scholarly journals Parent and Peer Norms are Unique Correlates of COVID-19 Vaccine Intentions in a Diverse Sample of US Adolescents

2021 ◽  
Author(s):  
Adam A. Rogers ◽  
Rachel E. Cook ◽  
Julie A. Button
Keyword(s):  
Peer Norms

Perceived Peer Norms and Children's Interest in Cross-Ethnic Friendships

2012 ◽  
Author(s):  
Linda R. Tropp ◽  
Thomas O'Brien ◽  
Katya Migacheva
Keyword(s):  
Peer Norms ◽  
Perceived Peer Norms

scholarly journals Majority and popularity effects on norm formation in adolescence

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ana da Silva Pinho ◽  
Lucas Molleman ◽  
Barbara R. Braams ◽  
Wouter van den Bos
Keyword(s):  
Social Network ◽  
Risk Taking ◽  
Well Being ◽  
Prosocial Behaviour ◽  
Peer Norms ◽  
Marked Influence ◽  
Personal Norms ◽  
Normative Evaluation ◽  
Adolescent Risk ◽  
Prosocial Behaviours

AbstractPersonal norms consist of individuals’ attitudes about the appropriateness of behaviour. These norms guide adolescents’ behaviour in countless domains that are fundamental for their social functioning and well-being. Peers are known to have a marked influence on adolescent risk-taking and prosocial behaviour, but little is known about how peers shape personal norms underlying those behaviours. Here we show that adolescents’ personal norms are decisively moulded by the norms of the majority and popular peers in their social network. Our experiment indicates that observing peer norms substantially impacts adolescents’ normative evaluation of risk-taking and prosocial behaviours. The majority norm had a stronger impact than the norm of a single popular peer, and norm adjustments were largest when adolescents observed strong disapproval of risk-taking or strong approval of prosocial behaviour. Our study suggests that learning about peer norms likely promotes adolescents to hold views and values supporting socially desirable behaviour.

scholarly journals The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

2021 ◽  
Author(s):  
Lydia Laninga-Wijnen ◽  
Yvonne H. M. van den Berg ◽  
Tim Mainhard ◽  
Antonius H. N. Cillessen
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Classroom Climate ◽  
School Adjustment ◽  
Fifth Grade ◽  
Peer Norms ◽  
Descriptive Norms ◽  
Climate Perceptions ◽  
School Maladjustment

AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

Still focusing on the “essential 2:1”: exploring student attitudes to extra-curricular activities

2015 ◽  
Vol 57 (2) ◽  
pp. 184-203 ◽  
Author(s):  
Paul Greenbank
Keyword(s):  
Labour Market ◽  
Student Attitudes ◽  
Student Participation ◽  
Small Sample ◽  
Peer Norms ◽  
Market Outcomes ◽  
Content Type ◽  
Factors Influencing ◽  
Extra Curricular Activities ◽  
Degree Classification

Purpose – In order to compete for positional advantage in the graduate labour market students need more than a good degree classification. The evidence suggests that participation in extra-curricular activities (ECAs) can have a significant influence on labour market outcomes. The purpose of this paper is to examine the extent to which undergraduates engage in ECAs during their studies and analyses the factors influencing their participation in such activities. Design/methodology/approach – This study is based on a sample of 21 undergraduates in the Business School at a “new” university. These students completed two questionnaires in their first year of study. These were followed-up by in-depth interviews which were carried out in their first and final year of study. Findings – The study found that many of these students were not participating in ECAs because they lacked an appreciation of the value of ECAs to graduate employers. The students were also influenced by social and peer norms, especially the fact that their peers were not engaging in ECAs. Finally, the students often exhibited an extrinsic locus of control and dependency which was not conducive to engagement in ECAs. Research limitations/implications – The generalisability of the findings may be seen as limited by the fact that the study is based on a relatively small sample of students from one university. This research, however, provides detailed insights into the factors influencing student participation in ECAs and adds new perspectives to this under-researched area. Practical implications – The paper concludes by suggesting a range of inter-related approaches that higher education institutions could adopt in order to improve student participation in ECAs. These include careers education at all stages of the students’ studies; the use of unfreezing techniques in conjunction with case studies; a more substantial role for personal tutors; and the development of an institutional habitus that encourages autonomy and agency. Originality/value – Despite the importance of ECAs to graduate employers there have been relatively few studies into the factors influencing undergraduate participation in such activities.

scholarly journals Friends, Family, and Foes

2012 ◽  
Vol 7 (3) ◽  
pp. 228-242 ◽  
Author(s):  
Alexandrea Danielle Murphy ◽  
Derrick Gordon ◽  
Hans Sherrod ◽  
Victoria Dancy ◽  
Trace Kershaw
Keyword(s):  
Sexual Behavior ◽  
High Risk ◽  
Peer Networks ◽  
Peer Norms ◽  
Adult Males ◽  
New Haven ◽  
Network Characteristics ◽  
High Risk Sexual Behavior ◽  
And Behavior ◽  
Risk Sexual Behavior

Fathers can play an important role in child development and family functioning. However, little is known about the influence of paternal perceptions of fatherhood involvement or the influence of fathers’ peer networks. We explored the network characteristics (density, closeness, and degree centrality) and peer norms regarding sex, fatherhood, and other risk behaviors of 52 urban adult males in New Haven, Connecticut. Results identify that engagement in high-risk sexual behavior was associated with fatherhood involvement, with 88% of less involved fathers engaging in high-risk sexual behavior ( p = .004). Denser networks were positively correlated with unfavorable peer norms such as cheating on a partner or drinking or using drugs ( p < .05). Our findings suggest that peer networks are important to father’s health and behavior and that father’s behaviors may be affected by peer norms. Interventions designed for men may be strengthened by including peers in programming and by addressing norms and norm changing.

Norms Regarding the Acceptability of Abuse in Heterosexual Dating Relationships

Partner Abuse ◽  
2013 ◽  
Vol 4 (4) ◽  
pp. 463-481 ◽  
Author(s):  
Kim Bartholomew ◽  
Michael T. Schmitt ◽  
Liu Yang ◽  
Katherine V. Regan
Keyword(s):  
Partner Abuse ◽  
Male Partner ◽  
Future Research ◽  
Peer Norms ◽  
Dating Relationships ◽  
Dating Abuse ◽  
Hypothetical Scenario ◽  
Personal Attitudes ◽  
Male Peer ◽  
Students Attitudes

We examined how individuals’ personal attitudes toward the acceptability of partner abuse relate to their perceptions of corresponding peer norms. University students (Study 1: N = 476; Study 2: N = 451) reported on their personal attitudes and their perceptions of other students’ attitudes toward male and female violence and psychological abuse in heterosexual dating relationships. Participants of both genders believed that their male peers were more accepting of male partner abuse than themselves, and that their female peers were more accepting of female partner abuse than themselves. Thus, discrepancies between personal attitudes and perceived norms were moderated by gender of the abuse perpetrator. As well, for participants of both genders, perceived female and male peer norms for dating abuse were independently associated with personal attitudes. However, only female norms were independently related to intentions to hit a dating partner in a hypothetical scenario. Discussion focuses on mechanisms underlying these effects, future research directions, and applications to programs to combat partner abuse.

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