents' Social Connections and Willingness to Help During COVID-19 Lockdown. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:764-779. [PMID: 34448302 PMCID: PMC8646666 DOI: 10.1111/jora.12655] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
We examined early adolescents' social connections, their emotional state, and their willingness to act prosocially during COVID-19 pandemic lockdown. In two studies-comparing fourth to sixth graders during lockdown with a similar sample in pre-pandemic times, and longitudinally examining the same sample of participants, twice-we found that overall, early adolescents' emotional state during lockdown was significantly worse than in normal times (before the pandemic). This decline was explained by the participants' ratings of their loneliness, which was linked to their social (virtual) connections during lockdown. Importantly, participants with fewer social connections (in the virtual world as well as in face-to-face interactions) were less willing to help a lonely peer-even though they experienced similar pangs of loneliness.
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13
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Spotting Loneliness at School: Associations between Self-Reports and Teacher and Peer Nominations. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18030971. [PMID: 33499304 PMCID: PMC7908606 DOI: 10.3390/ijerph18030971] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 01/18/2021] [Accepted: 01/19/2021] [Indexed: 11/17/2022]
Abstract
In two independent studies, we aimed to examine the extent to which teacher and peer nominations of loneliness are associated with children’s and adolescents’ self-reported loneliness, respectively. Additionally, we examined whether loneliness nominations from teachers and peers were informative above and beyond peer status and social behaviors associated with loneliness. In Study 1 (N = 1594, Mage = 9.43 years), teacher nominations of loneliness showed a small to moderate correlation with children’s self-reported loneliness as assessed using the Loneliness and Social Dissatisfaction Questionnaire (LSDQ). The results of a hierarchical regression analysis showed that teacher nominations of loneliness predicted children’s self-reported loneliness above and beyond teacher nominations of peer status and social behaviors. In Study 2 (N = 350, Mage = 13.81 years), peer nominations of loneliness showed a small to moderate correlation with adolescents’ self-reported loneliness as assessed using the peer-related loneliness subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA). The results of a hierarchical regression analysis showed that peer nominations of loneliness predicted adolescents’ self-reported loneliness above and beyond peer nominations of peer status and social behaviors. We conclude that loneliness nominations are valuable, but caution is needed when they are used exclusively to identify lonely children and adolescents.
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14
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van den Berg YHM, Lansu TAM, Cillessen AHN. Preference and popularity as distinct forms of status: A meta-analytic review of 20 years of research. J Adolesc 2020; 84:78-95. [PMID: 32891019 DOI: 10.1016/j.adolescence.2020.07.010] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 07/10/2020] [Accepted: 07/16/2020] [Indexed: 10/23/2022]
Abstract
INTRODUCTION A systematic meta-analysis was conducted of the association between preference and popularity across childhood and adolescence. The role of development, sex, and region of the world were examined. METHOD The analysis was conducted on 135 samples including 136,014 participants. The samples were divided by age (upper grades primary school, k = 41; lower grades secondary school, k = 72; upper grades secondary school, k = 22) and region (North America, k = 54; Europe, k = 66; China, k = 10). RESULTS Across all samples, a moderate positive association between preference and popularity was found (r = 0.45). The association was significantly weaker in the upper grades of secondary school (r = 0.37) than in the lower grades of secondary school (r = 0.47) or the upper grades of primary school (r = 0.47). The association was weaker for girls (r = 0.26) than for boys (r = 0.38) in the upper grades of secondary school. The association was weaker in European samples (r = 0.41) than in those from North America (r = 0.50) and China (r = 0.57). CONCLUSIONS The results confirmed that preference and popularity are related but distinct dimensions of adolescent peer status. The association differed significantly by age, sex, and region of the world. Further research should examine additional factors that explain the variability in the association between preference and popularity.
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Affiliation(s)
- Yvonne H M van den Berg
- Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands.
| | - Tessa A M Lansu
- Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands.
| | - Antonius H N Cillessen
- Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands.
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15
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Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten. Dev Psychopathol 2020; 32:163-174. [PMID: 30458890 DOI: 10.1017/s0954579418001499] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Harsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher-child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher-child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher-child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher-child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.
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Cáceres I, Román M, Moreno C, Bukowski WM, Palacios J. Peer relationships during late childhood in internationally adopted and institutionalized children. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Isabel Cáceres
- Department of Developmental and Educational Psychology University of Seville Seville Spain
| | - Maite Román
- Department of Developmental and Educational Psychology University of Seville Seville Spain
| | - Carmen Moreno
- Department of Developmental and Educational Psychology University of Seville Seville Spain
| | | | - Jesús Palacios
- Department of Developmental and Educational Psychology University of Seville Seville Spain
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Lansu TAM, Rovers AC, Dorsthorst AM. The (non) gradual association of popularity with peer‐nominated and observed behavior in a cooperative and competitive context. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12453] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Tessa A. M. Lansu
- Behavioural Science Institute Radboud University Nijmegen The Netherlands
| | - Anne C. Rovers
- Behavioural Science Institute Radboud University Nijmegen The Netherlands
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Musso P, Lo Cricchio MG, Lo Coco A, Tani F, Ingoglia S, Rubin KH. A Revised Short Form of the Extended Class Play Among Italian Early Adolescents. Psychol Rep 2019; 123:1986-2016. [PMID: 31648609 DOI: 10.1177/0033294119884009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Among the measures assessing peer reputation, the Extended Class Play (ECP) is now used extensively in North American settings. Little information is available in other cultural contexts. Furthermore, practical considerations suggest developing a shorter form of the ECP to be used in socio-educational environments. This study examined the ECP dimensions of peer assessment in Italy as well as developed a shorter form of the measure. We revised the ECP using factor analyses according to an explorative-confirmatory approach. The original 37-item ECP was shortened to a 22-item version and, subsequently, the properties of the revised measure were evaluated. We performed two studies comprising, respectively, 643 (55% male; 97% Italian; Mage = 12.20, SD = 0.60) and 652 (58% male; 94% Italian; Mage = 12.26, SD = 0.66) seventh-grade young adolescents living in southern and central Italy. Results revealed a clear and consistent seven-factor structure and acceptable levels of reliability and validity. Factors included constructs such as Shyness-Withdrawal, Prosociality-Leadership, Aggression, Popularity-Sociability, Victimization, Rejection-Exclusion, and Boastfulness. Correlations between the dimensions of the 22-item ECP and teacher ratings of young adolescents' behaviors further confirmed the validity of the solution. Findings suggest the importance of culturally revised measures of social reputation and indicate that the short form of the ECP has considerable promise to be considered a valuable measure to assess the multidimensional aspects of peer relationships.
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Affiliation(s)
- Pasquale Musso
- Department of Educational Sciences, Psychology, Communication, Università degli Studi di Bari, Palazzo Chiaia-Napolitano, Bari, Italy
| | | | - Alida Lo Coco
- Department of Psychological, Educational, Physical Exercise and Training Sciences, Università degli Studi di Palermo, Palermo, Italy
| | - Franca Tani
- Department of Health Sciences, Università degli Studi di Firenze, Florence, Italy
| | - Sonia Ingoglia
- Department of Psychological, Educational, Physical Exercise and Training Sciences, Università degli Studi di Palermo, Palermo, Italy
| | - Kenneth H Rubin
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
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Predicting the development of victimization from early childhood internalizing and externalizing behavior. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.02.012] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Becker SP, Garner AA, Tamm L, Antonini TN, Epstein JN. Honing in on the Social Difficulties Associated With Sluggish Cognitive Tempo in Children: Withdrawal, Peer Ignoring, and Low Engagement. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2019; 48:228-237. [PMID: 28287826 PMCID: PMC6047915 DOI: 10.1080/15374416.2017.1286595] [Citation(s) in RCA: 43] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Sluggish cognitive tempo (SCT) symptoms are associated with social difficulties in children, though findings are mixed and many studies have used global measures of social impairment. The present study tested the hypothesis that SCT would be uniquely associated with aspects of social functioning characterized by withdrawal and isolation, whereas attention deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms would be uniquely associated with aspects of social functioning characterized by inappropriate responding in social situations and active peer exclusion. Participants were 158 children (70% boys) between 7-12 years of age being evaluated for possible ADHD. Both parents and teachers completed measures of SCT, ADHD, ODD, and internalizing (anxiety/depression) symptoms. Parents also completed ratings of social engagement and self-control. Teachers also completed measures assessing asociality and exclusion, as well as peer ignoring and dislike. In regression analyses controlling for demographic characteristics and other psychopathology symptoms, parent-reported SCT symptoms were significantly associated with lower social engagement (e.g., starting conversations, joining activities). Teacher-reported SCT symptoms were significantly associated with greater asociality/withdrawal and ratings of more frequent ignoring by peers, as well as greater exclusion. ODD symptoms and ADHD hyperactive-impulsive symptoms were more consistently associated with other aspects of social behavior, including peer exclusion, being disliked by peers, and poorer self-control during social situations. Findings provide the clearest evidence to date that the social difficulties associated with SCT are primarily due to withdrawal, isolation, and low initiative in social situations. Social skills training interventions may be effective for children displaying elevated SCT symptomatology.
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Affiliation(s)
- Stephen P. Becker
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | - Annie A. Garner
- Department of Psychology, Saint Louis University, St. Louis, Missouri, USA
| | - Leanne Tamm
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | | | - Jeffery N. Epstein
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
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Mehari KR, Waasdorp TE, Leff SS. Measuring Relational and Overt Aggression by Peer Report: A Comparison of Peer Nominations and Peer Ratings. JOURNAL OF SCHOOL VIOLENCE 2018; 18:362-374. [PMID: 31462897 PMCID: PMC6713460 DOI: 10.1080/15388220.2018.1504684] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2016] [Accepted: 06/17/2018] [Indexed: 06/10/2023]
Abstract
Peer report of aggression has typically been obtained through peer nominations. The purpose of this study was to identify the extent to which peer nominations and peer ratings identified the same children as aggressive and to explore whether the two methods were equally accurate in identifying children at risk for poor social adjustment. Participants were 1051 students in third, fourth, or fifth grade and were predominantly African American (76.6%). Participants provided self-report of sympathy and peer nominations and ratings of overt and relational aggression, prosocial behavior, and leadership. Teachers reported on participants' school adjustment. Peer nominations and peer ratings of aggressive behavior were closely related. Peer ratings of overt and relational aggression emerged as a unique predictor of all indicators of adjustment, whereas peer nominations were uniquely associated with three of six outcomes of interest. Peer ratings are a promising approach to assessing aggression and may address problems of consumer acceptance.
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Marks PEL. Introduction to the Special Issue: 20th-Century Origins and 21st-Century Developments of Peer Nomination Methodology. New Dir Child Adolesc Dev 2018; 2017:7-19. [PMID: 28892287 DOI: 10.1002/cad.20205] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
This issue of New Directions for Child and Adolescent Development looks at current practices and recent advances in peer nomination methodology. Peer nominations provide a key method for assessing relationships, social status, and interpersonal behavior. This introductory article begins with a history of peer nomination methods, with a focus on the early origins of peer informant measures and the nature of Moreno's (1934) sociometric methodology (highlighting fundamental differences from the modern sociometric procedure). Next, the article addresses major changes that have occurred in peer nomination research over the course of the past 2 decades, including the recent focus on popularity and relational aggression, statistical advances, logistical challenges and innovations, and the changing conventions of the nomination procedure itself. The final section includes a brief overview of the articles included in this issue.
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Cillessen AHN, Marks PEL. Methodological Choices in Peer Nomination Research. New Dir Child Adolesc Dev 2018; 2017:21-44. [PMID: 28892286 DOI: 10.1002/cad.20206] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Although peer nomination measures have been used by researchers for nearly a century, common methodological practices and rules of thumb (e.g., which variables to measure; use of limited vs. unlimited nomination methods) have continued to develop in recent decades. At the same time, other key aspects of the basic nomination procedure (e.g., whether nonparticipants should be included as nominees, the consequences of pairing code numbers with names on rosters) are underdiscussed and understudied. Beyond providing a general introduction to peer nomination methods and their utility, the current article discusses the advantages and disadvantages of various methodological choices facing researchers who wish to use peer nomination methods, in addition to other considerations that researchers must make in collecting peer nomination data (e.g., establishing reliability and validity, maximizing participation rates, computerized assessments). This article provides recommendations for researchers based on empirical findings (where possible) and the typical practices used in the recent published literature.
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van den Berg YHM, Stoltz S. Enhancing Social Inclusion of Children With Externalizing Problems Through Classroom Seating Arrangements: A Randomized Controlled Trial. JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS 2018; 26:31-41. [PMID: 29503518 PMCID: PMC5815425 DOI: 10.1177/1063426617740561] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems.
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Affiliation(s)
| | - S Stoltz
- Radboud University, Nijmegen, The Netherlands
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Dawes M, Chen CC, Zumbrunn SK, Mehtaji M, Farmer TW, Hamm JV. Teacher attunement to peer-nominated aggressors. Aggress Behav 2017; 43:263-272. [PMID: 27779315 DOI: 10.1002/ab.21686] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2015] [Revised: 08/12/2016] [Accepted: 09/22/2016] [Indexed: 11/06/2022]
Abstract
This study examined the associations between teacher attunement to aggressive students and students' characteristics in a sample (n = 278) of youth in 5th-grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers' attunement to aggressive students. Teacher attunement was measured as the agreement between teacher- and peer-nominations for students who start fights. Teachers rated their students on the following characteristics: academic competence, affiliation, popularity, internalizing behavior, and Olympian qualities. Higher affiliation, popularity, and internalizing behavior were associated with decreased odds for teacher attunement to aggressive youth. Higher Olympian qualities were associated with increased odds for teacher attunement to aggressive youth. Implications for interventions are discussed. Aggr. Behav. 43:263-272, 2017. © 2016 Wiley Periodicals, Inc.
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Affiliation(s)
- Molly Dawes
- School of Education; College of William and Mary; Williamsburg Virginia
| | - Chin-Chih Chen
- School of Education; Virginia Commonwealth University; Richmond Virginia
| | - Sharon K. Zumbrunn
- School of Education; Virginia Commonwealth University; Richmond Virginia
| | - Meera Mehtaji
- School of Education; Virginia Commonwealth University; Richmond Virginia
| | - Thomas W. Farmer
- School of Education; College of William and Mary; Williamsburg Virginia
| | - Jill V. Hamm
- School of Education; University of North Carolina; Chapel Hill North Carolina
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Heyder A, Kessels U. Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School. SEX ROLES 2016. [DOI: 10.1007/s11199-016-0683-1] [Citation(s) in RCA: 43] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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