Journal ArticleDOI
Peer experience: Common and unique features of number of friendships, social network centrality, and sociometric status
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The authors examined three conceptually distinct dimensions of classroom social position (number of mutual friendships, social network centrality, and sociometric status) in relation to each other and to peer-nominated behavioral reputation among 205 7 and 8-year old children.Abstract:
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.read more
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Journal ArticleDOI
Social exclusion decreases prosocial behavior.
TL;DR: Social exclusion caused a substantial reduction in prosocial behavior and the implication is that rejection temporarily interferes with emotional responses, thereby impairing the capacity for empathic understanding of others and as a result, any inclination to help or cooperate with them is undermined.
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Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks.
TL;DR: In this article, a review of contemporary research in children's peer relationships during the elementary and middle school years is presented, with primary focus on peer acceptance, the ability to make and maintain friendships, and their participation in larger peer networks.
Reference BookDOI
Blackwell handbook of childhood social development.
Peter K. Smith,Craig H. Hart +1 more
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Children's Social Competence in Cultural Context
Xinyin Chen,Doran C. French +1 more
TL;DR: Research on children's social functioning and peer relationships in different cultures from an integrative contextual-developmental perspective and the implications of the macro-level social and cultural changes that are happening in many societies for socialization and development of social competence are reviewed.
Journal ArticleDOI
The two faces of adolescents' success with peers: adolescent popularity, social adaptation, and deviant behavior.
Joseph P. Allen,Maryfrances R. Porter,F. Christy McFarland,Penny Marsh,Kathleen Boykin McElhaney +4 more
TL;DR: Longitudinal analyses supported a popularity-socialization hypothesis, however, in which popular adolescents were more likely to increase behaviors that receive approval in the peer group and decrease behaviors unlikely to be well received by peers.
References
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Journal ArticleDOI
Peer relations and later personal adjustment: Are low-accepted children at risk?
TL;DR: There is general support for the hypothesis that children with poor peer adjustment are at risk for later life difficulties, and support is clearest for the outcomes of dropping out and criminality.
Reference EntryDOI
Peer Interactions, Relationships, and Groups
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.
Journal ArticleDOI
Dimensions and types of social status: A cross-age perspective.
TL;DR: In this article, the sociometric status of children was conceptualized in terms of independent dimensions of social preference and social impact, and peer perceptual correlates of these dimensions were investigated with children in Grades 3, 5, and 8.