Showing papers on "Peer group published in 2020"
TL;DR: This interdisciplinary Viewpoint describes literature from a variety of domains that highlight how social deprivation in adolescence might have far-reaching consequences and how physical distancing might have a disproportionate effect on an age group for whom peer interaction is a vital aspect of development.
522 citations
TL;DR: Findings from this meta-analysis provide evidence that self-regulation in childhood can predict achievement, interpersonal behaviors, mental health, and healthy living in later life.
Abstract: This meta-analysis explores whether self-regulation in childhood relates to concurrent and subsequent levels of achievement, interpersonal behaviors, mental health, and healthy living. A comprehensive literature search identified 150 studies that met inclusion criteria (745 effect sizes; total n = 215,212). Data were analyzed using inverse-variance weighted random effects meta-analysis. Mean effect sizes from 55 meta-analyses provided evidence that self-regulation relates to 25 discrete outcomes. Results showed that self-regulation in preschool (∼age 4) was positively associated with social competency, school engagement, and academic performance, and negatively associated with internalizing problems, peer victimization, and externalizing problems, in early school years (∼age 8). Self-regulation in early school years was positively related to academic achievement (math and literacy), and negatively related to externalizing problems (aggressive and criminal behavior), depressive symptoms, obesity, cigarette smoking and illicit drug use, in later school years (∼age 13). Results also showed that self-regulation in early school years was negatively related to unemployment, aggressive and criminal behavior, depression and anxiety, obesity, cigarette smoking, alcohol and substance abuse, and symptoms of physical illness in adulthood (∼age 38). Random effects metaregression identified self-regulation measurement as the most important moderator of pooled mean effects, with task-based assessments and teacher-report assessments often showing stronger associations than parent-report assessments. Overall, findings from this meta-analysis provide evidence that self-regulation in childhood can predict achievement, interpersonal behaviors, mental health, and healthy living in later life. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
217 citations
TL;DR: The value in remaining socially connected with peers and maintaining role identities during the COVID-19 pandemic is demonstrated, as student-athletes who have supportive social connections with teammates during this pandemic may maintain their athletic identity to a greater extent and report better mental health.
107 citations
TL;DR: It is important that medical schools not only care about students' mental health but also implement strategies to support their understanding of crisis management, self‐mental care, and other principal measures in order to strengthen their coping skills and mental preparedness.
Abstract: In many contexts, medical students collaborate with health care workers to deliver patient management and care in emergencies like the COVID‐19 pandemic. In others, medical students are experiencing an unintended pause in their education due to global university closure over COVID‐19 concerns. In either situation, students find themselves coping with mental and emotional issues, including stress, anxiety, and fear, that may require significant psychological and physical effort. Therefore, it is important that medical schools not only care about students' mental health but also implement strategies to support their understanding of crisis management, self‐mental care, and other principal measures in order to strengthen their coping skills and mental preparedness.
103 citations
TL;DR: Damaging effects of the first weeks of lockdown on adolescents’ empathic concern and opportunities for prosocial actions, which are important predictors of healthy socio-emotional development, are demonstrated.
Abstract: Adolescence is a formative phase for social development. The COVID-19 pandemic and associated regulations have led to many changes in adolescents' lives, including limited opportunities for social interactions. The current exploratory study investigated the effect of the first weeks of COVID-19 pandemic lockdown on Dutch adolescents' (N = 53 with attrition, N = 36 without attrition) mood, empathy, and prosocial behavior. Longitudinal analyses comparing pre-pandemic measures to a three-week peri-pandemic daily diary study showed (i) decreases in empathic concern, opportunities for prosocial actions, and tension, (ii) stable levels of social value orientation, altruism, and dire prosociality, and (iii) increased levels of perspective-taking and vigor during the first weeks of lockdown. Second, this study investigated peri-pandemic effects of familiarity, need, and deservedness on giving behavior. To this end, we utilized novel hypothetical Dictator Games with ecologically valid targets associated with the COVID-19 pandemic. Adolescents showed higher levels of giving to a friend (a familiar other, about 51% of the total share), a doctor in a hospital (deserving target, 78%), and individuals with COVID-19 or a poor immune system (targets in need, 69 and 63%, respectively) compared to an unfamiliar peer (39%) This suggests that during the pandemic need and deservedness had a greater influence on adolescent giving than familiarity. Overall, this study demonstrates detrimental effects of the first weeks of lockdown on adolescents' empathic concern and opportunities for prosocial actions, which are important predictors of healthy socio-emotional development. However, adolescents also showed marked resilience and a willingness to benefit others as a result of the lockdown, as evidenced by improved perspective-taking and mood, and high sensitivity to need and deservedness in giving to others.
85 citations
TL;DR: In this paper, a study aimed at investigating on factors affecting the attitudes of grade 10 students towards learning EFL in Debremarkos Comprehensive Secondary Secondary School in Debre Markos town, Ethiopia.
Abstract: This study aimed at investigating on factors affecting the attitudes of grade 10 students towards learning EFL in Debremarkos Comprehensive Secondary School in Debre Markos town, Ethiopia. The rese...
82 citations
TL;DR: A peer support project developed and carried out by a group of experienced mental health professionals, organized to offer peer psychological support from overseas to healthcare professionals on the frontline of the COVID-19 outbreak in Wuhan, China as discussed by the authors.
Abstract: This article describes a peer support project developed and carried out by a group of experienced mental health professionals, organized to offer peer psychological support from overseas to healthcare professionals on the frontline of the COVID-19 outbreak in Wuhan, China. This pandemic extremely challenged the existing health care systems and caused severe mental distress to frontline healthcare workers. The authors describe the infrastructure of the team and a novel model of peer support and crisis intervention that utilized a popular social media application on smartphone. Such a model for intervention that can be used elsewhere in the face of current global pandemic, or future disaster response.
80 citations
TL;DR: In this article, the authors investigate how high school gender composition affects students' participation in STEM at college using Danish administrative data, exploiting idiosyncratic within-school variation in gender co...
Abstract: We investigate how high school gender composition affects students’ participation in STEM at college. Using Danish administrative data, we exploit idiosyncratic within-school variation in gender co...
63 citations
TL;DR: Developing recurring peer support groups via videoconferencing and telephone for physicians, resident physicians, and nursing staff, focusing on issues and emotions related to their frontline clinical work with COVID patients in a medical center which was designated as a COVID-only hospital by the state is suggested.
59 citations
TL;DR: This study applies aspects of the heuristic model advanced by Eisenberg, Cumberland, and Spinrad (1998) to the study of socialization that takes place in preschool and elementary school classrooms and demonstrates that the proposed classroom-based socialization processes have clear applied implications.
Abstract: The goal of this study was to apply aspects of the heuristic model advanced by Eisenberg, Cumberland, and Spinrad (1998) to the study of socialization that takes place in preschool and elementary school classrooms. Investigating socialization in this context is important given the number of hours students spend in school, the emotional nature of social interactions that take place involving teachers and students, and the emotions students often experience in the context of academic work. Guided by Eisenberg, Cumberland, et al.'s (1998) call to consider complex socialization pathways, we focus our discussion on ways teachers, peers, and the classroom context can shape students' emotion-related outcomes (e.g., self-regulation, adjustment) and academic-related outcomes (e.g., school engagement, achievement) indirectly and differentially (e.g., as a function of student or classroom characteristics). Our illustrative review of the intervention literature demonstrates that the proposed classroom-based socialization processes have clear applied implications, and efforts to improve socialization in the classroom can promote students' emotional and academic competence. We conclude our discussion by outlining areas that require additional study. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
48 citations
TL;DR: Examination of associations among university students’ perceived available peer support, emotional well-being, and depressive symptoms in the COVID-19 pandemic suggested that university students showed signs of elevated depressive symptoms during the pandemic.
Abstract: The coronavirus (COVID-19) pandemic has adversely affected individuals' mental health. Social isolation as a result of social distancing during the pandemic potentially affects the associations among perceived available peer support, emotional well-being, and depression in university students. The present study examined the associations among university students' perceived available peer support, emotional well-being (as indicated negatively by loneliness and negative affects and positively by positive affects and hope), and depressive symptoms. During the third wave of the COVID-19 outbreak in July, 2020, 255 students at a public university in Hong Kong participated in an online-based survey that assessed their perceived available peer support, emotional well-being, and depressive symptoms. Results showed that perceived available peer support negatively contributed to depressive symptoms; both negative and positive indicators of emotional well-being mediated the association between perceived available peer support and depressive symptoms. Our results also suggested that university students showed signs of elevated depressive symptoms during the pandemic. Thus, our study advanced the theoretical understanding of university students' mental health in the time of a global pandemic. Our study also highlighted the practical needs for preventive efforts and accessible care to support the psychological and emotional needs of young people during the COVID-19 pandemic.
TL;DR: In this article, the authors provide a systematic literature review that examines homophobic bullying at schools by collecting information about its prevalence, school-related predictors and consequences, including negative academic outcomes, truancy and school belonging.
TL;DR: Results imply that it might be optimal to task-shift Body Project delivery to peer-leaders to address implementation barriers associated with clinician-led delivery, and lower eating disorder onset over 4-year follow-up than the other conditions are novel.
Abstract: Objective Independent trials have found that the dissonance-based Body Project eating disorder prevention program is efficacious and effective; the present trial provided the first test of whether delivery could be task-shifted from clinician-delivery to peer educator-delivery or Internet-delivery without loss of effectiveness through 4-year follow-up. Method Young women at high-risk for eating disorders because of body image concerns (N = 680, Mage = 22.2) recruited at 3 colleges were randomized to clinician-led Body Project groups, peer-led Body Project groups, the Internet-based eBody Project, or educational video control. Results Participants in clinician- and peer-led Body Project groups and the eBody Project generally showed larger reductions in risk factors and eating disorder symptoms versus controls through 1- and 2-year follow-up (d = .16-.59), with some effects persisting through 3- and 4-year follow-ups (d = .28-.58). Peer-led Body Project participants showed greater reductions in some risk factors than eBody Project participants (d = .18-.19), but no other contrasts between Body Project interventions differed. Eating disorder onset over 4-year follow-up was significantly lower for peer-led Body Project participants (8.1%) than control participants (17.6%) and clinician-led Body Project participants (19.3%), and marginally lower than eBody Project participants (15.5%). Conclusions The evidence that all three Body Project interventions outperformed educational video controls, peer-led groups outperformed the Internet-based intervention, and peer-led groups showed lower eating disorder onset over 4-year follow-up than the other conditions are novel. Results imply that it might be optimal to task-shift Body Project delivery to peer-leaders to address implementation barriers associated with clinician-led delivery. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
TL;DR: The cardiovascular escape room increased student knowledge and was positively received by students, and encouraged student engagement in learning, content application, peer communication, and nursing practice skills.
Abstract: BACKGROUND Generation Z college students often prefer individualized, immersive learning experiences. Faculty designed an educational escape room to engage nursing students and improve knowledge in cardiovascular critical care. METHOD This study evaluated the educational innovation's impact on changes in knowledge and perceptions of the educational innovation with a pre- and postknowledge assessment and a validated perception survey. Students discussed their experiences and reflections in a focus group. RESULTS Pre- and postknowledge assessment scores showed statistically significant improvements in knowledge (p < .05). Student perceptions were statistically significantly higher than the mean value for the evaluation scale (p < .001). Analysis of focus group transcriptions revealed four themes: Logistics of the Learning Activity, Cognitive Learning, Team Learning, and Professional Practice Skills. CONCLUSION The cardiovascular escape room increased student knowledge and was positively received by students. The educational innovation encouraged student engagement in learning, content application, peer communication, and nursing practice skills. [J Nurs Educ. 2020;59(2):111-115.].
TL;DR: The challenges of online peer teaching during the COVID-19 pandemic are described and the reflections of the future implications to this group of 4th year medical students are reflected.
Abstract: Our personal views about the challenges of continuing to deliver peer teaching during a pandemic. We are a group of 4th year medical students who are part of a student society which has delivered structured, highly formulaic peer-led teaching sessions for the past three years. During the COVID-19 pandemic, the reduced access to our normal clinical teaching highlighted the importance of peer-led teaching sessions. We wanted to continue with our peer-taught sessions but knew we would have to devise a new format to make our teaching accessible to our peers wherever they were. Here, we describe the challenges of online peer teaching during the COVID-19 pandemic and our reflections of the future implications to our group.
TL;DR: This article highlights the experience with intentional formation of a small peer mentoring group that provides structure and a safe space for professional and social–emotional growth and support in order to maximize impact and functionality.
Abstract: Mentorship is a critical component of career development, particularly in academic medicine. Peer mentorship, which does not adhere to traditional hierarchies, is perhaps more accessible for underrepresented groups, including women and minorities. In this article, we review various models of peer mentorship, highlighting their respective advantages and disadvantages. Structured peer mentorship groups exist in different settings, such as those created under the auspices of formal career development programs, part of training grant programs, or through professional societies. Social media has further enabled the establishment of informal peer mentorship through participatory online groups, blogs, and forums that provide platforms for peer-to-peer advice and support. Such groups can evolve rapidly to address changing conditions, as demonstrated by physician listserv and Facebook groups related to the COVID-19 pandemic. Peer mentorship can also be found among colleagues brought together through a common location, interest, or goal, and typically these relationships are informal and fluid. Finally, we highlight here our experience with intentional formation of a small peer mentoring group that provides structure and a safe space for professional and social-emotional growth and support. In order to maximize impact and functionality, this model of peer mentorship requires commitment among peers and a more formalized process than many other peer mentoring models, accounting for group dynamics and the unique needs of members. When done successfully, the depth of these mentoring relationships can produce myriad benefits for individuals with careers in academic medicine including, but not limited to, those from underrepresented backgrounds.
TL;DR: Examining the relationship between peer attachment and strengths and difficulties during adolescence, considering empathy as a potential mediator of this association indicated that empathy mediated the link betweenpeer attachment and both emotional and behavioral outcomes.
Abstract: Attachment theories postulate that during adolescence, peer relationships become more important as a predictor of positive social, emotional and behavioral outcomes. Adolescents develop the ability to empathize with others, which is related to healthy functioning and positive peer relationships. Empathy has been studied as a potential mechanism that may help to explain how strong and healthy emotional bonds are associated with less emotional disorders and conduct problems in youth. The main purpose of this study was to examine the relationship between peer attachment and strengths and difficulties during adolescence, considering empathy as a potential mediator of this association. A total of 800 Spanish adolescents (56.65% girls), aged between 12 and 15 years (M = 14.02, SD = 1.21), completed measures of peer attachment, empathy, conduct problems, emotional difficulties and prosocial behavior. Structural equation models indicated that peer attachment was negatively associated with conduct problems and emotional difficulties but positively related to prosocial behavior. In general, empathy mediated the link between peer attachment and both emotional and behavioral outcomes, without significant group differences between boys and girls. The discussion focuses on the importance of healthy peer relationships as a powerful predictor of emotional well-being and psychological problems in adolescence.
TL;DR: Early childhood externalizing behaviors and family vulnerabilities were associated with the development of peer victimization in children enrolled in the Quebec Longitudinal Study of Child Development, a population-based birth cohort.
Abstract: OBJECTIVES: To describe (1) the developmental trajectories of peer victimization from 6 to 17 years of age and (2) the early childhood behaviors and family characteristics associated with the trajectories. METHODS: We used data from 1760 children enrolled in the Quebec Longitudinal Study of Child Development, a population-based birth cohort. Participants self-reported peer victimization at ages 6, 7, 8, 10, 12, 13, 15, and 17 years. Participants’ behavior and family characteristics were measured repeatedly between ages 5 months and 5 years. RESULTS: We identified 4 trajectories of peer victimization from 6 to 17 years of age: low (32.9%), moderate-emerging (29.8%), childhood-limited (26.2%), and high-chronic (11.1%). Compared with children in the low peer victimization trajectory, children in the other 3 trajectories were more likely to exhibit externalizing behaviors in early childhood, and those in the high-chronic and moderate-emerging trajectories were more likely to be male. Paternal history of antisocial behavior was associated with moderate-emerging (odds ratio [OR] = 1.54; 95% confidence interval [CI] = 1.09–2.19) and high-chronic (OR = 1.93; 95% CI = 1.25–2.99) relative to low peer victimization. Living in a nonintact family in early childhood was associated with childhood-limited (OR = 1.48; 95% CI = 1.11–1.97) and high-chronic (OR = 1.59; 95% CI = 1.09–2.31) relative to low peer victimization. CONCLUSIONS: Early childhood externalizing behaviors and family vulnerabilities were associated with the development of peer victimization. Some children entered the cascade of persistent peer victimization at the beginning of primary school. Support to these children and their families early in life should be an important component of peer victimization preventive interventions.
TL;DR: Adolescents in classrooms with high collective levels of prosocial behavior at Time 1 reported more prosocialbehavior at Time 2, about two years later, reflecting a class-level main effect, and a significant cross-level interaction indicated that a high classroom level of prossocial behavior particularly affected individuals with lower levels of Prosocial behavior.
Abstract: Peer groups are critical socialization agents for the development of social behavior in adolescence, but studies examining peer-group effects on individuals’ prosocial behavior are scarce. Using a two-wave, multilevel data set (N = 16,893, 8481 male; 8412 female; mean age at Time 1: 14.0 years) from 1308 classes in 252 secondary schools in Germany, main effects of the classroom level of prosocial behavior, cross-level interactions between the classroom and the individual levels of prosocial behavior at Time 1, and the moderating role of gender were examined. The results showed that adolescents in classrooms with high collective levels of prosocial behavior at Time 1 reported more prosocial behavior at Time 2, about two years later, reflecting a class-level main effect. A significant cross-level interaction indicated that a high classroom level of prosocial behavior particularly affected individuals with lower levels of prosocial behavior at Time 1. The influence of same-gender peers was larger compared with opposite-gender peers. The findings are discussed with respect to social learning mechanisms in the development of prosocial behavior and their implications for interventions to promote prosocial behavior.
TL;DR: Support was found for concurrent validity of the PBFS-AR based on its pattern of relations with school office discipline referrals, and a seven-factor model fit the data well and demonstrated strong measurement invariance across groups that differed on sex and grade.
Abstract: This study evaluated the Problem Behavior Frequency Scale-Adolescent Report (PBFS-AR), a measure designed to assess adolescents' frequency of victimization, aggression, substance use, and delinquent behavior. Participants were 1,263 students (50% female; 78% African American, 18% Latino) from three urban middle schools in the United States. Confirmatory factor analyses of competing models of the structure of the PBFS-AR supported a model that differentiated among three forms of aggression (in-person physical, in-person relational, and cyber), two forms of victimization (in-person and cyber), substance use, and delinquent behavior. This seven-factor model fit the data well and demonstrated strong measurement invariance across groups that differed on sex and grade. Support was found for concurrent validity of the PBFS-AR based on its pattern of relations with school office discipline referrals.
TL;DR: Drawing on social connectedness theory, it is illustrated how pre-arrival concern over new peer relationships was subsequently reduced by drinking together, which reinforced participant perceptions of alcohol as beneficial for hastening development of social connections, reducing anxiety and supporting successful transition.
Abstract: Starting university is a significant life-event, commonly involving detachment from existing social networks and emotional stresses that increase risk of drop-out. The developmental need to form new peer relationships is prominent during this period and is correlated with successful adaptation. This study investigated the role of alcohol in the process of transition and peer group development for new students. Thematic analysis of semi-structured interviews is presented, conducted within a broader instrumental case study of campus approaches to alcohol policy and management. Twenty-three first-year students participated in interviews lasting between 45-60 minutes. Verbatim transcription was followed by within- and cross-case analysis. Drawing on social connectedness theory, we illustrate how pre-arrival concern over new peer relationships was subsequently reduced by drinking together. This reinforced participant perceptions of alcohol as beneficial for hastening development of social connections, in turn reducing anxiety and supporting successful transition. For non-/low-drinkers in the study, social connectedness without alcohol use was reported as more challenging. Alcohol was perceived as a readily-available, effective tool for hastening social connectedness, increasing student resistance to alcohol education messages provided at the start of term. Implications for addressing alcohol-related harms in students are discussed.
TL;DR: The results demonstrated that the two social influence mechanisms work independently and likely contribute to predict participants’ engagement in cyberbullying perpetration.
TL;DR: TBM page 1 of 3 Peers for Progress and Department of Health Behavior, Gillings School of Global Public Health, University of North Carolina-Chapel Hill, Chapel Hill, 27599-7440 NC, USA.
Abstract: TBM page 1 of 3 Peers for Progress and Department of Health Behavior, Gillings School of Global Public Health, University of North Carolina-Chapel Hill, Chapel Hill, 27599-7440 NC, USA Cancer Prevention and Control Program, Fox Chase Cancer Center/Temple University Health System, Philadelphia, 19140 PA, USA Rutgers University Behavioral Health Care, Department of Psychiatry, Rutgers University Medical School, Piscataway, 08854 NJ, USA EDITORIAL
TL;DR: The main results suggest that a rise in the number of loans among a user’s peer group correlates with her own loans, an evidence of positive peer effects, and the important role of big data analytics capabilities to uncover new challenges of the sharing economy is highlighted.
TL;DR: In this paper, the authors discuss adolescent development in general and among Aboriginal adolescents, in particular, and present ways to support both groups through these challenging periods that are empirically-based and supported by research.
Abstract: Adolescence is a period of development characterized by risk-taking, sensation-seeking, emotionally-influenced and independence-seeking behaviours. There is a move away from family and towards the social influences of peer groups. Emotionally-driven behaviours may override adolescents’ higher cognitive functioning during this time. Especially vulnerable are youth who have been the victim of high-impact trauma or chronic abuse and neglect. Specifically, the posttraumatic stress symptomatology that is often associated with experiences of abuse and neglect may impair the ability of youth to cope during this developmental period. This is where intervention by community workers may be used to support teens with a history of maltreatment, as they develop from children to adolescents and, finally, to adults. Part of such intervention includes violence prevention in families and in teen dating relationships, as well as directly addressing posttraumatic stress disorder symptomatology. This critical developmental period of adolescence presents community workers with an opportunity to intervene and guide the development of these youth, building upon resiliency factors, such as areas of individual mastery and empowerment and participation within the community. Aboriginal youth with a history of maltreatment present a special case for community workers. These youth have been subjected to intense acculturation pressures that do not exist for other adolescent populations, which create unique problems during their transition to adulthood. In order to intervene in the most effective manner, it is necessary to understand the psychological and physiological developmental processes that are unfolding in the adolescent brain. We discuss adolescent development in general and among Aboriginal adolescents, in particular. We present ways to support both groups through these challenging periods that are empirically-based and supported by research.
TL;DR: Four themes emerged from the data: Feeling Supported by Peer Support Specialists, Qualities of an 'Ideal' Peer Support Specialist, Strategies to improve Interactions with Peer Support specialists, and Importance of Communication Across the Perinatal Period.
TL;DR: Results suggest a central role of competence in nonromantic friendships as preparation for successful management of the future demands of adult romantic life.
Abstract: Adolescent-era predictors of adult romantic life satisfaction were examined in a multimethod, prospective, longitudinal study of 165 adolescents followed from ages 13 to 30. Progress in key developmental tasks, including establishing positive expectations and capacity for assertiveness with peers at age 13, social competence at ages 15 and 16, and ability to form and maintain strong close friendships at ages 16-18, predicted romantic life satisfaction at ages 27-30. In contrast, several qualities linked to romantic experience during adolescence (i.e., sexual and dating experience, physical attractiveness) were unrelated to future satisfaction. Results suggest a central role of competence in nonromantic friendships as preparation for successful management of the future demands of adult romantic life.
TL;DR: This paper examined the effect of differing home language backgrounds among primary school children on the production of laterals and stop consonants in the Outer Hebrides, and found that any initial differences between children who entered Gaelic medium education as fluent speakers and those who did not are leveled out by late primary school, at least in terms of pronunciation.
Abstract: Aims and objectives: This paper aims to examine the acquisition of phonetics and phonology in the context of Scottish Gaelic immersion schooling. I explore the effect of differing home language backgrounds among primary school children on the production of laterals and stop consonants. Design/methodology/approach: Acoustic analysis was performed on Gaelic and English speech data collected from children in Gaelic Medium Education in the Outer Hebrides, Scotland. Data and analysis: Word list data were collected from 18 children aged 7–11 and analyzed using measurements of formants and duration of stop phases. Half of the sample had little or no exposure to Gaelic in the home, while the other half had differing degrees of family input. Statistical analysis was conducted using Conditional Inference Trees. Findings and conclusions: This study finds that any initial differences between children who enter Gaelic Medium Education as fluent speakers and those who do not are leveled out by late primary school, at least in terms of pronunciation. I suggest that leveled varieties of minority languages can develop in pre-adolescence in peer group settings such as minority language education. Originality: This study is the first to examine phonetic and phonological acquisition in Gaelic-English bilingual children. It is one of a small number of studies to examine bilingual phonological acquisition in immersion schooling. The study supports recent research exploring the development of peer group varieties among young minority language speakers. Significance and implications: This research aims to expand traditional models that consider the extent of exposure to two languages as key in predicting phonetic and phonological production. I suggest that the impact of the peer group and the context of language use are also significant factors. Results suggest potential development of education varieties of Gaelic. These findings have implications for future revitalization strategies for minority languages across the world.
02 Sep 2020
TL;DR: In this article, the authors examine Swedish school pupils' perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared u...
Abstract: The aim of the study was to examine Swedish school pupils’ perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared u ...
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TL;DR: In this paper, the authors study the influence of parents' style and peer influence on children's skill accumulation in a model where parents can affect the peer group by restricting who their children can interact with.
Abstract: As children reach adolescence, peer interactions become increasingly central to their development, whereas the direct influence of parents wanes. Nevertheless, parents may continue to exert leverage by shaping their children's peer groups. We study interactions of parenting style and peer effects in a model where children's skill accumulation depends on both parental inputs and peers, and where parents can affect the peer group by restricting who their children can interact with. We estimate the model and show that it can capture empirical patterns regarding the interaction of peer characteristics, parental behavior, and skill accumulation among US high school students. We use the estimated model for policy simulations. We find that interventions (e.g., busing) that move children to a more favorable neighborhood have large effects but lose impact when they are scaled up because parents' equilibrium responses push against successful integration with the new peer group.