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This study examined the effects of aggressive and prosocial contexts of peer groups on children's socioemotional and school adjustment. Data on informal peer groups, social functioning, and different aspects of adjustment were collected from multiple sources in a sample of elementary school children (149 boys, 181 girls; M age = 10 years). Multilevel analyses indicated that group aggressive and prosocial orientations made direct contributions to children's social, school, and psychological functioning. Group contexts also moderated the individual‐level relations between social behavior and self‐perceptions; prosocial behavior was associated with social or scholastic self‐perceptions more evidently in low prosocial and high aggressive groups. The results suggest that the peer group is an important context for children's performance and adjustment in various domains. 相似文献
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Mark A. Barnett Taylor W. Wadian Tammy L. Sonnentag Marcella B. Nichols 《Social Development》2015,24(1):113-127
Two studies examined the role of various fault attributions and other factors in children's anticipated response to hypothetical peers described as having an undesirable characteristic. The children were found to distinguish among various fault attributions (i.e., general, onset, and perpetuation; study 1), and they tended to agree more strongly that the peers were responsible for the perpetuation than the onset of these characteristics (studies 1 and 2). In study 1, perceiving an aggressive or overweight peer as similar to a friend and believing that the overweight peer will overcome this undesirable characteristic were found to be associated with a relatively favorable response to these peers. The more strongly the children agreed that (1) an aggressive peer is generally at fault for his/her undesirable characteristic (study 1) and (2) peers who are aggressive, overweight, shy, or a poor student are at fault for the onset of their undesirable characteristics (study 2), the less favorably they anticipated responding to these peers. Unexpectedly, attributing responsibility to forces ‘outside the peer's control’ (i.e., parents and biology) for his/her undesirable characteristic in study 2 was not found to be associated with a relatively favorable response to any peer with an undesirable characteristic. 相似文献
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Peer sociometrics and teachers' friendship reports were compared in 2179 preschool dyads. One hundred twenty of 306 reciprocated friend dyads from peer sociometric data were also identified as good friends by their classroom teachers, and 301 of 600 of non‐reciprocated dyads in peer data were named as friends by one or both classroom teachers (overall kappa = .16). Friendship classifications from both peer and teacher data had significant relations with variables relevant to peer interactions, social skills, peer acceptance, and teacher‐rated scales (six of seven tests significant for peer data; five of eight significant for teacher data). Multilevel analyses indicated that friendship status effects were not qualified by classroom‐level differences. Findings suggest that sociometric tasks can identify preschoolers' peer friendships and that the range of correlates may be broader in peer‐choice data than in teachers' friendship evaluations. 相似文献
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Two studies compared toddler owners and non‐owners of toys. Children of 24 and 30 months were supplied with toys and told that they were owners. In play with friends, owners were more likely than non‐owners to maintain possession, claim toys verbally (‘mine’), and non‐verbally, by attempting to regain their own toys in their friends' possession. Children communicated their ownership early in each episode and in preference to other information about the toys. Toddlers in both studies identified toys belonging to their friends and acknowledged their friends' ownership with possessive statements (‘yours’), and in Study 2, recognized the relationship between owners and their property by offering toys that their friends owned. In these ways, toddlers' actions were consistent with accepted ownership rights. 相似文献
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Gail D. Heyman 《Social Development》2001,10(2):230-247
Possible gender-related evaluative biases were investigated among a group of 64 second and third graders (ages 6 y 11 m to 9 y 7 m). Participants were shown photographs of 8 unfamiliar children, and were told that each had performed a particular behavior. Each of the behaviors was consistent with multiple interpretations, including a positive interpretation and a negative interpretation. When the unfamiliar peers were male, participants were more likely to remember behaviors in unfavorable ways and to select more negative attributions for the behavior. This pattern of results held even among male participants, who reported greater expectations of liking the male peers. 相似文献
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Parent and Child Cognitive Representations of Social Situations and Children's Social Competence 总被引:4,自引:1,他引:3
The current study examines the relations among parent and child social information processing components and their links to children's social competence. Ninety‐seven kindergarten children and their mothers and fathers responded to open‐ended vignettes that involved conflict with a peer. Goals and strategies for both parents and children were assessed. Results show that there is some consistency between parents and children in the types of goals and strategies that are provided. Further, fathers’ and children's goals and strategies were related to children's social competence but only limited support for children's cognitions as a mediator between parental cognitions and peer competence was found. The implications for the role of social information processing in the development of children's social competence are noted. 相似文献
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A Social Relations Analysis of Children's Trust in Their Peers across the Early Years of School 总被引:1,自引:0,他引:1
Two hundred and five (103 female and 102 male) children enrolled in school years 1 and 2 in the UK (mean age 6 years 1 month at Time 1) were tested twice over a 1‐year period. The children reported the promise keeping and secret keeping behaviours of classmates (all peers and same‐gender peers) and provided friendship nominations (Time 2 only). Round robin social relations analyses for all peers and same‐gender peers revealed: (1) perceiver variance, demonstrating consistent individual differences in trust beliefs in peers; (2) target variance, demonstrating consistent individual differences in eliciting trust from peers; and, (3) dyadic reciprocity, demonstrating reciprocal trust between individuals. Replicability across measures, stability, and cross‐measure stability of these effects were found for all peers only. As hypothesized, the perceiver and target effects of trust were associated with the number of friendships. The findings support the conclusion that young children demonstrate multiple components of trust in dyadic relationships, which are associated with their social relationships. 相似文献
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According to previous research, social experiences with other children might explain why three‐year‐olds are already quite proficient in understanding desires but not beliefs as subjective mental states. This study investigated toddlers’ (N = 50) developing subjective understanding of incompatible desires around the age of 3 years (M = 35.5 months) and the associated social factors (i.e., family demographics, peer, and sibling variables). Results indicated a developmental sequence from understanding desires to understanding desire‐dependent emotions with an unexpected positivity bias in toddlers’ prediction of own emotions. A hierarchical regression model revealed that specific social factors (i.e., reported quality of peer interactions and day care attendance) individually contributed to explaining the variance in children's desire‐reasoning skills. Findings are interpreted as supporting a belief–desire asymmetry, and specific social experiences, such as positive peer interactions and desire conflicts, may promote toddlers’ understanding of incompatible desires as subjective mental states. 相似文献
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António J. Santos Inês Peceguina João R. Daniel Nana Shin Brian E. Vaughn 《Social Development》2013,22(1):163-179
This study tested assumptions and conclusions reached in an earlier confirmatory factor analysis (CFA) study of the social competence (SC) construct for preschool children. Two samples (total N = 408; a new Portuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for mean differences across age, sex, and sample. Significant sex differences were found for peer acceptance (favoring girls) and for initiating affectively neutral interactions (boys had higher rates), and the sex by sample interaction also was significant for initiating interactions (i.e., effect significant only in the Portuguese sample). In CFAs, the hypothesized structure of SC fits the data and was invariant across sample and age within sample in both measurement and structural tests. The model was invariant at the measurement level for sex within sample tests, but not at the structural level. The results replicate and extend understandings of SC reported in the original study. 相似文献
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Future Directions in the Study of Close Relationships: Conflict Is Bad (Except When It's Not) 总被引:1,自引:0,他引:1
Beneficial and detrimental correlates of interpersonal disagreement have been postulated and documented. The conclusion: conflict is both bad and good. The evidence for these paradoxical effects is summarized. In this article, we argue that the consequences of conflict for individuals depend on its frequency, the way in which it is managed, and the quality of the relationship in which it arises. Non‐linear patterns of association are hypothesized such that constructive conflicts, particularly those arising in supportive relationships, should (up to a limit) predict more beneficial and fewer detrimental outcomes. In contrast, coercive conflicts, particularly those arising in unsupportive relationships, should predict more adverse and fewer favorable outcomes. 相似文献
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Developmental Changes in the Priority of Perceived Status in Childhood and Adolescence 总被引:1,自引:0,他引:1
This study examined the degree to which children and adolescents prioritize popularity in the peer group over other relational domains. Participants were 1013 children and adolescents from grade 1 through senior year of college (ages 6–22 years) who were presented with a series of social dilemmas in which attaining popularity was opposed to five other priorities: friendship, personal achievement, following rules, prosocial behavior, and romantic interests. A curvilinear trend was found for the priority of popularity that peaked in early adolescence. At this age especially, participants prioritized status enhancement over other domains. Across the age range of this study, males and majority students were more preoccupied with reputational status than females and minority students. The discussion focused on the developmental functions of reputational status in early adolescence. 相似文献
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Children are increasingly using computer technologies to engage in acts of aggression against peers, often termed ‘cyber aggression’. Media reports have sensationalized instances of cyber aggression, and social scientists have begun to examine its characteristics and consequences. Using a younger sample of children than most previous research (192 third‐ through sixth‐grade children), the present research evaluated grade and gender effects on cyber aggression and, most importantly, evaluated the classroom peer social consequences of engaging in cyber aggression, after controlling for traditional, face‐to‐face aggression. Children reported engaging in cyber aggression at comparable rates across grades and between males and females. Engaging in cyber aggression was related to higher rates of loneliness and lower rates of global self‐worth, peer optimism, number of mutual friendships, social acceptability, and popularity. In short, after controlling for effects attributable to traditional aggression, cyber aggression was related to significant negative peer relations outcomes. 相似文献
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《Social Development》2018,27(1):125-139
The goals of the present research were to: (a) develop and provide preliminary validation of a parent‐rated measure of social avoidance in early childhood; and (b) to evaluate a conceptual model of the direct and indirect links among young children's social withdrawal (shyness, unsociability, social avoidance), peer problems, and indices of internalizing problems (social anxiety, depression). Participants were N = 564 children (272 boys, 292 girls; M age = 67.29 mos, SD = 11.70) attending kindergarten and Grade 1 classes in public schools in southeastern Ontario, Canada. A new subscale assessing social avoidance was added to an existing parent‐rated measure of children's social withdrawal. Indices of children's socioemotional functioning were provided by parents and teachers. Among the results, the revised measure of multiple forms of social withdrawal demonstrated good psychometric properties, moderate stability 16 months later, and evidence of validity. Shyness, unsociability, and social avoidance also displayed differential patterns of associations with indices of children's socioemotional functioning. Results are discussed in terms of the assessment and implications of different forms of social withdrawal in early childhood. 相似文献
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Recent research into school readiness has highlighted the importance of not only children's cognitive and socio‐emotional skills, but also the degree to which they have family support in the home. The current study examines the association between social success upon school entry and teacher‐ratings of school readiness as assessed by the Brief Early Skills and Support Index (BESSI), controlling for language ability. Importantly, social success was assessed using a “child's‐eye view” with peer‐reported assessments of both social preference and reciprocated friendships. A total of 244 children (131 boys, Mage = 61 months, SD = 4.78 months) in their first year of formal schooling participated. Child school readiness was found to be important for social preference, with the association being more marked for boys versus girls. Family support was the only independent predictor of children's reciprocated friendships. The use of the BESSI, with its broad scope compared to other measures of school readiness, highlights the importance of focusing both on a child's cognitive and socio‐emotional skills at school entry and their family support when exploring the association of school readiness to children's social success at the transition to formal schooling. 相似文献
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Social network analysis and multilevel modeling were used to examine the formation of homophobic name‐calling behavior in adolescents. Specifically, peer group contextual and socialization effects on homophobic name‐calling as well as the influence of masculinity attitudes, general bullying perpetration, and victimization were tested. Participants included 493 fifth‐ through eighth‐grade students from two middle schools. Results indicated that peer groups play an important role in the formation of homophobic name‐calling. Additionally, students who were victims of homophobic name‐calling over time increased their own perpetration of homophobic name‐calling. Non‐homophobic bullying was also related to homophobic name‐calling, but only for male peer groups. And finally, the role of masculinity attitudes was shown to be complex, as peer group masculinity attitudes were significantly predictive of an individual's homophobic perpetration; however, this effect did not remain significant over time. Results suggest that homophobic name‐calling during early adolescence is strongly influenced by peers and rooted in gender and masculinity. 相似文献
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The development of children's use of argument in conflicts with their mother and sibling during their fourth vear, a period of marked changes in their understanding of others, was studied in 49 children observed at home with their mothers and siblings at 33 and 47 months. Children's use of reasoned argument in conflict increased: however, the proportion used for conciliation and compromise decreased, and children used justifications increasingly to support their own position. Mothers, hut not siblings, changed in parallel to the children over this period. Both the initiator of a dispute and children's expression of affect were related to children's use of argument; children used less reasoned argument when they were upset. Results are discussed in relation to differences in the development of children's relationships with mother and sibling and the importance of the link between affective expression and the use of argument in family disputes. 相似文献
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Data from 1,087 adolescent participants in three waves of the National Longitudinal Study of Adolescent Health were used to examine the effects of peer selection and socialization processes in adolescence on later reports of sexually transmitted infections (STI) and unintended pregnancies. Friends' attitudes and behavior were assessed with friends' reports. Among male adolescents, there was evidence for selection effects on STI diagnoses and socialization effects on reports of unintended pregnancy, both involving friends' attitudes. Among female adolescents, there was evidence for long‐term effects of both socialization and selection processes involving same‐sex friends' attitudes. Discussion focuses on the importance of peer and individual attitudes as potential intervention targets. 相似文献
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Residential college environments provide young people with distinctive relationship opportunities and challenges. A major purpose of the present study was to learn whether college students respond differently to conflict‐of‐interest vignettes in three different relationship contexts. Students were more likely to make negative interpretations about their romantic partner's behavior than they did about their friend's or roommate's behavior. They were also more likely to feel angry and hurt and to endorse hostile goals and strategies with romantic partners. A second major purpose was to learn about the types of interpretations and emotions associated with revenge goals in conflict‐of‐interest situations. Results indicated that interpreting the other person's actions as disrespectful and as rejecting was related to revenge goals and also predicted to revenge goals beyond the contributions of anger and hurt feelings. 相似文献