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1.
Jean E. Burr Jamie M. Ostrov Elizabeth A. Jansen Crystal Cullerton-Sen Nicki R. Crick 《Early education and development》2005,16(2):161-184
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
2.
OBJECTIVE: There were two main aims: first, to illuminate the difference between abused children's general popularity with classmates and success in close friendships; second, to examine the specific interactional qualities of abused children's friendships and their links to loneliness. METHOD: Thirty-five severely abused children and 43 matched, nonabused children were compared on peer-rated sociometric status, self-reported loneliness, and observed and self-reported friendship quality. RESULTS: Abused children were not rated significantly lower sociometrically, nor did they differ significantly from control children on several measures of friendship quality, such as resolving conflicts and helping each other. However, abused children were observed to be more negative and less proactive in their interactions. They also reported their friendships as being more conflictual, and as higher on betrayal and lower on caring. Only observational friendship variables predicted loneliness. CONCLUSIONS: The results challenge the assumption that abused children's peer relationships are uniformly more maladaptive than nonabused children's, and point to the possible benefits of structured interventions for "normalizing" their friendship interactions. The pattern of difficulties exhibited by abused children (e.g., conflict) provides foci for more specific interventions. Multi-method assessments are necessary and the multi-dimensional nature of children's social adjustment is important to understand. 相似文献
3.
Relational Aggression, Gender, and Social-Psychological Adjustment 总被引：40，自引：2，他引：40
Prior studies of childhood aggression have demonstrated that, as a group, boys are more aggressive than girls. We hypothesized that this finding reflects a lack of research on forms of aggression that are relevant to young females rather than an actual gender difference in levels of overall aggressiveness. In the present study, a form of aggression hypothesized to be typical of girls, relational aggression, was assessed with a peer nomination instrument for a sample of 491 third- through sixth-grade children. Overt aggression (i.e., physical and verbal aggression as assessed in past research) and social-psychological adjustment were also assessed. Results provide evidence for the validity and distinctiveness of relational aggression. Further, they indicated that, as predicted, girls were significantly more relationally aggressive than were boys. Results also indicated that relationally aggressive children may be at risk for serious adjustment difficulties (e.g., they were significantly more rejected and reported significantly higher levels of loneliness, depression, and isolation relative to their nonrelationally aggressive peers). 相似文献
4.
The purpose of this study was to develop a method for assessing young children's perceptions of classroom friendships and to determine whether these perceptions were associated with their adjustment during the transition to grade school. Subscales tapping 5 friendship processes (e.g., validation, aid, disclosure of negative affect, exclusivity, conflict) were extracted from a 24-item friendship interview that was individually administered to 82 kindergarten children ( M age = 5.61) who possessed a reciprocated and stable "best" friend in their classroom. Children's reports of the investigated friendship processes were found to be reliable, and processes such as perceived validation and conflict predicted children's satisfaction with their friendships, and the stability of these relationships. Perceived conflict in friendships was associated with multiple forms of school maladjustment for boys, including higher levels of school loneliness and avoidance and lower levels of school liking and engagement. For both boys and girls, validation and aid forecasted gains in perceived support from classmates, and aid also predicted improvements in children's school attitudes. Perceived exclusivity in friendships was associated with lower levels of achievement. These findings, and others reported in this article, are consistent with the hypothesis that the relational features of children's classroom friendships yield psychological benefits or costs (e.g., provisions) that, in turn, affect their development and adjustment. 相似文献
5.
6.
Gender Differences in Children's Normative Beliefs about Aggression: How Do I Hurt Thee? Let Me Count the Ways 总被引：3，自引：1，他引：3
This research was designed to assess whether children view relationally manipulative behaviors (i.e., those behaviors labeled relational aggression in past research) as "aggressive." 2 studies were conducted to evaluate whether children view relationally manipulative behaviors as associated with 2 defining features of aggression, anger (Study 1) and intent to harm (Study 2). Results of Study 1 ( n = 459, 9–12-year-olds) indicated that relational aggression was the most frequently cited angry behavior for girls' interactions whereas physical aggression was the most frequently cited angry behavior for boys' interactions. Results of Study 2 ( n = 60, 9–11-year-olds) demonstrated that relational aggression and verbal insults were the most frequently cited harmful behaviors for girls whereas physical aggression and verbal insults were the most frequently cited harmful behaviors for boys. These studies provide the first evidence that children view relationally manipulative acts (relational aggression) as angry, harmful behaviors (i.e., as "aggressive"). 相似文献
7.
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
8.
The Role of Overt Aggression, Relational Aggression, and Prosocial Behavior in the Prediction of Children's Future Social Adjustment 总被引：13，自引：1，他引：13
Nicki R. Crick 《Child development》1996,67(5):2317-2327
2 limitations of past research on social adjustment were addressed: (1) the tendency to focus on forms of aggression that are typical of boys (e.g., overt aggression) and to neglect forms that are more typical of girls (e.g., relational aggression) and (2) the tendency to study negative behaviors (e.g., aggression), to the exclusion of positive behaviors (e.g., prosocial acts). Using a longitudinal design ( n = 245; third- through sixth-grade children, 9–12 years old), assessments of children's relational aggression, overt aggression, prosocial behavior, and social adjustment were obtained at 3 points during the academic year. Findings showed that, as has been demonstrated in past research for overt aggression, individual differences in relational aggression were relatively stable over time. Additionally, relational aggression contributed uniquely to the prediction of future social maladjustment, beyond that predicted by overt aggression. Finally, prosocial behavior contributed unique information (beyond that provided by overt and relational aggression) to the prediction of future social adjustment. 相似文献
9.
The relations between the quality of mothers' and fathers' friendships and that of their children's friendships was examined. One hundred twenty-five fourth-grade children (9 year olds) completed the Friendship Quality Questionnaire. Observational measures of the target children playing with their self-selected friend were also collected. Mothers and fathers separately completed the Friendship Quality Questionnaire about their best friend. Results indicated that children's self-reports and observational measures of friendship quality were not highly correlated for girls, but were moderately associated for boys. The quality of mothers' and fathers' friendships was related to the quality of children's friendships, but the nature of the relations with children's friendships differed for girls and boys. The implications of these findings for the socialization of friendship patterns and the assessment of children's friendships were noted. 相似文献
10.
This investigation addressed the question of how relational stressors and supports interface with a known behavioral risk (aggression) to influence early emerging adjustment trajectories. Children's risk for aggression, as well as multiple relational risk and protective factors (i.e., stressful and supportive features of peer and teacher relationships), were assessed in a sample of 396 children and used to predict changes in psychological functioning and school adjustment from the fall of their kindergarten year to the spring of their first-grade year. Results were largely consistent with additive risk-maladjustment models; with few exceptions, relational experiences predicted adjustment beyond children's aggressive risk status. For some adjustment criteria, however, there was evidence to suggest that relational stressors or supports exacerbated or compensated for dysfunctions that were linked with aggressive behavior. Moreover, compared with early onset, the chronicity of children's aggressive risk status and relational stressors and supports bore a stronger association with changes in maladjustment. Analyses conducted by ethnic groups suggested that African American children, who were typically a minority among their European American classmates, were more likely to experience particular stressors (e.g., chronic peer rejection), and were less likely to be afforded some form of support (e.g., stable teacher-child closeness). However, the nature of the predictive linkages found between the relational risk and protective factors and later maladjustment did not differ substantially by SES or ethnicity. The importance of investigating behavioral risks in conjunction with the relational features of children's interpersonal environments is discussed. 相似文献
11.
Peer acceptance and friendships were examined as moderators in the link between family adversity and child externalizing behavioral problems. Data on family adversity (i.e., ecological disadvantage, violent marital conflict, and harsh discipline) and child temperament and social information processing were collected during home visits from 585 families with 5-year-old children. Children's peer acceptance, friendship, and friends' aggressiveness were assessed with sociometric methods in kindergarten and grade 1. Teachers provided ratings of children's externalizing behavior problems in grade 2. Peer acceptance served as a moderator for all three measures of family adversity, and friendship served as a moderator for harsh discipline. Examination of regression slopes indicated that family adversity was not significantly associated with child externalizing behavior at high levels of positive peer relationships. These moderating effects generally were not qualified by child gender, ethnicity, or friends' aggressiveness, nor were they accounted for by child temperament or social information-processing patterns. The need for process-oriented studies of risk and protective factors is stressed. 相似文献
12.
Sibling physical aggression and parents' and children's responses to such aggression were observed in 40 families when children were approximately 2% and 4% years of age, and two years later when they were 4% and 6%. Aggression occurred in all families, with first-born siblings being more aggressive than second-borns, and second-born siblings being more likely to cry, especially at the first time period. Parents responded to half of their children's aggression, and were more likely to respond if victims had cried. Only when parents intervened did the conflict resolution indicate to the children that physical aggression was not acceptable. Most responses by both parents and child victims were simple commands to stop aggression, and discussion of issues that gave rise to the aggression. Less frequent parent and child responses, such as physical reactions or approval of aggression by parents, and discussions of feelings or rules, or crying by first-born children were related to only the aggression of second-born siblings at Time 1. Furthermore, the only variables that predicted aggression at Time 2 were the levels of aggression that the children exhibited at Time 1, with relatively aggressive first-born children and relatively unaggressive second-born children predicting higher levels of sibling aggression two years later. Results were discussed in terms of family influences in the development of relatively aggressive or unaggressive sibling relationships over time. 相似文献
13.
Intimacy of Friendship, Interpersonal Competence, and Adjustment during Preadolescence and Adolescence 总被引：15，自引：1，他引：15
Duane Buhrmester 《Child development》1990,61(4):1101-1111
This study examined the hypotheses that (a) intimacy of friendship is more integral to socioemotional adjustment during adolescence than preadolescence, and (b) that competence in close relationship skills is more important during adolescence than preadolescence. Subjects were 102 10-13-year-old preadolescents and 70 13-16-year-old adolescents. Self- and friend ratings of friendship intimacy were gathered using a 2-step procedure ensuring that students rated only reciprocated friendships. Self- and friend ratings of close relationship competence were gathered using the newly developed Adolescent Interpersonal Competence Questionnaire. Intimacy of friendship was consistently and moderately correlated with adjustment and competence among adolescents but less consistently related among preadolescents. Significant age differences in coefficients were predominantly found for correlates of self-reported rather than friend-reported intimacy. Overall, the findings support the view that the ability to establish close, intimate friendships becomes increasingly important during early adolescence. 相似文献
14.
Mordechai Gordon 《Educational Philosophy and Theory》2014,46(2):162-174
AbstractA review of the literature in philosophy in the past 20 years indicates that relatively little has been written on the connection between friendship, intimacy and humor. This article is intended to begin to address the neglect of this topic among philosophers by focusing on some interesting aspects of the relationship between friendship, intimacy and humor. The author begins his analysis by examining the different types of friendships while highlighting the characteristics of the particular kind of friendship that involves intimacy. The second part of this article discusses the concept of intimacy, which has not received much attention among philosophers. Next, the author takes a close look at the issue of humor while distinguishing it from both joking and laughter. He then moves to the heart of this article, which focuses on the question of: how can humor enhance intimacy in friendship? In the final part of this article, the author briefly outlines some educational implications that can be gleaned from the analysis of the relationship between friendship, intimacy and humor. 相似文献
15.
School and Neighborhood Friendship Patterns of Blacks and Whites in Early Adolescence 总被引：1，自引：0，他引：1
This research examined the school and neighborhood friendships of 292 black and white children who attended an integrated junior high school. Most students reported having a close other-race school friend, but only 28% of the sample saw such a friend frequently outside of school. Reports of an interracial school friendship that extended to nonschool settings were significantly more common among black students than whites and among children who lived in integrated neighborhoods rather than segregated ones. Race differences in reported friendship behavior were also found on other friendship variables. Compared to whites, blacks reported more extensive neighborhood friendship networks but indicated that they talked to fewer friends during the school day. In addition, the study replicated prior findings that white girls report more peer social support than white boys but failed to find a gender difference in peer support among blacks. The discussion emphasizes the importance of the school/nonschool ecology and the need for further comparative study of white and black children's friendship patterns. 相似文献
16.
Tedra Walden Elizabeth Lemerise Maureen C . Smith 《Early education and development》1999,10(3):351-371
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
17.
Behavioral, Affective, and Social Correlates of Involvement in Cross-Sex Friendship in Elementary School 总被引：4，自引：0，他引：4
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
18.
Group Social Context and Children's Aggressive Behavior 总被引：6，自引：0，他引：6
Melissa E. DeRosier Antonius H. N. Cillessen John D. Coie Kenneth A. Dodge 《Child development》1994,65(4):1068-1079
Very little is known about the influence of the social-psychological context on children's aggressive behavior. The purpose of this research was to examine the interrelations of group contextual factors and the occurrence of aggressive behavior in 22 experimental play groups of 7- and 9-year-old African-American boys. Group context was examined before, during, and after an aggressive act as well as during nonaggressive periods. The results showed that there are dimensions of group context (i.e., negative affect, high aversive behavior, high activity level, low group cohesion, competitiveness) that were related to the occurrence of aggressive behavior between 2 children in the group. Group context influenced how children reacted to aggression between its members (e.g., siding with the victim), which in turn influenced the quality of the postaggression group atmosphere. This study suggests that individual-within-context information be incorporated into theories of aggression among children. 相似文献
19.
This study examined changes in and predictors of preference for same-ethnic friendships among German (N=106) and Turkish (N=45) preadolescents (M age=10.4 years) during their 1st year in an ethnically heterogeneous school. Drawing on the contact hypothesis, it examined the relation between children's attitudes and their preference for same-ethnic friendship. Among both German and Turkish children, the latter decreased over time and its variability was predicted by intergroup attitudes and peer norms about cross-ethnic friendships. Outgroup orientation and perceived contact conditions predicted only German children's preference for same-ethnic friendships. Over time, classroom identification increasingly reduced preference for same-ethnic friendships among Turkish children. The results showed that interindividual attitudes were related to children's level of intergroup contact. 相似文献
20.
Monique All s-Jardel Barry H. Schneider Virginie Boutry 《Early education and development》2002,13(2):221-240
Immigrants from the Comoros Islands constitute a closely-knit community in Marseille, where they interact in the Quartiers Nord with the North African community, which is larger in number, which arrived generally a generation earlier, and whose children continue to underachieve at school. It is commonly expected that the Comorians will adjust better to school because of their tight communal organization and because of their specific needs for educational achievement. These needs are thought to relate to the money needed to return to the Comoros and to finance their children's marriage ceremonies there. In our study, pupils of Comorian origin in the senior primary school years displayed more positive attitudes toward the academic aspects of schooling than did pupils of North African origin. For both Algerians and Comorians, positive aspects of friendship quality were associated with better attitudes toward school. In-group friendships were more common than friendships with members of other ethnic groups. In-group friendships were of higher quality than friendships between members of different groups. Comorian children whose best friends were from outside their ethnic group were those with more negative attitudes toward school; the reverse applied to Algerians. 相似文献