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1.
This study addressed gender differences in the developmental links among antisocial behavior, friends' antisocial behavior, and peer rejection. High and increasing, moderate, and low antisocial developmental trajectories were identified among 289 Dutch children, ages 7 to 10, and 445 French-Canadian children, ages 9 to 12. Only boys followed the high trajectory. These boys had more deviant friends and were more often rejected than other children. A minority of girls followed the moderate antisocial behavior trajectory. These girls had fewer deviant friends than moderate antisocial boys, but moderate antisocial boys and girls were equally likely to be rejected. The influence of friends and poor peer relations plays a crucial but different role in the development of antisocial behavior among boys and girls. 相似文献
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Mary‐Anne Holfve‐Sabel 《Gender and education》2011,23(1):73-86
The aim of the study is to compare gender patterns of student attitudes toward school, teachers and peers in grade 6 over time. In 1967–68 and in 2003, 1500 pupils responded to the same 40‐item questionnaire. A confirmatory factor analysis was applied. In the gender comparison the within‐class level was used. The more traditional school factors, Interest in School, View of Teacher, and Work Atmosphere, showed no differences between the two time periods. The factor Interest in School showed that girls were more positive than boys. In contrast to this, changes with more positive attitudes had occurred especially in boys’ peer relational factors. In Relations with Classmates and in View of Fuss, the scores were now equal between the two genders, but in View of Peers, and Lack of Anxiety the boys’ attitudinal scores were significantly higher than those of the girls. 相似文献
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Herman Brutsaert 《Gender and education》2006,18(6):635-649
Drawing on survey data, this paper explores the association between early adolescents’ gender‐role identity and sense of peer group acceptance, and how this association may vary as a function of the gender context of the school. Two indicators of gender‐role identity were included in the analysis: in one measure the items reflect features of masculine and feminine stereotypes, while the other measures assertiveness in classroom situations. Support for the context framework was provided for boys only and then solely with regard to the first indicator; that is, boys highly endorsing feminine‐typed behaviours were found to experience lower levels of acceptance from peers in single‐sex schools but not in coeducational schools. As for assertiveness, it was found that highly assertive girls as well as boys report higher levels of peer acceptance, regardless of the gender context of the school. 相似文献
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The likelihood of resisting gender‐stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9‐ to 10‐year‐olds and 13‐ to 14‐year‐olds (N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls playing football). Contrary to expectations from gender‐stereotyping research, participants stated that they would personally resist gender‐stereotypic norms, and more so than they would expect their peers to resist. However, expecting peers to resist declined with age. Participants expected that exclusion from the group was a consequence for challenging the peer group, and understood the asymmetrical status of gender stereotypes with an expectation that it would be more difficult for boys to challenge stereotypes than for girls. 相似文献
6.
Developmental pathways from child maltreatment to peer rejection 总被引：7，自引：0，他引：7
Using a prospective longitudinal design, rejection by peers, aggressive behavior, and social withdrawal were examined among a representative community sample of 107 maltreated children and an equal number of non-maltreated children. Results revealed that chronic maltreatment was associated with heightened risk of rejection by peers. Chronically maltreated children were more likely to be rejected by peers repeatedly across multiple years from childhood to early adolescence. Maltreatment chronicity was also associated with higher levels of children's aggressive behavior, as reported by peers, teachers, and children themselves. Aggressive behavior accounted in large part for the association between chronic maltreatment and rejection by peers. Socially withdrawn behavior was associated with peer rejection, but did not account for the association between chronic maltreatment and peer rejection. These results held for both girls and boys, followed from childhood through early adolescence. Moreover, the links among chronic maltreatment, aggressive behavior, and peer rejection were already established by early school age. Implications of these results for developmental theory and intervention are discussed. 相似文献
7.
Julie A. Hubbard 《Child development》2001,72(5):1426-1438
The goal of the current study was to investigate sociometric status, aggression, and gender differences in children's expression of anger, happiness, and sadness. Participants were 111 second-grade African American boys and girls, half rejected and half average sociometric status, and half aggressive and half nonaggressive as assessed by their peers. Children interacted with a confederate in two standardized competitive game paradigms. Participants' expressions of anger, happiness, and sadness were observationally coded across facial, verbal intonation, and nonverbal modalities. Rejected children expressed more facial and verbal anger than average-status children. Rejected children also expressed more nonverbal happiness than average children, but only during turns of the game that were favorable to the participant. Finally, boys expressed more facial, verbal, and nonverbal anger than girls. 相似文献
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Abecassis M Hartup WW Haselager GJ Scholte RH Van Lieshout CF 《Child development》2002,73(5):1543-1556
Mutual antipathies (when two children or adolescents dislike one another) were studied among 2,348 school-age children and 2,768 adolescents to determine incidence, gender and age differences, and implications for social adjustment. The children were more frequently involved than were the adolescents in same-sex antipathies but not mixed-sex ones. Boys were involved more frequently than were girls in same-sex antipathies, but involvement in mixed-sex antipathies was comparable for the two genders. With peer rejection scores used as a covariate, same-sex antipathies were associated with antisocial behavior and social withdrawal among children and adolescents of both genders and, in addition, to emotionality and lack of friendship support among adolescents. Mixed-sex antipathies were related to social adjustment depending on gender: these antipathies were related to antisocial and bullying behavior in boys but not girls; and to nonaggressiveness, victimization, lesser cooperation, shyness, and depression in girls but not boys. Mutual antipathies thus appear to be concomitants of adaptational risk in both childhood and adolescence. 相似文献
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Multiple sources of data on social behavior and social status in the school: a cross-age comparison 总被引：4，自引：0，他引：4
Behavioral data relating to peer social status were collected from peers, teachers, and observers on both first- and third-grade boys (ages 6-7 and 8-9 years, respectively). Peer and teacher ratings had greater intermethod agreement than observer data, although all 3 sources provided evidence that rejected and controversial boys were more aggressive than other boys. However, relatively little aggression was observed among the older boys, indicating that peers and teachers may be better sources of information about aggression in this group. Observational data differentiated among status groups on measures of activity (on task vs. off-task, and prosocial play vs. solitary activity) for both age groups. Rejected boys displayed little prosocial behavior according to peers and teachers, but were not less often engaged in prosocial play, according to observers. Neglected boys were the most solitary group during play; however, teachers rated rejected boys as the most solitary, contrary to observations. Controversial boys were seen as highly aggressive by all sources but as highly prosocial only by peers and observers. 相似文献
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Julia Becherer Olaf Köller Friederike Zimmermann 《Zeitschrift für Erziehungswissenschaft》2017,20(3):405-424
Prior research indicates that social behavior contributes to school achievement. The underlying mechanisms, however, have received little research attention to date. To investigate peer acceptance as mediating the influences of prosocial and antisocial behavior on school grades, this prospective study draws on 2387 ninth graders. All students in a class rated their peers in terms of prosocial and antisocial behavior, class teachers rated their students’ peer acceptance in class, and grades in German and mathematics were collected from students’ report cards. Prior report card grades, gender and socioeconomic status were controlled for. Structural equation modeling shows direct positive paths between prosocial behavior and both peer acceptance and grades; antisocial behavior negatively predicted both peer acceptance and grades. Prosocial behavior contributed to better grades via higher peer acceptance, whereas concerning antisocial behavior, the mediating effect was statistically not significant. Results are discussed with regard to their practical relevance and implications for future research. 相似文献
13.
Ritva Koivusaari 《教育心理学》2004,24(3):359-374
This study analyzed what kind of role sociometric status has in non‐real time computer conversations. Computer‐supported conversations were investigated by using two local area networks. Participants were 52 9 to 10‐year‐old schoolchildren selected from three sociometric strata: rejected, average, and popular. Children's preferred friends, school project companions, and spare time companions were considered separately. Furthermore, the role of achievement was studied. Results show that boys participate in conversations more actively than girls do. Rejected children are not at a disadvantage compared to popular children. Moreover, boys in the average popularity group engage in more active computer conversations than children in other groups. Most of the diversities are obtained when sociometric grouping is based on school project companions. This study shows that group working skills are more important for boys than for girls. 相似文献
14.
Fengshu Liu 《Gender and education》2006,18(5):491-505
Studies on the effect of only‐child status on girls’ education indicate that the only‐child policy has had an unintended consequence of engendering a child‐centered culture with a strong belief and shared interest among the urban community in educating the only‐child regardless of the child’s sex. As the distribution of education by sex is frequently argued to be a key determinant for gender inequality, this finding seems to carry an unquestioned message that gender equality has been largely achieved for the only‐child generation. So far, however, few studies have examined parental gender‐specific expectations for their only children as an important factor in preparing boys and girls for their different school and social experiences. Based on data collected through semi‐structured interviews with 20 families in north China, this paper explores parental gender‐specific expectations of their only‐children. Parents’ SES is also considered in order to see how class may interact with gender in parents’ expectations for boys and girls as only‐children. The study reveals patterns of differences in parental expectations based on gender, and to a lesser degree, class. The author argues that it would be over‐optimistic to believe that only‐child status and the equally high academic aspirations parents hold for boys and girls have done away with all the deep‐rooted factors against gender equality in Chinese society. Drawing on Bourdieu’s social theory, the author discusses the implications of the findings and provides suggestions for policy efforts and further research. 相似文献
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Christina Salmivalli 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):269-277
In the literature on school bullying, it is often stated that there is an age decline in the frequency of students victimized by their peers. The empirical studies showing this downward trend are, however, typically based on self-report data. The aim of the present study was to examine the grade-level differences in frequencies of victims bullied at school in cross-sectional data gathered from multiple informants: students themselves, their peers and their teachers. The participantswere 1,220 elementary school children (600 girls and 620 boys) from 48 school classes from the fourth, fifth and sixth grades (i.e. 9-12 years). The often reported age-related decrease in self-reported victimization was found but it was not confirmed by either peer or teacher reports. What actually decreased as a function of age was the frequency of self-identified victims (also labelled as 'paranoids' or 'sensitives' in the previous literature), i.e. students who themselves reported victimization but who did not have the reputational status of being victims among their peers. 相似文献
16.
《Journal of moral education》2012,41(4):473-489
Recent research suggests that social cognition may play a role in the connections among gendered experiences of teasing within the grade school classroom. Within the framework of social-cognitive developmental theory, this qualitative research study investigates how gender may influence young children’s experiences and perception of teasing within the context of peer relationships. The present study explored the role gender plays in 89 Canadian children’s (4–9 years of age, 39 girls, 50 boys) perceptions of peer teasing through participants’ drawings and accompanying narratives. Results indicate that gender may help shape girls’ and boys’ perceptions of peer teasing in the classroom and suggest the need for educators to build a school culture of kindness, peace, and compassion to enhance children’s social-emotional lives. 相似文献
17.
Child maltreatment has been demonstrated to have many short- and long-term harmful consequences for victims, but whether or not child abuse is associated with an increased risk of peer victimization during adolescence is unclear. This study analyzed prospective data from 831 children and parents participating in the Longitudinal Studies on Child Abuse and Neglect (LONGSCAN) to investigate the relationships between child physical and sexual abuse and adolescent victimization by peers, as well as the potential for gender to moderate these relationships. Results from ordinal logit regression models indicated that children who were physically abused prior to age 12, based on official reports, parent reports, and child reports, had a greater risk of experiencing more intimidation and physical assault by peers at age 16. Having a history of sexual abuse predicted more physical assault but not intimidation. There was no evidence that gender moderated these relationships; in all cases, the relationship between abuse and revictimization was similar for boys and girls. The findings emphasize the need to provide victims of abuse with assistance to help prevent a cycle of victimization. 相似文献
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Using social network data, this study examines which features of social and spatial proximity predict self‐reported, or “real,” and peer‐reported, or “inferred,” relationships among 2,695 pairwise combinations of African American second‐ through fourth‐grade students (aged 7–11). Relationships were more likely to exist, and more likely to be inferred to exist by peers, between pairs of children who were the same sex, sat near one another, shared a positive academic orientation, or shared athletic ability. Sex similarity had a dramatically larger effect on peers' inferences about relationships than on self‐reported real relationships, suggesting that children overestimate the importance of gender in their inferences about relationships. Results were stable across different grade levels in middle childhood and for boys and girls. 相似文献
19.
From censure to reinforcement: developmental changes in the association between aggression and social status 总被引：14，自引：0，他引：14
Developmental changes were examined in the associations among physical and relational aggression, and sociometric and perceived popularity based on peer nominations. Participating in the longitudinal study were 905 children (440 girls, 465 boys) from ages 10 to 14. Associations between the forms of status and between the forms of aggression decreased over time. Relational aggression increasingly predicted high social prominence but low social preference; physical aggression was increasingly less disliked but decreasingly predictive of prominence. The effect of relational aggression on perceived popularity was strong for girls. Perceived popularity preceded physical and relational aggression for both genders. Implications for the attainment of high status, processes of peer influence on antisocial behavior, and gender differences in the meaning of status are discussed. 相似文献
20.
This study examined the developmental course and adjustment correlates of time with peers from age 8 to 18. On seven occasions over 8 years, the two eldest siblings from 201 European American, working‐ and middle‐class families provided questionnaire and/or phone diary data. Multilevel models revealed that girls' time with mixed‐/opposite‐sex peers increased beginning in middle childhood, but boys' time increased beginning in early adolescence. For both girls and boys, time with same‐sex peers peaked in middle adolescence. At the within‐person level, unsupervised time with mixed‐/opposite‐sex peers longitudinally predicted problem behaviors and depressive symptoms, and supervised time with mixed‐/opposite‐sex peers longitudinally predicted better school performance. Findings highlight the importance of social context in understanding peer involvement and its implications for youth development. 相似文献