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William M. Bukowski

Bio: William M. Bukowski is an academic researcher from Concordia University. The author has contributed to research in topics: Friendship & Peer group. The author has an hindex of 65, co-authored 184 publications receiving 19078 citations. Previous affiliations of William M. Bukowski include Concordia University Wisconsin & University of Maine.


Papers
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Reference EntryDOI
01 Jun 2007
TL;DR: In this paper, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence, and methods and measures pertaining to the study of children's peer experiences are described.
Abstract: The chapter begins with a distinction made between the interactions children have with peers, the relationships they form with peers, and the groups and networks within which peer interactions and relationships occur. From this conceptual overview, a review of relevant theories is presented. Thereafter, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence. Subsequently, methods and measures pertaining to the study of children's peer experiences are described. Next, we examine factors that may account for peer acceptance and rejection as well as qualitatively rich and poor friendships. Among the factors discussed are included temperament (biological factors), sex of child, parenting, parent-child relationships, and culture. The chapter concludes with a discussion of the extent to which individual differences in peer acceptance, rejection and friendship (prevalence and quality) predict adaptive and maladaptive developmental outcomes and a suggested agenda for future research. Keywords: friendship; peer interactions; peer relationships; peer rejection; social acceptance; social competence

2,664 citations

Journal ArticleDOI
TL;DR: In this article, a broad-band behavioral analysis showed that popular children's array of competencies makes them likely recipients of positive peer nominations, whereas high levels of aggression and withdrawal and low levels of sociability and cognitive abilities are associated with rejected peer status.
Abstract: Two-dimensional sociometric models have had a critical role in the investigation of children's peer relations in the past decade. In a meta-analysis, fitting categorical models (Hedges, 1982), sociometric group differences on behavioral and information source typologies were assessed. The broad-band behavioral analysis showed that popular children's array of competencies makes them likely recipients of positive peer nominations, whereas high levels of aggression and withdrawal and low levels of sociability and cognitive abilities are associated with rejected peer status. A consistent profile marked by less sociability and aggression emerged for neglected status. Controversial children had higher aggressive behavior than rejected children but compensated for it with significantly better cognitive and social abilities. The moderator effects of narrow-band behavioral categories and information source were also examined.

1,364 citations

Book
01 Jan 1996
TL;DR: The nature of friendship, its measurement and development, and its significance in childhood and adolescence are discussed in this paper, with a focus on the importance of friendship in early adolescent development.
Abstract: 1. Friendships and their significance in childhood and adolescence: introduction and comment William M. Bukowski, Andrew F. Newcomb and Willard W. Hartup Part I. The Nature of Friendship, its Measurement and Development: 2. Amicitia, drujba, shin-yu, philia, freund, friendship: on the cultural diversity of a human relationship Lothar Krappmann 3. The measurement of friendship perceptions: conceptual and methodological issues Wyndol Furman 4. The earliest friendships Carollee Howes 5. Determinants of friendship selection and quality: developmental perspectives Frances E. Aboud and Morton J. Mendelson Part II. Interdependence of Relationship Systems: 6. Parents' interpersonal relationships and children's friendships Anna Beth Doyle and Dorothy Markiewicz 7. Individual differences in friendship quality: links to child-mother attachment Kathryn A. Kerns 8. Need fulfilment, interpersonal competence, and the developmental contexts of early adolescent friendship Duane Buhrmester 9. Closeness and conflict in adolescent peer relationships: interdependence with friends and romantic partners Brett Laursen Part III. Friendship and its Relations to Other Aspects of Development: 10. Cooperation, close relationships, and cognitive development Willard W. Hartup 11. Friendship and morality: (how) are they related? William M. Bukowski and Lorrie K. Sippola 12. Friendships of maltreated children and adolescents: contexts for expressing and modifying relationship history Joseph M. Price Part IV. Friendship and Adaption: 13. The developmental significance of children's friendship relations Andrew F. Newcomb and Catherine L. Bagwell 14. Linkages between friendship and adjustment during early school transitions Gary W. Ladd and Becky J. Kochenderfer 15. Exploring the effects of friendship quality on social development Thomas J. Berndt 16. Distinguishing friendship from acceptance: implications for intervention and assessment Steven R. Asher, Jeffrey G. Parker and Diane Walker.

947 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined two aspects of friendship (presence and perceived qualities of a best friend) as moderators of behavioral antecedents and outcomes of peer victimization.
Abstract: This study examined 2 aspects of friendship (presence and perceived qualities of a best friend) as moderators of behavioral antecedents and outcomes of peer victimization. A total of 393 children (188 boys and 205 girls) in the 4th and 5th grades (mean age = 10 years 7 months) participated during each of 2 waves of data collection in this 1-year longitudinal study. Results indicated that teacher-reported internalizing and externalizing behaviors predicted increases in peer-reported victimization, but the relation of internalizing behaviors to increases in victimization was attenuated for children with a protective friendship. Victimization predicted increases in internalizing and externalizing behaviors but only for children without a mutual best friendship. Results highlight the importance of peer friendships in preventing an escalating cycle of peer abuse.

897 citations

Book
24 Jun 2011
TL;DR: In this paper, the authors present a survey of the early research on children's peer relationships. But they focus on the early stages of the development of children's social skills and do not consider the later stages of their development.
Abstract: Part I. Introduction: History and Theory. W.W. Hartup, Critical Issues and Theoretical Viewpoints. G.W. Ladd, Trends, Travails, and Turning Points in Early Research on Children's Peer Relationships: Legacies and Lessons for Our Time? Part II. Social Behaviors, Interactions, Relationships, and Groups: What Should be Measured, How, and Why? R.A. Fabes, C.L. Martin, L.D. Hanish, Children's Behaviors and Interactions with Peers. T.J. Berndt, M.A. McCandless, Methods for Investigating Children's Relationships with Friends. A.H.N. Cillessen, Sociometric Methods. T.A. Kindermann, S.D. Gest, Assessment of the Peer Group: Identifying Naturally Occurring Social Networks and Capturing Their Effects. Part III. Infancy and Early Childhood. D.F. Hay, M. Caplan, A. Nash, The Beginnings of Peer Relations. R.J. Coplan, K.A. Arbeau, Peer Interactions and Play in Early Childhood. L. Rose-Krasnor, S. Denham, Social-Emotional Competence in Early Childhood. C. Howes, Friendship in Early Childhood. B.E. Vaughn, A.J. Santos, Structural Descriptions of Social Transactions among Young Children: Affiliation and Dominance in Preschool Groups. Part IV. Middle Childhood and Early Adolescence. W.M. Bukowski, C. Motzoi, F. Meyer, Friendship as Process, Function, and Outcome. S.R. Asher, K.L. McDonald, The Behavioral Basis of Acceptance, Rejection, and Perceived Popularity. M. Killen, A. Rutland, N.S. Jampol, Social Exclusion in Childhood and Adolescence. B. Laursen, G. Pursell, Conflict in Peer Relationships. N.R. Crick, D. Murray-Close, P.E.L. Marks, N. Mohajeri-Nelson, Aggression and Peer Relationships in School-Age Children: Relational and Physical Aggression in Group and Dyadic Contexts. K.H. Rubin, J.C. Bowker, A.E. Kennedy, Avoiding and Withdrawing from the Peer Group. C. Salmivalli, K. Peets, Bullies, Victims, and Bully-Victim Relationships in Middle Childhood and Early Adolescence. W. Furman, W.A. Collins, Adolescent Romantic Relationships and Experiences. B. Brown, E.L. Dietz, Informal Peer Groups in Middle Childhood and Adolescence. Part V. Distal Correlates of Children's Peer Relationships. A.J. Rose, R.L. Smith, Sex Differences in Peer Relationships. S. Graham, A.Z. Taylor, A.Y. Ho, Race and Ethnicity in Peer Relations Research. H. Stattin, M. Kerr, Neighborhood Contexts of Peer Relationships and Groups. X. Chen, J. Chung, C. Hsiao, Peer Interactions and Relationships from a Cross-Cultural Perspective. Part VI. Proximal Correlates of Children's Social Skills and Peer Relationships. M. Brendgen, M. Boivin, Genetic Factors in Children's Peer Relations. N. Eisenberg, J. Vaughan, C. Hofer, Temperament, Self-Regulation, and Peer Social Competence. C. Booth-LaForce, K.A. Kerns, Child-Parent Attachment Relationships, Peer Relationships, and Peer-Group Functioning. H. Ross, N. Howe, Family Influences on Children's Peer Relationships. Part VII. Childhood Peer Experiences and Later Adjustment. K.R. Wentzel, Peers and Academic Functioning at School. M.J. Prinstein, D. Rancourt, J.D. Guerry, C.B. Browne, Peer Reputations and Psychological Adjustment. F. Vitaro, M. Boivin, W.M. Bukowski, The Role of Friendship in Child and Adolescent Psychosocial Development. Part VIII. Translation and Policy. T.J. Dishion, T.F. Piehler, Deviant by Design: Peer Contagion in Development, Interventions, and Schools. K.L. Bierman, C.J. Powers, Social Skills Training to Improve Peer Relations.

895 citations


Cited by
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Journal Article

5,680 citations

Journal ArticleDOI
TL;DR: The authors found that bad is stronger than good, as a general principle across a broad range of psychological phenomena, such as bad emotions, bad parents, bad feedback, and bad information is processed more thoroughly than good.
Abstract: The greater power of bad events over good ones is found in everyday events, major life events (e.g., trauma), close relationship outcomes, social network patterns, interpersonal interactions, and learning processes. Bad emotions, bad parents, and bad feedback have more impact than good ones, and bad information is processed more thoroughly than good. The self is more motivated to avoid bad self-definitions than to pursue good ones. Bad impressions and bad stereotypes are quicker to form and more resistant to disconfirmation than good ones. Various explanations such as diagnosticity and salience help explain some findings, but the greater power of bad events is still found when such variables are controlled. Hardly any exceptions (indicating greater power of good) can be found. Taken together, these findings suggest that bad is stronger than good, as a general principle across a broad range of psychological phenomena.

5,340 citations

BookDOI
01 Nov 2000
TL;DR: From Neurons to Neighborhoods as discussed by the authors presents the evidence about "brain wiring" and how children learn to learn to speak, think, and regulate their behavior, and examines the effect of the climate-family, child care, community-within which the child grows.
Abstract: How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

5,295 citations

01 Jan 2007
TL;DR: This paper found that bad is stronger than good, as a general principle across a broad range of psychological phenomena, such as bad emotions, bad parents, bad feedback, and bad information is processed more thoroughly than good.
Abstract: The greater power of bad events over good ones is found in everyday events, major life events (e.g., trauma), close relationship outcomes, social network patterns, interpersonal interactions, and learning processes. Bad emotions, bad parents, and bad feedback have more impact than good ones, and bad information is processed more thoroughly than good. The self is more motivated to avoid bad self-definitions than to pursue good ones. Bad impressions and bad stereotypes are quicker to form and more resistant to disconfirmation than good ones. Various explanations such as diagnosticity and salience help explain some findings, but the greater power of bad events is still found when such variables are controlled. Hardly any exceptions (indicating greater power of good) can be found. Taken together, these findings suggest that bad is stronger than good, as a general principle across a broad range of psychological phenomena.

4,933 citations