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1.
This study examined the relative influence of three parenting behaviors (support, behavioral control, and psychological control) and deviant peers on trajectories of externalizing and internalizing problems in early adolescence. A white, working-to-middle-class sample of adolescents and their mothers and fathers in two-earner families participated in a 32-year longitudinal study (N = 109 families). The study began when the adolescents were in sixth grade (M age = 11.5 years). Analyses showed that parents' firm behavioral control seemed to halt the upward trajectory in externalizing problems among adolescents with deviant peers. Initial levels of internalizing problems were higher among adolescents with parents who reported lower levels of behavioral control and among adolescents with deviant peers. This study suggests that parenting exerts an important influence in adolescents' lives and may do so even in the face of potentially negative peer influence.  相似文献   

2.
The purpose of this study was to compare children with and without cross-sex friends on measures of social and cognitive competence, endorsement of sex-role stereotypes, and family composition. Subjects were 723 third and fourth graders (377 girls, 346 boys) from diverse socioeconomic backgrounds; 35% were African American. Measures included sociometric assessments of peer acceptance, friendship, and behavioral reputation, as well as self-reports of perceived self-competence and endorsement of sex-role stereotypes. In addition, teachers completed ratings of children's social and cognitive competence. In all, 92 children, about 14% of the sample, had one or more reciprocal opposite-sex friends; for 21 of these children, their cross-sex friendships were their primary or only friendships. African American children were more likely than European American children to have opposite-sex friends. Involvement in cross-sex friendships was unrelated to the gender make-up of the classroom, but was related to family structure. Comparisons of the children who had primarily or only cross-sex friends to matched groups of children who had only same-sex friends and to children who had cross-sex friends secondarily to same-sex ones revealed a number of differences between the groups in social competence and relationships with peers. Overall, children with primarily opposite-sex friends had poorer social skills than other children with friends, although they were less stereotyped about sex roles than other children, and were better adjusted than children with no friends on most measures. In contrast, children involved in opposite-sex friendship secondarily to same-sex friendship were as well adjusted socially as children with only same-sex friendships. These results suggest that children with cross-sex friends differ among themselves, depending on the primacy of the cross-sex relationship.  相似文献   

3.
This study examines the connections between having a sister versus a brother and coming from a same-sex versus an opposite-sex sibling dyad and the degree of sex-typing in adolescents' friendship experiences, including the qualities of their friendships (i.e., intimacy, control) and their friends' personal attributes (i.e., sex-typed leisure interests, expressive and instrumental personality qualities). Participants were 159 firstborn-secondborn adolescent sibling pairs (M = 14.94 years and M = 12.43 years, respectively) and a close friend of each sibling (N = 636, including siblings and friends). Data were collected during home visits with siblings and telephone interviews with friends of siblings. The results suggested that sisters may learn control tactics from their brothers that they apply in their friendships; boys, however, were less likely to model the emotional intimacy that characterized their sisters' experiences with friends. In addition, coming from an opposite-sex sibling dyad was linked to sex-typing in friends' personal attributes, particularly their masculine leisure interests and instrumental personality qualities. Sisters and brothers may provide unique opportunities to learn about sex-typed relationship experiences in early adolescence, a time when gender segregation in the peer context is pervasive.  相似文献   

4.
This study tested 2 competing models of friends' influence on the development of delinquency in disruptive boys. In so diong, we examined whether highly disruptive, moderately diseuptive, moderately conforming, and highly conforming boys' delinquecy increased or decreased depeniding on their friends' characteristics. A sample of 868 boys was classified into the 4 groups according to teacher tating at ages 11 and 12. Each group was then subdivided by mutual friends' peer-rate aggressiveness-disturbance at the same ages: aggressive-disturbing friends, average friends, nonaggressive-nondisturbing friends, and no friends. Subgroups were mext compared on self-reported delinquency at age 13 while controlling for average self-reported delinquency and socioeconomic variables at ages 11 and 12. Results indicate that moderately disruptive boys with aggressivedisturbive friends were more delinquent at age 13 than other subgroups of moderately disruptive boys. Highly disrupitve and confroming boys, however, were unaffected by their friends' characteristics. We conclude that the results partially support each theoretical model, suggesting that both individual characteristics and deviant peer association might play causal roles.  相似文献   

5.
The development of friendships and peer acceptance and their relation to children's emotional regulation and social-emotional behavior with others among a group of 3-5-year-old children was examined. Peer relationships and social-emotional skills were assessed early in the preschool year and peer relationships were assessed again late in the year. Preschool friendships were prevalent, moderately consistent across situations, and moderately stable over the course of the school year; peer acceptance also was moderately stable. Popularity of preschool children was related to their social behavior with peers both early and late in the school year but acceptance by the group was unrelated to children's emotion regulation. Number of mutual friendship choices was related to children's emotional regulation but not to social behaviors with peers late in the year. Acceptance by the peer group was related to number of mutual friends but there were some well-liked children who had no friends and disliked children who had friends. These results show the importance of popularity and early friendships in preschool classrooms. That is, these peer relationships are lasting and related to social and emotional development. Therefore, efforts to foster both group relations and mutual dyadic relationships should be included in preschool programming.  相似文献   

6.
The long‐term import of a fundamental challenge of adolescent social development—establishing oneself as a desirable peer companion while avoiding problematic behaviors often supported within peer groups—was examined in a community sample of 184 adolescents, followed from ages 13 to 23, along with parents, peers, and romantic partners. The dialectical nature of this challenge appeared in findings that autonomy vis‐à‐vis peer influences predicted both long‐term success avoiding problematic behavior but also more difficulty establishing strong adult friendships. Conversely, being a desirable peer companion in adolescence predicted more positive adult relationships but also greater alcohol use. Adolescents who established themselves as both desirable companions and as autonomous vis‐à‐vis peers were rated as most successful by their parents at age 23.  相似文献   

7.
This study examined the links among adolescents' representations of their relationships with parents, friends, and romantic partners. Sixty-eight adolescents were interviewed three times to assess their working models for each of these types of relationships. Working models of friendships were related to working models of relationships with parents and romantic partners. Working models of relationships with parents and romantic partners were inconsistently related. A similar pattern of results was obtained for self-report measures of relational styles for the three types of relationships. Perceived experiences were also related. Specifically, support in relationships with parents tended to be related to support in romantic relationships and friendships, but the latter two were unrelated. On the other hand, self and other controlling behaviors in friendships were related to corresponding behaviors in romantic relationships. Negative interactions in the three types of relationships also tended to be related. Taken together, the findings indicate that the representations of the three types of relationships are distinct, yet related. Discussion focuses on the nature of the links among the three.  相似文献   

8.
The current study examined relational aggression in kindergarten children and how it relates to aspects of their friendships over a 2-month period. Participants were 74 boys and girls (ages 5 and 6). Teacher report and peer nominations assessed relational and physical aggression. Children also rated each child in their class on liking and identified their friends. Hierarchical multiple regression analyses showed that peer nominations of relational aggression were negatively related to Time 1 liking, Time 1 number of mutual friends, and friendship stability even when teacher ratings of physical aggression were controlled. Physical aggression was also significantly related to these variables. Relational aggression (but not physical aggression) significantly predicted declines in the number of mutual friendships and liking two months later.  相似文献   

9.
According to a recent report, adolescents living in single-parent households are more likely to engage in deviant activity than are youngsters living with both natural parents, or in single-parent, extended households, allegedly because the presence of an additional adult provides greater control of youngsters' behavior. In the present study, fifth, sixth, eighth, and ninth graders from 1 of 3 family structures (both natural parents, mother alone, or 1 natural parent and a stepparent) were compared with respect to their susceptibility to peer pressure to engage in deviant activity. All comparisons controlled for sex, age, socioeconomic status, maternal employment, and patterns of family decision making. Youngsters living with both natural parents were less susceptible to pressure from their friends to engage in deviant behavior than youngsters living in other family structures. More important, youngsters growing up in stepfamilies--in the presence of an additional adult--were equally at risk for involvement in deviant behavior as were their peers growing up in single-parent households.  相似文献   

10.
The goal of this study was to determine the relative impact of family background, parental attitudes, peer support, and adolescents' won attitudes and behaviors on the academic achievement of students from immigrant families. Approximately 1,100 adolescents with Latino, East Asian, Filipino, and European backgrounds reported on their own academic attitudes and behaviors as well as those of their parents and peers. In addition, students' course grades were obtained from their official school records. Results indicated that first and second generation students received higher grades in mathematics and English than their peers from native families. Only a small portion of their success could be attributed to their socioeconomic background; a more significant correlate of their achievement was a strong emphasis on education that was shared by the students, their parents, and their peers. These demographic and psychosocial factors were also important in understanding the variation in academic performance among the immigrant students themselves.  相似文献   

11.
Friendships matter for withdrawn youth because the consequences of peer isolation are severe. From a normative sample of 2,437 fifth graders (1,245 females; M age = 10.25), a subset (n = 1,364; 638 female) was classified into 3 groups (anxious-solitary, unsociable, comparison) and followed across a school year. Findings indicated that it was more common for unsociable than anxious-solitary children to have friends, be stably friended, and participate in multiple friendships. For withdrawn as well as nonwithdrawn children, peer rejection predicted friendlessness, but this relation was strongest for anxious-solitary children. The friends of unsociable youth were more accepted by peers than those of anxious-solitary youth. The premise that friendship inhibits peer victimization was substantiated for withdrawn as well as nonwithdrawn youth.  相似文献   

12.
The comparative effectiveness of preadolescent aggressive behavior, peer rejection, and school functioning were evaluated in the prediction of adolescent delinquency and school maladjustment. Fifth-grade children (n = 112, 69% white, 53% male, M = 11 years old) were followed forward for 7 years until the end of high school. Rejected children were more likely to have a nonspecific negative outcome and more types of negative outcomes than average, popular, or neglected children, particularly among the white students. However, in regression models containing sex, race, aggression, frequent school absences, low grades, and rejection, the only significant predictor of juvenile delinquency or of a nonspecific negative outcome was aggression toward peers. Both aggression and frequent school absences were significant predictors of early school withdrawal. Analyses for the white children in the sample revealed that both rejection and aggression best predicted to the nonspecific negative outcome, whereas aggression alone best predicted to school dropout and to having one or more police contacts. Implications for future longitudinal outcome research and for risk-group identification in racially heterogeneous samples are discussed.  相似文献   

13.
This paper reports an exploratory study of 37 children (aged 4–5 years) throughout their first term of formal schooling. Children in two different schools were included in the study. Four pairs of friends and four isolated children were targeted for in‐depth observation every week throughout the term. The behaviour and speech of these 12 children were coded systematically in various activities and settings to assess their level of social involvement and their adjustment to school. Sociometric interviews were carried out with all 37 children. These were used to examine the pattern of social relationships in the two classes and to investigate Children's understanding of concepts such as ‘friendship’. The target children also took part in a communication game with other children from their classes, matched in age and verbal ability, but who were not friends. It was predicted that children who started school in the company of a friend or friends would have better developed social and communicative skills than children who began school without the support of existing friendships. As predicted, children who had well established friendships on entry to school gave more sophisticated reasons as to why children liked and disliked each other. These children were also more effective communicators than the isolated children. The results suggest that friendship not only plays an important part in developing young Children's social competencies, but also that it influences children'sperformance on a range of classroom‐based learning activities, particularly those which involve mutual collaboration and co‐operation.  相似文献   

14.
Attachment and Adolescent Psychosocial Functioning   总被引：9，自引：1，他引：8  
To explore the meaning and function of attachment organization during adolescence, its relation to multiple domains of psychosocial functioning was examined in a sample of 131 moderately at-risk adolescents. Attachment organization was assessed using the Adult Attachment Interview; multiple measures of functioning were obtained from parents, adolescents, and their peers. Security displayed in adolescents' organization of discourse about attachment experiences was related to competence with peers (as reported by peers), lower levels of internalizing behaviors (as reported by adolescents), and lower levels of deviant behavior (as reported by peers and by mothers). Preoccupation with attachment experiences, seen in angry or diffuse and unfocused discussion of attachment experiences, was linked to higher levels of both internalizing and deviant behaviors. These relations generally remained even when other attachment-related constructs that had been previously related to adolescent functioning were covaried in analyses. Results are interpreted as suggesting an important role for attachment organization in a wide array of aspects of adolescent psychosocial development.  相似文献   

15.
Little research attention has been paid to bullied students who function better than expected and are therefore defined as “resilient”. The present longitudinal study aimed to identify individual, family and peer factors that predict fewer than expected levels of depression and delinquency following experiences of bullying victimization. The sample consisted 3,136 adolescents. Self-report data were used to measure bullying victimization at age 13 and 14 and depression and delinquency at age 14. We examined the effects of gender, self-esteem, social alienation, parental conflict, sibling victimization and number of close friends on levels of emotional and behavioral resilience following bullying victimization. The resilience measures were derived by regressing depression and delinquency scores at age 14 on levels of bullying victimization at age 13 and 14, respectively. The adolescents who reported low depression despite frequently experiencing bullying tended to be male, had higher self-esteem, were feeling less socially alienated, were experiencing low levels of conflict with parents and were not victimized by siblings. On the other hand, the adolescents who reported low delinquency despite frequently experiencing bullying tended to be female, had higher self-esteem, were experiencing low levels of conflict with parents, were not victimized by siblings and had less close friends. Relationships with parents and siblings continue to play some role in promoting emotional and behavioral adjustment among victims of bullying and, therefore, interventions are more likely to be successful if they target both the psychosocial skills of adolescents and their relationships with their family.  相似文献   

16.
Using a developmental systems approach, this study considered longitudinal links between adolescents' out-of-school care experiences and behavioral trajectories within a random sample of 819 adolescents ages 10 to 14 years at Wave 1 from low-income, urban families. Multiple aspects of context were considered, including the location, supervision, and structure of adolescents' care arrangements, as well as parenting practices and perceived neighborhood environments. Regression models indicated that out-of-home care, whether supervised or unsupervised, showed modest longitudinal relations with heightened rates of delinquency, drug and alcohol use, and school problems. Out-of-home care was linked with particularly deleterious outcomes for adolescents with high earlier rates of behavior problems, low parental monitoring, and low perceived neighborhood collective efficacy.  相似文献   

17.
This study examined the relative influence of peer and parenting behavior on changes in adolescent gang involvement and gang-related delinquency. An ethnically diverse sample of 300 ninth-grade students was recruited and assessed on eight occasions during the school year. Analyses were conducted using hierarchical linear modeling. Results indicated that, in general, adolescents decreased their level of gang involvement over the course of the school year, whereas the average level of gang delinquency remained constant over time. As predicted, adolescent gang involvement and gang-related delinquency were most strongly predicted by peer gang involvement and peer gang delinquency, respectively. Nevertheless, parenting behavior continued to significantly predict change in both gang involvement and gang delinquency, even after controlling for peer behavior. A significant interaction between parenting and ethnic and cultural heritage found the effect of parenting to be particularly salient for Black students, for whom higher levels of behavioral control and lower levels of lax parental control were related to better behavioral outcomes over time, whereas higher levels of psychological control predicted worse behavioral outcomes.  相似文献   

18.
Associations between relational aggression and mutual, dyadic friendships during early childhood were assessed in the context of a year-long, short-term longitudinal study. Children's mutual friendships were determined via sociometric ratings and their relationally aggressive behavior among peers was assessed via naturalistic, free play observations. Generally, children who were more relationally aggressive had more mutual friends, although this relation differed by gender and time of assessment. Future work should include measures of friendship quality and investigate the role of relational aggression within friendship dyads.  相似文献   

19.
Cultural differences in the structure of adolescents' daily lives were examined by interviewing representative samples of 578 grade 11 students, aged 16–17 years, in Minneapolis, Taipei (Taiwan), and Sendai (Japan) about the amounts of time they spent in a wide variety of activities. Studying, interacting with peers, and watching television were the most frequent activities in all 3 locations, but the relative importance of each activity differed among the locations. Chinese students spent significantly more time than American students engaged in academic endeavors, such as attending school and after-school classes and studying. Japanese students did not spend significantly more time studying or attending after-school classes than American students, but they did spend more time attending school. American students, in turn, spent more time working and socializing with friends. Differences in adolescents' use of time were related to both cross-cultural and individual differences in mathematics achievement.  相似文献   

20.
This study explored friendships in a sample of 51 high-risk preschool-aged children. Thirty-eight children were placed in foster care (25 placed with their siblings and 13 separated from their siblings). Thirteen children, receiving preventive services, were living at home with their biological parents and siblings. Chi-square, ANOVA, and paired t-tests were used to test for between-group and within-subject differences in the target children's friendships. The results demonstrated that the majority of the high-risk children had a “best friend.” However, the foster children all had friends who could be described as quasi-siblings. The results suggest that foster care placement and the presence of siblings may influence the nature of a child's interactions with nonrelated peers.  相似文献   

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