首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
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   

2.
This study examined how representations of parent–child relationships, friendships, and past romantic relationships are related to subsequent romantic representations. Two‐hundred 10th graders (100 female; Mage = 15.87 years) from diverse neighborhoods in a Western U.S. city were administered questionnaires and were interviewed to assess avoidant and anxious representations of their relationships with parents, friends, and romantic partners. Participants then completed similar questionnaires and interviews about their romantic representations six more times over the next 7.5 years. Growth curve analyses revealed that representations of relationships with parents, friends, and romantic partners each uniquely predicted subsequent romantic representations across development. Consistent with attachment and behavioral systems theory, representations of romantic relationships are revised by representations and experiences in other relationships.  相似文献   

3.
Sex cleavages in toddler peer groups were investigated in two studies. In the first study, playmate preferences and initiations and responses to friends were examined. Three types of initiations and their responses were examined during the free play of 46 toddlers in day care centers. A preference for same-sex playmates was strongest in the oldest girls. Boys tended to ignore or refuse girls' initiations when the initiations took the form of specific requests to play a game compared with a more general approach. Friendships tended to be made with members of the same sex. However, children having same- and opposite-sex friends were less likely to initiate and respond to friends on the basis of sex. Children with fewer same-sex preferences initiated more games.In the second study, cross-sex friendships in 329 early toddlers, late toddlers, and preschool children were examined. Some children in all age groups had cross-sex friends, but the number decreased with age. Children with cross-sex friends appeared more socially skilled than children without cross-sex friends.  相似文献   

4.
Positive peer and romantic relationships are crucial for adolescents' positive adjustment and relationships with parents lay the foundation for these relationships. This longitudinal meta-analysis examined how parent–adolescent relationships continue into later peer and romantic relationships. Included longitudinal studies (k = 54 involving peer relationships, k = 38 involving romantic relationships) contained demographically diverse samples from predominantly Western cultural contexts. Multilevel meta-regressions indicated that supportive and negative parent–adolescent relationships were associated with supportive and negative future peer and romantic relationships. Meta-analytic structural equation modeling (k = 54) indicated that supportive parent–adolescent relationships unidirectionally predicted supportive and negative peer relationships, while negative parent–adolescent relationships were bidirectionally associated with supportive and negative peer relationships. Maintaining mutually supportive relationships with parents may help adolescents to develop positive social relationships.  相似文献   

5.
This study examined associations among family type (same-sex vs. opposite-sex parents); family and relationship variables; and the psychosocial adjustment, school outcomes, and romantic attractions and behaviors of adolescents. Participants included 44 12- to 18-year-old adolescents parented by same-sex couples and 44 same-aged adolescents parented by opposite-sex couples, matched on demographic characteristics and drawn from a national sample. Normative analyses indicated that, on measures of psychosocial adjustment and school outcomes, adolescents were functioning well, and their adjustment was not generally associated with family type. Assessments of romantic relationships and sexual behavior were not associated with family type. Regardless of family type, adolescents whose parents described closer relationships with them reported better school adjustment.  相似文献   

6.
The premises examined in this longitudinal investigation were that specific behavioral characteristics place children at risk for relationship maladjustment in school environments, and that multiple behavioral risks predispose children to the most severe and prolonged difficulties. Aggressive, withdrawn, and aggressive/withdrawn children were compared to normative and matched control groups on teacher and peer relationship attributes, loneliness, and social satisfaction from kindergarten (M age = 5 years, 7 months; n = 250) through grade 2 (M age = 8.1; n = 242). Children's withdrawn behavior was neither highly stable nor predictive of relational difficulties, as their trajectories resembled the norm except for initially less close and more dependent relationships with teachers. Aggressive behavior was fairly stable, and associated with early-emerging, sustained difficulties including low peer acceptance and conflictual teacher-child relationships. Aggressive/withdrawn children evidenced the most difficulty: compared to children in the normative group, they were consistently more lonely, dissatisfied, friendless, disliked, victimized, and likely to have maladaptive teacher-child relationships. Findings are discussed with respect to recent developments in two prominent literatures: children at-risk and early relationship development.  相似文献   

7.
In this longitudinal study, the predictive relations between social difficulties in early childhood (grade 2) and subsequent internalizing as well as externalizing problems in middle childhood (grade 5) were examined. Of particular interest was whether early indices of social isolation would predict internalizing problems 3 years later. A longitudinal sample of 87 children were assessed in both grades 2 and 5 on a variety of measures, including sociometric ratings, peer assessments of aggression and isolation, and self-appraisals of social competence. In the second grade, observations of isolated and aggressive behavior were made, as well, and teacher ratings of internalizing and externalizing difficulties were obtained. In the fifth grade, teacher ratings of shy-anxious and acting-out behavior and self-reports of loneliness and self-esteem were collected. Consistent with previous research, results demonstrated predictive links between early peer rejection (unpopularity) and aggression and subsequent externalizing difficulties. Internalizing problems in middle childhood were significantly related to early social difficulties, particularly those of an internalizing sort, including poor peer acceptance, social isolation, and perceptions of social incompetence. Social isolation, then, may indeed be a risk factor in early development.  相似文献   

8.
Perceptions of adolescent–parent and adolescent–peer relationship qualities, and adolescents’ attachment states of mind were examined as predictors of adult social and romantic relationship quality, depressive symptoms, and work performance. Adolescents (86 male, 98 female; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other groups) were followed from age 13 to 24 via observational, self-, parent-, and close friend-reports. Adolescent close friendship quality was a significantly better predictor of adult peer and romantic outcomes, work performance, and depressive symptoms than parental reports of the parent–teen relationship; attachment security was also a strong predictor of numerous outcomes. Results are interpreted as reflecting the difficulty for parents judging parent–teen relationship quality and as reflecting the growing importance of close friendships during this period.  相似文献   

9.
The incidence of romantic, same-sex friendships and CMSS-sex friendship dyads was examined in preschools and daycare centers. The objectives were to demonstrate the existence of preschool romances, to describe behavior patterns that characterize these relationships, and to compare the social skills of the three dyad groups using the Social Skills Rating Scale (Gresham & Elliott, 1990). No significant difference in social skills existed between the groups. The results suggest that preschool romances and cross-sex friendships are common occurrences and do not interfere with normal development of social skills.  相似文献   

10.
The incidence of romantic, same-sex friendships and CMSS-sex friendship dyads was examined in preschools and daycare centers. The objectives were to demonstrate the existence of preschool romances, to describe behavior patterns that characterize these relationships, and to compare the social skills of the three dyad groups using the Social Skills Rating Scale (Gresham & Elliott, 1990). No significant difference in social skills existed between the groups. The results suggest that preschool romances and cross-sex friendships are common occurrences and do not interfere with normal development of social skills.  相似文献   

11.
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   

12.
A developmental cascade model of autonomy and relatedness in the progression from parent to friend to romantic relationships across ages 13, 18, and 21 was examined among 184 adolescents (53% female, 58% Caucasian, 29% African American) recruited from a public middle school in Virginia. Parental psychological control at age 13 undermined the development of autonomy and relatedness, predicting relative decreases in autonomy and relatedness with friends between ages 13 and 18 and lower levels of autonomy and relatedness with partners at age 18. These cascade effects extended into adult friendships and romantic relationships, with autonomy and relatedness with romantic partners at age 18 being a strong predictor of autonomy and relatedness with both friends and partners at age 21.  相似文献   

13.
The existence of long-distance (LD) friendships throws into question assumptions that scholars of interpersonal communication often make about commitment to relationships, the development of relationships, and friendships. An analysis of turning points comparing commitment changes in young-adult geographically close and LD same-sex friendships revealed high and fluctuating levels of commitment over the history of the friendships for both types. Over 80% of those having LD friends reported their levels of commitment were currently increasing, rather than decreasing. Women were more likely than men to report nonlinear trajectories for their friendships, more downturns in commitment to their friendships, and more turning points related to changes in commitment to their friendships.  相似文献   

14.
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   

15.
The extent to which peer influences on substance use in adolescence systematically vary in strength based on qualities of the adolescent and his or her close friend was assessed in a study of 157 adolescents (age: M = 13.35, SD = 0.64), their close friends, and their parents assessed longitudinally with a combination of observational, analogue, sociometric, and self-report measures from early to mid adolescence. The degree to which adolescents changed their levels of substance use in accord with their peers' baseline levels of use was predicted by a range of theoretically salient factors including: observed teen lack of autonomy and social support in prior interactions with mothers, low teen refusal skills, and the level of social acceptance of their close friend. Findings suggest the importance of both internal factors (e.g., autonomy and relatedness struggles) and external factors (e.g., social status of friends) in explaining why vulnerability to peer influence processes may be much greater for some adolescents than others.  相似文献   

16.
School engagement is an important theoretical and practical cornerstone to the promotion of school completion. The current study explores the influences of childhood peer relationships in the third grade predicting school engagement at Grade 5. Participants are among the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (Research Triangle Institute, 2002). Given the importance of evaluating school engagement as a complex developmental process, longitudinal and multi‐informant data were used to account for various child characteristics as well as relationships with parents that may affect school engagement. Results indicate that peer friendship quality, support from friends, and aggressive behavior toward peers all uniquely relate to school engagement. Implications for intervention are discussed. © 2009 Wiley Periodicals, Inc.  相似文献   

17.
本研究选取学习障碍初中学生和与其对照的普通初中学生183名为研究对象,采用调查表和访谈提纲对初中生进行访谈和调查。研究结果表明,学习障碍初中生的交友范围整体比普通初中生广,部分同伴来源于网络和社会上的青少年;绝大多数的学习障碍初中生同伴社会圈子较小,同伴数量也明显比普通学生少;学习障碍初中生更喜欢找比自己年龄小者作为同伴;学习障碍初中生选择同性同伴的比率高于普通初中生,同伴结构相对单一。  相似文献   

18.
This study examined the dual roles of adolescents' perceptions of social acceptance and sociometric popularity in predicting relative changes over time in adolescents' social functioning. Observational, self-report, and peer report data were obtained from 164 adolescents who were interviewed at age 13 years and then again at age 14 years, as well as their same-sex close friends. Adolescents who felt positively about their own social standing fared well over time, regardless of their level of sociometric popularity. Further, low popularity was particularly problematic for adolescents who failed to see themselves as fitting in. Results suggest that during adolescence, when it becomes increasingly possible for teens to choose their own social niches, it is possible to be socially successful without being broadly popular.  相似文献   

19.
In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance.  相似文献   

20.
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   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号