Showing papers on "Peer group published in 1993"
TL;DR: The distinction between friendship adjustment and acceptance by the peer group was examined in this article, where third- through 5th-grade children (N = 881) completed sociometric measures of acceptance and friendship, a measure of loneliness, a questionnaire on the features of their very best friendships, and their friendship satisfaction.
Abstract: The distinction between friendship adjustment and acceptance by the peer group was examined. Third- through 5th-grade children (N = 881) completed sociometric measures of acceptance and friendship, a measure of loneliness, a questionnaire on the features of their very best friendships, and a measure of their friendship satisfaction. Results indicated that many low-accepted children had best friends and were satisfied with these friendships. However, these children's friendships were lower than those of other children on most dimensions of quality. Having a friend, friendship quality, and group acceptance made separate contributions to the prediction of loneliness
2,003 citations
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
TL;DR: Data indicated that specific parenting practices were significantly associated with specific adolescent behaviors (academic achievement, drug use, self-reliance), which in turn were significantly related to membership in common adolescent crowds.
Abstract: Social scientists have often assumed that parental influence is sharply curtailed at adolescence because of the rising counterinfluence of peer groups, over which parents have little control. The present study tested a conceptual model that challenged this view by arguing that parents retain a notable but indirect influence over their teenage child's peer associates. Data from a sample of 3,781 high school students (ages 15–19) indicated that specific parenting practices (monitoring, encouragement of achievement, joint decision making) were significantly associated with specific adolescent behaviors (academic achievement, drug use, self-reliance), which in turn were significantly related to membership in common adolescent crowds (jocks, druggies, etc.). Findings encourage investigators to assess more carefully parents' role in adolescents' peer group affiliations.
770 citations
TL;DR: In this paper, a multidimensional stress-coping model was proposed to identify three sets of factors as important in minority college student adjustment and achievement: (1) individual attributes that enhance or moderate students' vulnerability to academic failure (for example, academic preparation, intelligence, self-confidence, social maturity); (2) the psychological and sociocultural stresses students face during their academic careers, and (3) the strategies students use to cope with these stresses; and (4) the individual and group appraisals of stresses and the strategies used by them.
Abstract: In the ten-year period between 1969 and 1979, minority students enrolled in predominantly White colleges in increasing numbers, due in part to the greater access afforded by affirmative action programs |14~. Since the early 1980s, however, there has been a disturbing regressive trend in the enrollment, academic performance, and retention of these students. For example, African-American and other non-Asian minority students attending predominantly White colleges are less likely to graduate within five years, have lower grade point averages, experience higher attrition rates, and matriculate into graduate programs at lower rates than White students and their counterparts at predominantly Black or minority institutions |3, 6~.(*) Efforts to account for these regressive trends suggest that intellective and academic background factors (that is, aptitude test scores, high-school preparation, and so on) and non-cognitive, contextual, and socio-cultural factors may be differentially associated with the college adjustment and performance of minority and non-minority students |6, 23, 26, 29, 35, 36~. For example, African-American students are more likely than Whites to view predominantly White campuses as hostile, alienating, and socially isolating |1, 2, 4, 10, 16, 28, 30, 34, 35, 36~, and as less responsive to their needs and interests |4~. African-American students have also been found to experience greater estrangement from the campus community |16, 34~ and heightened discomfort in interactions with faculty and peers |20, 30~. In addition, Tracey and Sedlacek |35~ and Nettles, Theony, and Gosman |27~ have found that the academic adjustment and achievement of African-American and other minority students are influenced by different sociocultural and contextual factors (for example, student satisfaction with college, peer group relations) than those that have an impact on White students. In order to define conceptually how these factors might contribute to minority student college adjustment, we have proposed a multidimensional stress-coping model |33~ which identifies three sets of factors as important in minority college student adjustment and achievement: (1) individual attributes that enhance or moderate students' vulnerability to academic failure (for example, academic preparation, intelligence, self-confidence, social maturity); (2) the psychological and sociocultural stresses students face during their academic careers (for example, stresses that are experienced on campus, in the community, and so on); and (3) the strategies students use to cope with these stresses (for example, individual and group appraisals of stresses and the strategies used to cope with them). Consistent with a transactional model of stress and coping |22~, we view the types of stresses experienced, the coping styles used, and the outcomes obtained as mutually interacting. Consequently, the pattern of relationships among these variables are likely to vary as a function of individual, group, and college campus characteristics. We also note that many of the experiences reported by minority students at predominantly White colleges are experienced by and affect all college students and are integral to the role of college student (for example, academic demands, relationship problems, financial worries, and so on). These student role strains constitute a generic pathway of influences and contribute to college maladjustment for all students. However, these generic role strains should be distinguished from the more unique stresses experienced by minority students that heighten feelings of not belonging and interfere with minority students' effective integration into the university community (for example, experiences with racism, questions about their right to be on campus). These experiences are conceptualized as minority status stresses and constitute a separate and additional pathway of risk for maladjustment (that is, an additional stress load). …
552 citations
TL;DR: In this article, the role of natural peer-group selection and socialization processes in children's school motivation was examined, and evidence was found for motivationally based group selection across time and for group socialization of individuals' engagement.
Abstract: This study examined the role of natural peer-group selection and socialization processes in children's school motivation. At the beginning of the school year, self- and teacher reports of classroom engagement were obtained for 109 students in 2 4th- and 2 5th-grade classrooms. On the basis of interviews with 57 students, composite maps of the social networks in these classrooms were constructed, which were found to be reliable across repoters and composed of children with similar motivational orientations. Longitudinal analyses of a 4th-grade classroom across the school year indicated continuity in the motivational composition of peer groups, despite considerable changes in individual memberships. Evidence was found for motivationally based group selection across time and for group socialization of individuals'engagement
420 citations
TL;DR: In this article, the authors examine the daily lives of teenagers whose peers have labeled them unpopular "nerds" in schools to document how these adolescents are able to overcome the stigma of this label.
Abstract: Extensive attention has been given to understanding the nature of adolescent identity, but little consideration has been given to the everyday social experiences and processes by which the content of teenagers' self-perceptions are formed and remain stable or change within educational settings. Since studies have focused on members of "popular" cliques or "deviant" subcultures, it is important to examine the daily lives of teenagers whose peers have labeled them unpopular "nerds" in schools to document how these adolescents are able to overcome the stigma of this label. Using intensive interviews and observations, this study delineated the impact of school activities, school social structure, and peer culture on the self-perceptions of nerds. The findings indicate that adolescents who were unpopular in middle school and who became involved in high school activities and friendship groups were able to recover by becoming self-confident and reconstructing themselves as "normal" within a changing school social system.
402 citations
TL;DR: Parent attitude toward youth alcohol use and parent modeling of alcohol use were strongly related to change in adolescent alcohol use, suggesting that parents can influence the future use of alcohol by their children.
Abstract: This 1-year prospective study of 173 families with two or more children examines the influence of parent, sibling, and peer modeling (i.e., use) and attitudes on adolescent use of alcohol. Independent questionnaire data were obtained from the adolescent, father, mother, and sibling(s). Structural equation modeling methods were employed to examine these relationships. Parent attitude toward youth alcohol use and parent modeling of alcohol use were strongly related to change in adolescent alcohol use, suggesting that parents can influence the future use of alcohol by their children. Peer and sibling modeling and peer attitudes also influenced adolescent alcohol use
374 citations
TL;DR: The authors found that the amount of time spent with family is indeed capable of reducing and even eliminating peer influence, but attachment to parents (the affective relation between parents and offspring) apparently has no such effect.
Abstract: Criminologists have long recognized the importance offamily and peers in the etiology of delinquency, but these two influences are commonly analyzed in isolation. However, if peers are treated as potential instigators of delinquency (following differential association theory) and parents as potential barriers to delinquency (following control theory), a crucial question emerges: Is parental influence capable of counteracting the influence of delinquent peers? Analysis of datafrom the National Youth Survey reveals that the amount of time spent with family is indeed capable of reducing and even eliminating peer influence. By contrast, attachment to parents (the affective relation between parents and offspring) apparently has no such effect. Instead, it appears to affect delinquency indirectly by inhibiting the initialformation of delinquentfriendships. Adolescents in the U.S. live their daily lives in two social worlds with two different masters. At school and in certain activities outside of school, they observe and participate in the culture of their peers, a culture with its own rules of dress, music, speech, and behavior, and an emphasis on popularity, physical attractiveness, and athletic success (Coleman 1961; Conger & Petersen 1984). From this culture they move regularly to the environment of home and family, which may complement or clash with that of school and peers. The transition between these two worlds is abrupt and frequent, typically occurring more than once each day. Criminologists have long recognized the importance of family and peers in the etiology of delinquency, but these two social influences are commonly analyzed in isolation. Proponents of differential association, for example, conventionally point to peer influences while discounting or ignoring the family, whereas control theorists and others concerned with the family do precisely the
355 citations
TL;DR: Adolescents who participated in an activity perceived the risks to be smaller, better known, and more controllable than did non-participants, and participants also perceived greater benefits relative to risks, greater peer pressure to engage in the activity, and a higher rate of participation by others.
345 citations
TL;DR: Aggressive subjects in the attributional intervention were less likely to presume hostile intent by peers in hypothetical and laboratory simulations of ambiguous provocation and to endorse hostile retaliation on judgment measures and to engage in verbally hostile behaviors in the laboratory task.
Abstract: An attributional intervention was designed to reduce aggressive males' tendency to attribute hostile intentions to peers following ambiguously caused peer provocations. African-American elementary school boys (N = 101), aggressive and nonaggressive, were randomly assigned to the attributional intervention, an attention training program, or a no-treatment control group. Data were collected on subjects' attributions about hypothetical and laboratory simulations of peer provocation, disciplinary referrals to the school office, and teacher ratings of aggressive behavior. Aggressive subjects in the attributional intervention were less likely to presume hostile intent by peers in hypothetical and laboratory simulations of ambiguous provocation. They were also less likely to endorse hostile retaliation on judgment measures and to engage in verbally hostile behaviors in the laboratory task. Further, intervention subjects were rated as less aggressive by their teachers following the treatment. Both the benefits of attributional change and its limitations in the African-American population are discussed.
331 citations
TL;DR: At four of five schools, the odds of being a current smoker were significantly higher for isolates than for clique members and liaisons, and the relationship was not explained by demographic variables or by the number of friends who smoke.
Abstract: Social network theory and analysis are applied to examine whether adolescents who fill various social positions that characterize peer group structure differ in prevalence of current smoking. One thousand and ninety-two (1,092) ninth graders in one school system named their three best friends, allowing the identification of each adolescent as clique member, clique liaison, or isolate. At four of five schools, the odds of being a current smoker were significantly higher for isolates than for clique members and liaisons. The relationship was not explained by demographic variables or by the number of friends who smoke.
TL;DR: The script-fading procedure enabled children with severe social and verbal deficits to practice context-specific, peer-directed generative language that was not prompted by adults or peer confederates.
Abstract: A script that was systematically faded from end to beginning was used to teach peer initiations about recently completed, current, and future activities. The effectiveness of the script-fading procedure was assessed via a multiple baseline design across 4 children with autism. During baseline, the children seldom initiated to peers, although all had previously acquired some functional expressive language and sometimes spontaneously addressed adults. When the script was introduced, peer initiations increased, and as the script was faded, unscripted initiations increased. With the minimal written prompts available in the final fading steps, initiations generalized to a different setting, time, teacher, and activity; and for 3 of the 4 children, peer initiations were maintained at a 2-month follow-up. After the script was faded, the participants' levels of peer initiations were within the same range as a normative sample of 3 nondisabled youngsters. The script-fading procedure enabled children with severe social and verbal deficits to practice context-specific, peer-directed generative language that was not prompted by adults or peer confederates.
TL;DR: The role of assortative pairing for conduct problems in the continuity of such problems with pervasive social maladaptation in early adulthood was examined in a general population inner-city sample and a high-risk group (young people raised in children's homes).
Abstract: The role of assortative pairing for conduct problems in the continuity of such problems with pervasive social maladaptation in early adulthood was examined in a general population inner-city sample and a high-risk group (young people raised in children's homes). Previous findings showing a switch out of conduct disorder for those in the high-risk group who had supportive cohabiting relationships in early adulthood were replicated in the general population sample, using a latent class analysis. Conduct-disordered individuals, however, were much less likely to attain supportive relationships. The reasons for this lay in a chain of environmental linkages through which conduct-disordered individuals paired assortatively with those who provided less support. This process involved unsatisfactory parenting environments, a lack of planful competence, and the membership of a deviant peer group. Protection afforded by a stable family life, a nondeviant peer group, and planful behavior reduced the risks of assortative pairing. The linking processes appeared to be the same for the general population and the high-risk samples, although having been in the children's homes related to an increased risk of a lack of support, even when the linking processes were taken into account.
TL;DR: Findings were that abused children had lower peer status and less positive reciprocity with peers chosen as friends; they were rated by peers as more aggressive and less cooperative and by parents and teachers as more disturbed; and their social networks showed more insularity, atypicality, and negativity.
Abstract: Social behavior and peer status of 87 physically abused 8-12-year-old urban children were compared with those of 87 case-matched nonmaltreated classmates. Peer nominations and peer ratings were collected in classrooms, social networks were assessed by child interview, family variables were assessed by interviewing mothers, and behavior problems were rated by parents and teachers. Significant findings were that abused children had lower peer status and less positive reciprocity with peers chosen as friends; they were rated by peers as more aggressive and less cooperative and by parents and teachers as more disturbed; and their social networks showed more insularity, atypicality, and negativity. Social behavior as perceived by peers accounted for a significant portion of the variance in social status; global disturbance measures did not add to this association. Results are discussed in terms of a context of family violence in the development of social maladjustment.
TL;DR: Aggressive-rejected boys exhibited more diverse and severe conduct problems that did aggressive boys, along with greater deficiencies in the domain of adaptability, and Grade-level decreases in physical aggression and increases in peer-reported atypical/insensitive behaviors corresponded to developmental differences in group characteristics.
Abstract: 95 boys at 3 developmental levels (ages 6-8, 8-10, 10-12) were selected on the basis of sociometric and aggression ratings to represent 4 groups: (1) aggressive and rejected, (2) aggressive (not rejected), (3) rejected (not aggressive), or (4) neither aggressive nor rejected. Behavioral observations, teacher ratings, peer ratings, and open-ended peer interviews were collected to characterize the behaviors of these boys in 3 social domains (conduct problems, sociability/withdrawal, and adaptability/responsivity to peer expectations). Distinct problem profiles emerged. Aggressive-rejected boys exhibited more diverse and severe conduct problems that did aggressive boys, along with greater deficiencies in the domain of adaptability. Nonaggressive rejected children were considered by teachers and peers to be shy and passive, deficient in prosocial behaviors, atypical, and socially insensitive. Grade-level decreases in physical aggression and increases in peer-reported atypical/insensitive behaviors corresponded to developmental differences in group characteristics.
TL;DR: The extent and nature of bullying among South Australian primary school children and their self appraisals of peer relations were investigated and the tendency to be victimised correlated negatively with self appraisal of the number of friends, popularity, happiness at school and feelings of safety at school.
Abstract: The extent and nature of bullying among South Australian primary school children and their self appraisals of peer relations were investigated in a survey of 412 primary school children between the ages of 7 to 13 years. It was found that 10% of boys and 6% of girls were subject to peer group bullying and for 8% of such children the bullying episodes lasted 6 months or more. Factor analysis of styles of interpersonal relating amongst children identified three independent factors including a tendency to bully, to be victimised and to act in a pro-social manner. The tendency to be victimised correlated negatively with self appraisals of the number of friends, popularity, happiness at school and feelings of safety at school. The findings are discussed in relation to research linking negative self appraisals of interpersonal competence with isolation and proneness to depression in later years.
TL;DR: The authors studied the consistency of individual differences in reputation and popularity across the same and other-sex domains with three samples and found that the same reputational correlates of same-sex popularity were associated with acceptance among other-seperate peers, and that acceptance was more closely tied to prominence in the peer group.
Abstract: Children's and early adolescents' preference for same-sex peers and the consistency of individual differences in reputation and popularity across the same- and other-sex domains were studied with 3 samples. Findings indicated that individual differences in the same-sex preference (a) derived from children's liking of other-sex peers, (b) were consistent over relatively long intervals, and (c) were related to children's preferences for activities requiring gross motor skills. Same- and other-sex popularity had the same reputational correlates, except that acceptance among other-sex peers was more closely tied to prominence in the peer group. These findings are discussed according to children's and early adolescents' perceptions of and experiences with same- and other-sex peers
01 Jan 1993
TL;DR: The tendency to be victimized by peers at school among girls was found to be associated with poorer family functioning and more negative attitudes toward mothers; negative relations with absent fathers in single-parent families characterized boys who reported being victimized at school.
Abstract: Links were examined between three dimensions of peer relating at school among Australian children and selected family and parental background factors. Questionnaires containing measures of children's tendencies to bully others, to be victimized, and to act in a prosocial manner were administered to boys and girls (N = 1,012) aged 11 to 16 years. In addition, subjects completed a standardized 42-item measure of family functioning and reliable scales assessing attitudes toward, and relationships with, their mother and father. When differences in age were controlled for, multiple regression results for both boys and girls indicated that the tendency to bully peers and the tendency to act prosocially were independently predictive of family functioning and attitudes toward, and relationships with, each parent, negatively for bullying and positively for prosocial behavior. The tendency to be victimized by peers at school among girls was found to be associated with poorer family functioning and more negative attitudes toward mothers; negative relations with absent fathers in single-parent families characterized boys who reported being victimized at school.
TL;DR: Future peer education possibilities will involve many facets of college life created by people who care and believe that prevention is the essential component for empowering future leaders on both a personal and professional level.
Abstract: Peer education on college and university campuses has grown from self-educated students responding to campus health issues to state-of-the-art health education and motivational models designed to empower students to help each other promote positive health beliefs and behaviors. Peer education models come in many paradigms and often represent the best use of campus resources for specific needs. Model peer education efforts are based on carefully trained and closely supervised programs that ensure continuing quality improvement. Health educators are now exploring more comprehensive training and delivery models that encompass the complex nature and relationship, among risk behaviors, life skills, and the social pressures that have an impact on students' lives. Future peer education possibilities will involve many facets of college life created by people who care and believe that prevention is the essential component for empowering future leaders on both a personal and professional level.
Journal Article•
TL;DR: In this paper, the oral communication skills of final year BSc pharmacology students were assessed by their peer group and by a group of academic staff during student presentations, and a significant positive correlation between the two sets of marks awarded to individuals and the agreement about which presenters constituted the top and bottom quartiles of the mark list.
Abstract: During student presentations the oral communication skills of final year BSc pharmacology students were assessed by their peer group and by a group of academic staff. That there was agreement between staff and peers about the absolute and relative quality achieved in the presentations is indicated by the significant positive correlation between the two sets of marks awarded to individuals and the agreement about which presenters constituted the top and bottom quartiles of the mark list. The standard of presentation achieved by a student was not related to the marks given by that student (i.e. assessment was independent of a student's own communication skills). There was a significant correlation between students' communication skills and their performance in written tests but a number of individuals exhibited marked differences in these two abilities.
TL;DR: This article found that adolescents experience feelings of social rejection and anxiety when they are not accepted by a particular peer group, and that the problems that social isolates encounter are much greater than those that social outsiders encounter.
Abstract: Many adolescents experience feelings of social rejection and anxiety when they are not accepted by a particular peer group. However, the problems that social isolates encounter are much greater. Al...
TL;DR: This paper found that adolescents who characterized their parents as authoritative were more likely to be oriented toward well-rounded crowds that rewarded both adult-and peer-supported norms (i.e., "jocks," "normals," "populars," and "brains") and that boys who characterized themselves as uninvolved were more oriented toward crowds that did not endorse adult values (i., the "druggies" and "partyers".
Abstract: In this study we examined the association between peer group orientation and parenting style among European-American high school adolescents. Questionnaires were completed by 3,407 9th-12th graders regarding their peer group orientation and the parenting style of their caretakers. Parenting styles were categorized as authoritative, authoritarian, indulgent, or uninvolved. The analyses indicated that parenting style was related to adolescents' orientation toward particular peer groups. Specifically, (a) adolescents who characterized their parents as authoritative were more likely to be oriented toward well-rounded crowds that rewarded both adult- and peer-supported norms (i.e., "jocks," "normals," "populars," and "brains"); (b) girls and, to some extent, boys who characterized their parents as uninvolved were more likely to be oriented toward crowds that did not endorse adult values (i.e., the "druggies" and "partyers"); and (c) boys who characterized their parents as indulgent were more likely to be orien...
TL;DR: In this article, the authors argue that DeKeseredy's early model has some of the best explanatory value, but it fails to address a number of factors, including macrolevel forces, the role of alcohol abuse, membership in formal social groups such as fraternities, and the absence of deterrent factors on many campuses.
Abstract: Although all‐male friendship networks may have an important effect in motivating some men to physically, sexually, and psychologically harm female intimates, particularly in dating relationships, the study of the dynamics of these groups is still limited. DeKeseredy's early model has some of the best explanatory value, but it fails to address a number of factors, including macrolevel forces, the role of alcohol abuse, membership in formal social groups such as fraternities, and the absence of deterrent factors on many campuses. This paper attempts to build a stronger theoretical model by adding these factors to DeKeseredy's base. Further, it argues that an important next step, in addition to strong multivari‐ate analysis, is ethnographic study to look at the work of men's peer groups in promoting a discourse and dramaturgy of everyday student life that legitimates the use of various forms of violence against women.
Journal Article•
TL;DR: A detailed analysis of correspondence of junior and senior high school students indicated that a youth who used specific drugs in the last thirty days almost invariably has friends who also use those same drugs, but is considerably less likely to have friends who use other drugs or no drugs.
Abstract: The literature indicates that peer influence is important in understanding adolescent drug use. The nature of peer interactions predicts a high degree of similarity in drug use among friends. To test that hypothesis, a detailed analysis of this correspondence was conducted on a large sample of junior and senior high school students. Findings indicated that a youth who used specific drugs in the last thirty days almost invariably has friends who also use those same drugs, but is considerably less likely to have friends who use other drugs or no drugs. In addition, friends' use is strongly associated with the adolescent's use of marijuana, uppers, cocaine, downers, and PCP across five distinct drug use styles.
TL;DR: Investigating the effects of peer teaching on baccalaureate nursing students' clinical performance found students who were taught by peers achieved significantly higher improvement scores than students taught by teachers alone and rate their preference for peer teaching equal to or higher than instructor teaching.
Abstract: Substantial use of clinical peer teaching among students has been reported, but there is limited description of outcomes and no reports of the use of a theoretical framework. The purpose of this study was to investigate the effects of peer teaching on baccalaureate nursing students' clinical performance. It was hypothesized that students who were taught by peers will: (a) achieve significantly higher improvement scores than students taught by teachers alone; and (b) rate their preference for peer teaching equal to or higher than instructor teaching. Bandura's (1971) social learning theory provided the framework for the study. The experimental design involved 50 volunteer subjects on two surgical units, one for peer teaching and one for instructor teaching. Data were collected from pre- and post-psychomotor and cognitive tests of a surgical dressing procedure and from a Clinical Teaching Preference Questionnaire (CTPQ). Experimental subjects achieved significantly higher cognitive improvement scores (t = 1.67; P < 0.05) and moderately higher psychomotor improvement scores in support of hypothesis 1. Responses on the CTPQ showed support for hypothesis 2.
TL;DR: In this article, a longitudinal study examined interpersonal, career-success-related factors not previously considered within-team peer assessments of various playing/behavioral factors displayed by players were compared to their later career mobility, satisfaction, and salary levels.
Abstract: Relatively few studies have attempted to assess the external validity of business games. A S-year longitudinal study examined interpersonal, career-success-related factors not previously considered Within-team peer assessments of various playing/behavioral factors displayed by players were compared to their later career mobility, satisfaction, and salary levels. Significant relationships existed between a player's influence on the team's decision-making process, leadership, esteem and value to the team, and the person's later income levels and salary increases. All interpersonal group factors were significantly related to the person's current position or job title. These results, when combined with the results of an earlier study relating a player's economic performance to career success, led to the conclusion that external validity may exist for business games.
TL;DR: This paper examined the social competence of elementary school-aged children using teacher ratings and peer nominations and found that rejected-aggressive and rejected-withdrawn children had more difficulties with reactive aggression combined with an inability to respond positively to peers than their nonrejected agemates.
Abstract: Sociometric status differences in children's social competence were examined in a sample of elementary school-aged children using teacher ratings and peer nominations. Rejected children evinced significantly fewer competencies (e.g., peer group entry, responses to provocation) than popular, average, or neglected children but differed from controversial children only with respect to their inability to meet established social norms for cooperative behavior and teachers' expectations for classroom behavior. An examination of the heterogeneity of peer-rejected children revealed that rejected-aggressive children were deficient in all aspects of social competence assessed and were most disliked by their peers. Rejected-withdrawn children were seen by peers as most unhappy, whereas rejected-undifferentiated children (i.e., rejected children who were neither highly aggressive nor highly withdrawn) had problems with social withdrawal, disruptive behavior, and socially appropriate behavior. Rejected-aggressive and rejected-withdrawn children had more difficulties with reactive aggression combined with an inability to respond positively to peers than their nonrejected agemates. The need for further research on the heterogeneity of peer-rejected children and the long-term implications for these children are discussed.
TL;DR: In this paper, the authors describe nine essential elements: street outreach and referral; needs and interest assessments; provisions for supportive, personal relationships with adults; availability of role models; peer group discussions; family interventions; neighborhood projects; education and job preparedness training; and program objectives.
Abstract: Adolescents who are chronically exposed to violence and poverty respond with rage, distrust, and hopelessness. Successful programs for these youth include nine essential elements: street outreach and referral; needs and interest assessments; provisions for supportive, personal relationships with adults; availability of role models; peer group discussions; family interventions; neighborhood projects; education and job preparedness training; and program objectives. Neighborhood youth centers should engage youth in program planning and program operation. Success cannot be achieved without a deeply ingrained faith that our young people can be resourceful and energetic agents of constructive and productive change.