1
|
Zhang K, Duan J, Gest S, Chen X, Liu J, Li D, French DC. Peer relationships mediate the pathways from behavioral qualities to United States and Chinese children's loneliness. Child Dev 2024; 95:e21-e34. [PMID: 37561124 DOI: 10.1111/cdev.13982] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2022] [Revised: 06/21/2023] [Accepted: 07/05/2023] [Indexed: 08/11/2023]
Abstract
Loneliness is a perceived deficit in social relationships that is nested within broader cultural meaning systems. This longitudinal study examined predictors of loneliness in Chinese and U.S. children with the hypothesis that peer relationship parameters (number of friends, social preference, and popularity) mediate the associations between behavior qualities and loneliness differently across countries. Fifth-grade Chinese (n = 576, Mage = 10.58 years) and U.S. (White, Black, Asian, n = 540; Mage = 10.23 years) children completed two waves of assessment within an academic year. Shyness and athletic competence more strongly predicted loneliness for U.S. children, and academic ability, and aggression more strongly predicted loneliness for Chinese children. Popularity was a mediator for U.S. children but not Chinese children.
Collapse
Affiliation(s)
- Keqin Zhang
- Department of Human Development and Family Science, Purdue University, West Lafayette, Indiana, USA
| | - Jingyi Duan
- Department of Psychology, Fudan University, Shanghai, China
| | - Scott Gest
- School of Education and Human Development, University of Virginia, Charlottesville, Virginia, USA
| | - Xinyin Chen
- Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Junsheng Liu
- Department of Psychology, East China Normal University, Shanghai, China
| | - Dan Li
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | - Doran C French
- Department of Human Development and Family Science, Purdue University, West Lafayette, Indiana, USA
| |
Collapse
|
2
|
Xiong Y, Chen J, Yang L, Guo X, Ren P. Does Being Prosocial Pay Off? Testing Positive Developmental Cascades of Prosocial Behavior, Social Preference, and Subjective Well-Being in Chinese Adolescents. J Youth Adolesc 2023:10.1007/s10964-023-01809-3. [PMID: 37369927 DOI: 10.1007/s10964-023-01809-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2023] [Accepted: 06/06/2023] [Indexed: 06/29/2023]
Abstract
Positive aspects of adolescent development recently have raised researchers' interests; however, studies examining reciprocal links between prosocial behavior, social preference, and subjective well-being are lacking. The present longitudinal study investigated the bidirectional relations between prosocial behavior, social preference, and subjective well-being within a theoretical framework of the developmental cascade model. A total of 1248 Chinese adolescents (M = 13.44, SD = 0.65; 47.0% girls) were surveyed across three waves with 6-month intervals. The results of analyses utilizing the random-intercept cross-lagged panel model demonstrated that prosocial behavior was positively associated with both social preference and subjective well-being, and social preference was not associated with subjective well-being at the between-person level. At the within-person level, prosocial behavior was positively reciprocally associated with social preference, while no significant relations between prosocial behavior and subjective well-being and between social preference and subjective well-being were found. The findings highlight adolescents' prosocial behavior and social preference could mutually facilitate each other over time, which can be used to guide adolescents' positive development.
Collapse
Affiliation(s)
- Yuke Xiong
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Jiahui Chen
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Liu Yang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Xiaolin Guo
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China.
| |
Collapse
|
3
|
Chen J, Liang Y, Xiong Y, Li S, Li T, Ren P. Joint Developmental Trajectories of Likability and Popularity: Associations with Social Behavior among Chinese Adolescents. J Youth Adolesc 2023; 52:866-879. [PMID: 36719627 DOI: 10.1007/s10964-023-01736-3] [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: 12/29/2022] [Accepted: 01/13/2023] [Indexed: 02/01/2023]
Abstract
The beginning of secondary school is a critical time point of adolescents' development as they entered a new peer context in which social status was re-established. As the key indicators of social status, likability and popularity co-occur but also display distinct developmental trajectories over time. Nevertheless, little is known about the joint developmental trajectories of likability and popularity among adolescents and how identified trajectories are associated with important social behavior. The current study examined the joint developmental trajectories of likability and popularity among Chinese adolescents and their associations with social behavior (prosocial behavior, aggression, and peer victimization) over time. A total of 1509 Chinese 7th grade students (53.6% male, Mage = 13.1, SD = 0.67) participated in self-report and peer nomination assessments on three occasions at 6-month intervals. Parallel process latent growth mixture models revealed four distinct trajectories of likability and popularity: social status decreasing, average, high social status, and social status increasing. The high social status group showed the highest levels of prosocial behavior, the lowest levels of peer victimization, and higher aggression than the average group. The social status decreasing group and social status increasing group exhibited the lower prosocial behavior as well as the higher aggression and peer victimization compared to the average group over time. The findings highlight the co-occurrence but diversity of developmental patterns of likability and popularity in adolescence.
Collapse
Affiliation(s)
- Jiahui Chen
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Yiting Liang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Yuke Xiong
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Simeng Li
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Tian Li
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China.
| |
Collapse
|
4
|
Sun Y, Bowker JC, Coplan RJ, Liu J, Sang B. Best Friend's Popularity: Associations with Psychological Well-Being and School Adjustment in China During Early Adolescence. J Youth Adolesc 2023; 52:670-683. [PMID: 36495392 DOI: 10.1007/s10964-022-01719-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2022] [Accepted: 12/01/2022] [Indexed: 12/14/2022]
Abstract
Popularity has been empirically linked to psychological and several indices of school adjustment outcomes during childhood and early adolescence. Yet, best friend popularity in relation to the adjustment outcomes remains unclear, especially in more interdependent-oriented cultures. To address this gap, this study applied the Actor-Partner Interdependence Model (APIM) to simultaneously considering whether, and how, the popularity of youth (actor effects) and their best friends (partner effects) contribute uniquely to psychological well-being and school adjustment outcomes, after controlling for social preference. Age and gender differences were also examined. Participants were 162 same-gender best friend dyads (81 boys, Mage = 11.24 years, SD = 1.18) from Shanghai, P.R. China. Among the results, both youth's own and their best friends' popularity were positively related to self-esteem and school attitudes, and negatively related to depressive symptoms. In addition, results from multi-group analyses revealed both actor and partner effects did not vary across gender. Finally, exploratory analyses showed that only actor effects varied across age for the associations between popularity and self-esteem and school attitudes. These findings highlight the important role of the best friend's popularity in promoting Chinese youth's experiences of psychological and school adjustment.
Collapse
Affiliation(s)
- Yan Sun
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Julie C Bowker
- Department of Psychology, University at Buffalo, The State University of New York, Buffalo, NY, USA
| | - Robert J Coplan
- Department of Psychology, Carleton University, Ottawa, ON, Canada
| | - Junsheng Liu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
- Shanghai Changning Mental Health Center, Shanghai, China.
| | - Biao Sang
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- Lab for Educational Big Data and Policymaking, Shanghai Academy of Educational Sciences, Shanghai, China
| |
Collapse
|
5
|
How popularity goal and popularity status are related to observed and peer-nominated aggressive and prosocial behaviors in elementary school students. J Exp Child Psychol 2023; 227:105590. [PMID: 36446163 DOI: 10.1016/j.jecp.2022.105590] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 10/31/2022] [Accepted: 11/04/2022] [Indexed: 11/27/2022]
Abstract
Whereas previous research with secondary school students has demonstrated that popularity goals and actual popularity status are related to peer-reported aggression, it is unclear whether this is already the case in the upper grades of elementary school. The current study extends previous research by assessing elementary school students, focusing on both aggressive and prosocial behaviors, and importantly by observing aggressive and prosocial behaviors in cooperative and competitive small-group settings. Participants were 173 Dutch fifth- and sixth-grade students (58.2% girls; Mage = 11.11 years, SD = 0.72), who self-reported popularity goals and nominated peers for popularity, aggressive behavior, and prosocial behavior. Participants' behavior in a cooperative task and a competitive task, completed in groups of 4, was observed. Results show that popularity goal was related to high levels of aggression according to peers (only for boys) and to low levels of prosocial behavior across reporters and settings. Actual popularity status was related to high levels of strategic aggression across reporters and settings and additional high levels of strategic prosocial behavior in a cooperative setting. Thus, the current study demonstrates that popularity goal is already related to social behavior in elementary school and that desired and actual popularity are not only predictive of the behavior as perceived by peers but also predictive of observed behaviors during group interactions.
Collapse
|
6
|
Tilley JL, Farver JM. Contextual predictors of internalizing and externalizing problems among adolescents from high-achieving private schools in Hong Kong. SCHOOL PSYCHOLOGY INTERNATIONAL 2022. [DOI: 10.1177/01430343221133499] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
Emerging research suggests that adolescents at high-achieving schools (HAS) in Western societies are at elevated risk for problem behaviours. This cross-sectional study explored whether adolescents attending HAS in a non-Western setting show similar risk patterns and if contextual (school-, family-, and peer-based) factors typically associated with the excessive pressures to achieve predict these problems. Participants were 237 adolescents (14–18 years old), and one of their parents, who were recruited from high-achieving private schools in Hong Kong. The parent-child dyads completed questionnaires on youth internalizing and externalizing problems and perceived stressors. Multiple linear regressions were conducted to test whether academic demands, parent-related stressors, and social status among peers were associated with youth problem behaviours, after controlling for age and gender. The study found that nearly half of the female adolescents and over a third of the males met borderline-clinical levels (≥ 86%ile) of internalizing problems; moreover, more females than males met clinical criteria (≥ 98%ile) for self-reported externalizing problems and parent-reported internalizing problems. Academic demands, parent-related stressors, and social status among peers predicted youth-reported internalizing problems; and the latter two factors contributed parent-reported internalizing problems. However, only parent-related stressors significantly predicted youth- and parent-reported externalizing problems. The findings provide preliminary indication that HAS adolescents from Hong Kong may be an “at risk” group, highlighting the need for increased awareness and targeted interventions.
Collapse
Affiliation(s)
- Jacqueline L. Tilley
- Department of Psychology, University of Southern California, Los Angeles, CA, USA Psychology and Child & Human Development Academic Group, National Institute of Education, Nanyang Technological University, Singapore
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
| | - JoAnn M. Farver
- Department of Psychology, University of Southern California, Los Angeles, CA, USA Psychology and Child & Human Development Academic Group, National Institute of Education, Nanyang Technological University, Singapore
| |
Collapse
|
7
|
Wu G, Zhang L. Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14840. [PMID: 36429557 PMCID: PMC9690940 DOI: 10.3390/ijerph192214840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Revised: 10/24/2022] [Accepted: 11/03/2022] [Indexed: 06/16/2023]
Abstract
The quality of teacher-student relationships has been shown to relate to adolescents' prosocial behavior, but the motivational mechanisms underlying this association remained unclear. Based on relationships motivation theory (RMT), we examined whether the associations between teacher-student relationships (closeness and conflict) and prosocial behavior are bidirectional, and the mediating role of basic psychological need satisfaction (autonomy, competence, and relatedness need satisfaction) in these links. Data were collected from a sample of 438 secondary school students who completed a survey at two-time points over eight months. The cross-lagged autoregressive model revealed that the relation between close teacher-student relationship and prosocial behavior was bidirectional over time. Moreover, relatedness need satisfaction mediated the positive effect of close teacher-student relationship and the negative effect of teacher-student relationship conflict on adolescents' prosocial behavior. This study highlights the importance of close teacher-student relationship and relatedness need satisfaction to foster adolescents' prosocial behavior.
Collapse
Affiliation(s)
- Guoqiang Wu
- School of Psychology, Shaanxi Normal University, Xi’an 710062, China
- School of Teachers Education, Xi’an University, Xi’an 710065, China
| | - Lijin Zhang
- School of Psychology, Shaanxi Normal University, Xi’an 710062, China
- Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi’an 710062, China
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, Xi’an 710062, China
| |
Collapse
|
8
|
Reciprocal Peer Network Processes on Substance Use and Delinquent Behavior in Adolescence: Analysis from a Longitudinal Youth Cohort Study. Int J Ment Health Addict 2022. [DOI: 10.1007/s11469-022-00904-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
|
9
|
Huang F, Huang Z, Li Z, Zhang M. Relationship between Parental Involvement and Mathematics Achievement of Chinese Early Adolescents: Multiple Mediating Roles of Mental Health and Mathematics Self-Efficacy. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189565. [PMID: 34574493 PMCID: PMC8469238 DOI: 10.3390/ijerph18189565] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 09/06/2021] [Accepted: 09/07/2021] [Indexed: 11/16/2022]
Abstract
This study conceptualized the multidimensional construct of parental involvement, including cognitive involvement, behavioral involvement, and personal involvement, and examined the mediating effects of student's mental health and mathematics self-efficacy. Questionnaires were administered to 2866 early adolescents and their parents in China; structural equation modeling and bias-corrected bootstrap methods were used. The results show that different dimensions of parental involvement had different effects on mathematics achievement. Additionally, results indicate that the influences of the multidimensional construct of parental involvement on mathematics achievement were either partially or completely mediated by student's mental health and mathematics self-efficacy. The findings also offer insight into possible interventions designed to explore how parental involvement promotes students' mathematics achievement through their children's mental health and mathematics self-efficacy.
Collapse
Affiliation(s)
- Feifei Huang
- School of Psychology, South China Normal University, Guangzhou 510631, China; (F.H.); (Z.L.)
| | - Zhaofeng Huang
- School of Life Sciences, Guangzhou University, Guangzhou 510006, China;
| | - Zhe Li
- School of Psychology, South China Normal University, Guangzhou 510631, China; (F.H.); (Z.L.)
| | - Minqiang Zhang
- School of Psychology, South China Normal University, Guangzhou 510631, China; (F.H.); (Z.L.)
- Correspondence:
| |
Collapse
|
10
|
Zhou W, McLellan R. Examining Social Status Profiles with Gender, School Attended, SES, Academic Achievement and Wellbeing in Urban China. J Youth Adolesc 2021; 50:1464-1477. [PMID: 34050890 PMCID: PMC8219549 DOI: 10.1007/s10964-021-01454-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 05/12/2021] [Indexed: 12/02/2022]
Abstract
Previous research has produced inconsistent findings about the relationships between aggressive and prosocial behavior with likeability and popularity. This study utilized latent profile analysis to identify naturally occurring social status profiles with these indicators and to explore their associations with gender, school attended, subjective social status, academic achievement, and wellbeing. The study recruited 818 (aged 12-15 years, 46% girls) Chinese adolescents and revealed four unique social status profiles: high aggressive-low likeability, low social status, average, and high prosocial-high social status groups. A bi-strategic profile did not emerge. The low social status and high aggressive groups exhibited the lowest academic achievement and wellbeing suggesting that more attention should be devoted to these students both in school and in future research.
Collapse
Affiliation(s)
- Wanying Zhou
- Faculty of Education, University of Cambridge, Cambridge, UK.
| | - Ros McLellan
- Faculty of Education, University of Cambridge, Cambridge, UK
| |
Collapse
|
11
|
Zhang Y, Tang Y, Li P, Jia X. Popularity matters: Moderating role of popularity on the relation between perceived peer pressure for intervention and Chinese adolescents’ bystander behaviours in bullying. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1080/17405629.2021.1926231] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Yuchi Zhang
- School of Smart Education, Jiangsu Normal University, Xuzhou, China
- Educational Informatization Engineering Technology Research Center, Jiangsu Normal University, Xuzhou, China
| | - Yuanqiong Tang
- Luxian No. 2 High School of Sichuan Province, Luxian, China
| | - Ping Li
- Shenzhen Longhua High School, Shenzhen, China
| | - Xiaoyu Jia
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China
| |
Collapse
|
12
|
Zhang ZS, Hopp MD, Vialle W, Ziegler A. Social Perceptions of a Creative Person:Stereotypes and Prejudice of a Creative Student among German Adolescents. CREATIVITY RESEARCH JOURNAL 2020. [DOI: 10.1080/10400419.2020.1821565] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
13
|
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.
Collapse
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.
| |
Collapse
|
14
|
Classroom Status Hierarchy Moderates the Association between Social Dominance Goals and Bullying Behavior in Middle Childhood and Early Adolescence. J Youth Adolesc 2020; 49:2285-2297. [PMID: 32661845 DOI: 10.1007/s10964-020-01285-z] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Accepted: 07/01/2020] [Indexed: 12/20/2022]
Abstract
Social dominance goals represent desires to be powerful and prominent among peers. Previous studies have documented that endorsing social dominance goals is positively associated with bullying behavior. However, little is known about how classroom context moderates the social dominance goals-bullying association. The present study examined the role of classroom status hierarchy in the longitudinal association between social dominance goals and bullying in a sample of 1,603 children attending 17 grade 3 classrooms (n = 558, 46.2% girls, Mage = 9.33 years, SD = 0.44), 15 grade 4 classrooms (n = 491, 45.0% girls, Mage = 10.31 years, SD = 0.38) and 16 grade 7 classrooms (n = 554, 49.3% girls, Mage = 13.2 years, SD = 0.46) in China, followed for 1 year. Classroom peer status hierarchy was assessed by the within-classroom standard deviation in perceived popularity. Social dominance goals were obtained through self-reports. Bullying was measured via peer nomination. The multilevel models revealed that social dominance goals at Wave 1 predicted increases in bullying at Wave 2 only in classrooms with higher status hierarchies, after controlling for gender, grade, classroom size, and classroom gender distribution. These findings indicate that children who strive for social dominance goals are more likely to bully others when power is less equally distributed in the classroom.
Collapse
|
15
|
Zhang M, Liu H, Zhang Y. Adolescent Social Networks and Physical, Verbal, and Indirect Aggression in China: The Moderating Role of Gender. Front Psychol 2020; 11:658. [PMID: 32292382 PMCID: PMC7132334 DOI: 10.3389/fpsyg.2020.00658] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2019] [Accepted: 03/19/2020] [Indexed: 11/13/2022] Open
Abstract
Aggressive adolescents are preferable in some Western cultures, whereas Confucianism places great emphasis on the inhibition of aggressive behaviors in Chinese culture. Using the longitudinal social network analysis, we used a sample of 1354 Chinese adolescents (54% boys, ages 12–15) who were followed over 1 year at three time points to examine the association between friendship dynamics and physical, verbal, and indirect aggression and the moderating role of gender. This study found the following: (1) Students who were verbally aggressive were regarded as attractive, whereas those who were indirectly aggressive were unattractive as friends; (2) adolescents selected peers with similar levels of aggression as friends; (3) adolescents were influenced by their friends’ aggressive behaviors; and (4) girls were more susceptible than boys to the influence of physical aggression, although gender did not moderate the influence process of verbal and indirect aggression. The findings of this study provided a clearer insight into the selection and influence processes of the three subtypes of aggression and contributed to the diversity of samples. Chinese educators should pay more attention to both verbal aggression because of youths’ preference for it and to girls with physically aggressive friends since they are more susceptible than boys.
Collapse
Affiliation(s)
- Maoxin Zhang
- Faculty of Psychology, Beijing Normal University, Beijing, China.,Centre for Educational Measurement, University of Oslo, Oslo, Norway
| | - Hongyun Liu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yunyun Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| |
Collapse
|
16
|
Stevens GWJM, Veldkamp C, Harakeh Z, Laninga-Wijnen L. Associations between Ethnic Minority Status and Popularity in Adolescence: the role of Ethnic Classroom Composition and Aggression. J Youth Adolesc 2020; 49:605-617. [PMID: 32034631 PMCID: PMC7064451 DOI: 10.1007/s10964-020-01200-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2019] [Accepted: 01/24/2020] [Indexed: 11/27/2022]
Abstract
Although there are theoretical reasons to expect an association between ethnic minority status and popularity, research on this topic is scarce. Therefore, this association was investigated including the moderating role of the ethnic classroom composition and the mediating role of aggression. Data from the longitudinal Dutch SNARE (Social Network Analysis of Risk behavior in Early adolescence) project were used among first-year students (comparable to 5th grade) (N = 1134, Nclassrooms = 51, M = 12.5 years, 137 non-Western ethnic minority students). Popularity and aggression were assessed with peer nominations. Multi-level Structural Equation Models showed that ethnic minority status was indirectly associated with higher popularity, through higher aggression. Moreover, with increasing numbers of ethnic minority students in the classroom, popularity levels of both ethnic majority and ethnic minority students decreased. Only when differences in aggression between ethnic minority and majority students were included in the analyses, while the ethnic classroom composition was not included, lower popularity levels were found for ethnic minority than ethnic majority students. Scientific and practical implications of this study were addressed in the discussion.
Collapse
Affiliation(s)
| | | | | | - Lydia Laninga-Wijnen
- Interdisciplinary Social Science, Utrecht University, Utrecht, The Netherlands
- Department of Sociology, University of Groningen, Groningen, The Netherlands
| |
Collapse
|
17
|
Shen W. A tangled web: The reciprocal relationship between depression and educational outcomes in China. SOCIAL SCIENCE RESEARCH 2020; 85:102353. [PMID: 31789192 PMCID: PMC6901113 DOI: 10.1016/j.ssresearch.2019.102353] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2019] [Revised: 09/06/2019] [Accepted: 09/10/2019] [Indexed: 05/05/2023]
Abstract
Research on depression and education usually focuses on a unidirectional relationship. This paper proposes a reciprocal relationship, simultaneously estimating the effects of depression on education and of education on depression. China, which has the world's largest education system, is used as a case study. This paper applies structural equation modeling to three datasets: the China Family Panel Studies, the China Education Panel Survey, and the Gansu Survey of Children and Families. Analyses reveal a reciprocal and negative relationship between depression and educational outcomes. Specifically, early depression reduces later educational achievement, and higher educational achievement also lowers the level of subsequent depression by resulting in less peers' unfriendliness, less pressure from parents' expectations, and less teachers' criticism. More time spent on studies is not associated with higher educational achievement but significantly increases the level of depression. Children from lower SES families bear more pressure and spend more time on studies, which does not correspond to higher educational achievement but rather to higher levels of depression. In the long term, prior depression lowers educational attainment and, after controlling for prior depression, lower educational attainment is also associated with higher levels of subsequent depression. This paper shows that the lower achievers, not the high achievers, bear the major psychological burden of the education system's quest to produce high achievement. This situation reinforces these students' educational disadvantage.
Collapse
Affiliation(s)
- Wensong Shen
- Department of Sociology, University of Pennsylvania, 3718 Locust Walk, McNeil Building, Ste. 353, Philadelphia, PA, 19104, USA.
| |
Collapse
|
18
|
Jung J, Schröder-Abé M. Prosocial behavior as a protective factor against peers' acceptance of aggression in the development of aggressive behavior in childhood and adolescence. J Adolesc 2019; 74:146-153. [PMID: 31207541 DOI: 10.1016/j.adolescence.2019.06.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2018] [Revised: 06/04/2019] [Accepted: 06/06/2019] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Although peers' acceptance of aggression is a major risk for the development of aggressive behavior, not all individuals who are situated within an aggression approving peer group engage in aggression. The present longitudinal study examined prosocial behavior as a moderator of the link between peers' acceptance of aggression and individual physical aggression. METHODS The study used two waves of data of a large longitudinal study conducted in Germany. Self-reports of 1663 male and female children and adolescents aged between 10 and 20 years were used as measures for physical aggression, peers' acceptance of aggression, and prosocial behavior. RESULTS Latent moderated structural equation modeling revealed significant main effects of peers' acceptance of aggression at T1 and prosocial behavior at T1 on aggressive behavior at T2. Most importantly, a significant interaction between both constructs indicated that the increase in individual aggression with peers' acceptance of aggression depended on participants' level of prosocial behavior. Applying the Johnson-Neyman technique, peers' acceptance of aggression was found to promote aggression only for participants with low levels of prosocial behavior, but not for moderately or highly prosocial individuals. CONCLUSIONS The findings suggest that prosocial behavior has the propensity to attenuate the negative effect of peers' acceptance of aggression in the etiology of physical aggression in childhood and adolescence.
Collapse
|
19
|
Liu L, Xu L, He X, Li Y. The association of caregivers’ and children’s characteristics with children’s social preference and being a class leader in China. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12361] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Lisha Liu
- Collaborative Innovation Center of Assessment Toward Basic Education Quality Beijing Normal University Beijing P. R. China
| | - Liangyuan Xu
- Collaborative Innovation Center of Assessment Toward Basic Education Quality Beijing Normal University Beijing P. R. China
| | - Xiaoli He
- Collaborative Innovation Center of Assessment Toward Basic Education Quality Beijing Normal University Beijing P. R. China
| | - Yanfang Li
- Collaborative Innovation Center of Assessment Toward Basic Education Quality Beijing Normal University Beijing P. R. China
| |
Collapse
|
20
|
Li Y, Hu Y. How to Attain a Popularity Goal? Examining the Mediation Effects of Popularity Determinants and Behaviors. J Youth Adolesc 2018; 47:1842-1852. [DOI: 10.1007/s10964-018-0882-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2018] [Accepted: 06/11/2018] [Indexed: 11/30/2022]
|
21
|
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.
Collapse
|
22
|
Friendship Dynamics of Adolescent Aggression, Prosocial Behavior, and Social Status: The Moderating Role of Gender. J Youth Adolesc 2017; 46:2305-2320. [PMID: 28699121 DOI: 10.1007/s10964-017-0702-8] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2017] [Accepted: 06/05/2017] [Indexed: 10/19/2022]
Abstract
Interactions with friends are a salient part of adolescents' experience at school. Adolescents tend to form friendships with similar peers and, in turn, their friends influence adolescents' behaviors and beliefs. The current study investigated early adolescents' selection of friends and friends' influence with regard to physical aggression, prosocial behavior, and popularity and social preference (i.e., likeability) among fifth and sixth graders (N = 736, 52% girls at wave1, N = 677, 52% girls at wave 2) in elementary schools in South Korea. The moderating role of gender on early adolescents' friend selection and influence was also examined. With longitudinal social network analysis (RSiena), we found that youth tended to select friends with similar levels of physical aggression and popularity, and their friends influenced their own physical aggression and popularity over time. The higher youth were in social preference, the less likely they chose physically aggressive peers as friends. Boys were more likely to select highly popular peers as friends compared to girls, and influence effects for physical aggression and popularity were stronger for boys compared to girls. The results underscore the importance of gender in friendship dynamics among Asian early adolescents.
Collapse
|
23
|
Lu T, Li L, Niu L, Jin S, French DC. Relations between popularity and prosocial behavior in middle school and high school Chinese adolescents. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2017. [DOI: 10.1177/0165025416687411] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The concurrent and longitudinal associations between popularity, likeability, and prosocial behavior were evaluated in this three-year study of middle school and high school Chinese adolescents. The initial sample included 766 middle school (mean age = 13.3 years) and 668 high school participants (mean age = 16.6 years); there were 880 (399 girls) middle school and 841 (450 girls) adolescents who participated in at least one year of data collection. Significant positive associations between popularity, prosociality, and academic achievement were found. Both popularity and likeability concurrently predicted significant unique variance in prosocial behavior after controlling for academic achievement; longitudinal cross-lagged analyses revealed bi-directional associations between popularity and prosocial behavior such that popularity positively predicted subsequent prosocial behavior and prosocial behavior predicted subsequent popularity. Cross-cultural research on popularity may profitably focus on variation in prosocial behavior as the relative salience of coercive and prosocial control strategies may vary across cultures.
Collapse
Affiliation(s)
| | - Ling Li
- Beijing Normal University, China
| | | | | | | |
Collapse
|