Suchergebnisse

We examined three interrelated questions: (1) Who selects physically aggressive friends? (2) Are physically aggressive adolescents influential? and (3) Who is susceptible to influence from these friends? Using stochastic actor‐based modeling, we tested our hypotheses using a sample of 480 adolescents (ages 11–13) who were followed across four assessments (fall and spring of 6th and 7th grade). After controlling for other factors that drive network and behavioral dynamics, we found that physically aggressive adolescents were attractive as friends, physically aggressive adolescents and girls were more likely to select physically aggressive friends, and peer‐rejected adolescents were less likely to select physically aggressive friends. There was an overall peer influence effect, but gender and social status were not significant moderators of influence.

AbstractThis study used propensity scores to statistically approximate the causal effect of having aggressive friends on aggressive behavior in childhood. Participants were 1355 children (53 percent girls; 31 percent minority) in 97 third and fifth grade classrooms enrolled in the Classroom Peer Ecologies Project. Propensity scores were calculated to control for the impact of 21 relevant confounder variables related to having aggressive friendships and aggressive behavior. The 21 variables included demographic, social, and behavioral characteristics measured at the beginning of the school year. Presence/absence of aggressive friends was measured in the middle of the school year, and aggressive behavior was measured at the end of the school year. Results indicated a significant effect of having one or more aggressive friends on children's aggressive behavior above and beyond the effects of the 21 demographic, social, and behavioral variables. The propensity score model was compared with two other models of peer influence. The strengths and practical challenges of using propensity score analysis to study peer influence were discussed.

Three conceptually distinct dimensions of classroom social position (number of mutual friendships, social network centrality, and sociometric status) were examined in relation to each other and to peer‐nominated behavioral reputation among 205 7‐ and 8‐year old children. There were moderate correlations in children's standing across the three dimensions, but categorical analyses underscored the limits to these associations (e.g., 39% of Rejected children had at least one mutual friendship; 31% of Popular children did not). Each dimension was associated with a distinct profile of peer‐nominated social behavior and, in multiple regression analyses, accounted for unique variance in peer‐nominated behaviors. Number of friendships was uniquely associated with prosocial skills; network centrality was uniquely associated with both prosocial and antisocial behavioral styles; and being disliked was uniquely associated with the full range of social behaviors. Results provide empirical validation for the conceptual distinctions among number of reciprocated friendships, social network centrality and being liked or disliked.

This study investigates friendship selection and influence processes in relation to popularity, aggression, and prosociality among 613 fifth graders in 26 classrooms within one academic year. Results showed that youth tended to select their friends based on similarity in popularity more than similarity in aggression or prosociality. Aggressive youths tended to select prosocial peers as friends given similarity in popularity, but prosocial youths did not disproportionately nominate aggressive peers. Socialization within friendships was evident for aggressive and prosocial behavior and popularity. Discussion considers the importance of social status as a grouping mechanism in peer social ecologies, and as a malleable factor that can impact student adjustment.

AbstractLinks between peer reports of social cluster membership and observed classroom interactions were examined in a sample of 72 children in 4th grade and 7th grade. All participating children in each classroom identified as many social clusters in the classroom as they could recall. Using the social‐cognitive map (SCM) procedure, these individual reports were aggregated to summarize the number of times a given child was nominated as being in the same social cluster as each of his or her classmates (i.e., a co‐nomination profile) and to identify the classmates in each child's social cluster. Extensive classroom observations allowed for a parallel summary of the number of times a given child was observed to interact with each of his or her classmates (i.e., an interaction profile). Results indicated that correlations between conomination profiles and interaction profiles were positive and statistically reliable. Children were observed to interact with members of their SCM‐identified social cluster at a rate four times higher than with other same‐sex classmates. These effects did not vary reliably by grade, sex or aggressive risk status.

AbstractUtilizing a diverse sample of 356 four‐year‐old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the prekindergarten year. Classroom participation and prosocial behavior each accounted for unique variance in cognitive readiness. Aggressive behavior, in contrast, was not correlated with academic knowledge, and was associated with low levels of executive function skills. In multiple regressions, aggressive behavior paradoxically enhanced the prediction of child cognitive readiness. Profile analyses strengthened the conclusion that the promotion of competencies associated with classroom participation and prosocial behavior may be particularly critical to cognitive readiness in prekindergarten. Implications are discussed for developmental models of school readiness and preschool classroom practice.

This study addresses not only influence and selection of friends as sources of similarity in alcohol use, but also peer processes leading drinkers to be chosen as friends more often than nondrinkers, which increases the number of adolescents subject to their influence. Analyses apply a stochastic actor‐based model to friendship networks assessed five times from 6th through 9th grades for 50 grade cohort networks in Iowa and Pennsylvania, which include 13,214 individuals. Results show definite influence and selection for similarity in alcohol use, as well as reciprocal influences between drinking and frequently being chosen as a friend. These findings suggest that adolescents view alcohol use as an attractive, high‐status activity and that friendships expose adolescents to opportunities for drinking.