Winning friends and influencing peers: Strategies of peer influence in late childhood

2002 ◽  
Vol 26 (5) ◽  
pp. 466-474 ◽  
Author(s):  
Patricia H. Hawley ◽  
Todd D. Little ◽  
Monisha Pasupathi
Keyword(s):  
Social Skills ◽  
Social Integration ◽  
Peer Influence ◽  
Peer Group ◽  
Personal Characteristics ◽  
Late Childhood ◽  
Prosocial Behaviour ◽  
Evolutionary Perspective

We divided children ( N = 719, grades 3–6) into five control types based on the degree to which they reported employing prosocial (indirect, cooperative) and coercive (direct, hostile) strategies of control (prosocial controllers, coercive controllers, bistrategic controllers, noncontrollers, and typicals). We tested for differences across the five types on personal characteristics, friendship motivations, wellbeing, and social integration, expecting specific patterns according to whether control is wielded, and whether coercive or prosocial behaviour (or both) is employed. Prosocial controllers revealed positive characteristics (e.g., social skills, agreeableness), intrinsic friendship motivations, and positive wellbeing. In contrast, coercive controllers revealed negative characteristics (e.g., hostility), extrinsic friendship motivations, and ill-being. Bistrategic controllers, as expected, reported the highest control, and revealed characteristics associated with both prosocial and coercive orientations. Noncontrollers, in contrast, did not report having these characteristics and felt the least effective in the peer group. Our evolutionary perspective offers unique predictions of how prosocial and coercive children are similar in terms of their instrumental goals and the consequences of using both strategies or neither.

Social dominance and prosocial and coercive strategies of resource control in preschoolers

2002 ◽  
Vol 26 (2) ◽  
pp. 167-176 ◽  
Author(s):  
Patricia H. Hawley
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Dominance ◽  
Control Strategies ◽  
Block Design ◽  
Openness To Experience ◽  
Resource Control ◽  
Prosocial Behaviour ◽  
Evolutionary Perspective ◽  
Control Behaviour

This study was designed to investigate the predictors of social dominance, the strategies children use to control resources (prosocial and coercive), and the associations between these strategies and measures of personality, social skills, and peer regard. A total of 30 preschoolers (ages 3–6) were rated by their teachers on social dominance. Based on these ratings, dominant children were paired with multiple subordinate children (i.e., block design; Kenny, 1990) and observed in a play situation designed to elicit resource control behaviour. As hypothesised, age and the surgency facet of extraversion predicted social dominance (but openness to experience did not). Furthermore, also as expected, both prosocial behaviour and coercive behaviour were related to resource control in the play situation. Last, both resource control strategies were associated with parent-rated social competence, but only coercive control was associated with positive peer regard (i.e., Likeability). Factors of personality (e.g. agreeableness, hostility) were not associated with either of the strategies. The utility of an evolutionary perspective to resource control and social competence is discussed.

Romantic Partners in a Market Perspective: Expectations about What Ensures a Highly Desirable Partner

2013 ◽  
Vol 113 (2) ◽  
pp. 605-618 ◽  
Author(s):  
Felipe N. Castro ◽  
Wallisen T. Hattori ◽  
Maria Emília Yamamoto ◽  
Fívia A. Lopes
Keyword(s):  
Social Skills ◽  
Statistical Models ◽  
Physical Attractiveness ◽  
Romantic Partners ◽  
Evolutionary Perspective ◽  
Status Characteristics ◽  
Males And Females ◽  
Biological Market ◽  
Different Levels ◽  
Market Perspective

This study used the biological market perspective and influential statistical models from the marketing field to investigate males' and females' expectations regarding which combination of characteristics are most relevant in ensuring desirable partnerships for same-sex individuals. Thus, 358 Brazilian undergraduates assessed eight descriptions of same-gender stimulus targets (formulated with different levels of physical attractiveness, social skills, and current or prospective social status) and evaluated the overall desirability of the targets' expected or probable partners. From the possible combinations, three groups emerged: for one group, mainly composed of men, status characteristics were the most important attributes; for the others, mostly composed of women, social skills or physical characteristics were identified as most important in appealing to a desirable partner. This work expands the understanding of variability in male and female romantic expectations, and its implications are discussed from an evolutionary perspective.

scholarly journals Umiejętności komunikacyjne dzieci z zespołem Downa

2018 ◽  
pp. 201-218
Author(s):  
AGNIESZKA JĘDRZEJOWSKA
Keyword(s):  
Down Syndrome ◽  
Social Skills ◽  
Communication Skills ◽  
Peer Group ◽  
Group Analysis ◽  
Augmentative Communication ◽  
Building Relationships ◽  
Children With Down Syndrome ◽  
The Relationship ◽  
Research Show

Agnieszka Jędrzejowska, Umiejętności komunikacyjne dzieci z zespołem Downa [Communication skills of children with Down Syndrome]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 201-218. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.12 The purpose of this article is to present the results of research concern setting of functional cooperation with the interlocutor in children with Down syndrome in a peer group. Analysis of the results indicates the relationship between methods of therapy and development of children with Down syndrome. The methods of Alterantive and Augmentative Communication (AAC) are important in achieving success in building relationships for children with problems with verbal communication. Secondly, peer group is important to increase social skills. This research show that children with Downe syndrome need similar friends. This leads to the coclussion that group with homogeneous disability is area of development.

An Introduction to a Metabehavioral Model with Implications for Social Skills Training for Aggressive Adolescents

1988 ◽  
Vol 62 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Henry Svec ◽  
Joseph Bechard
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Social Performance ◽  
Personal Characteristics ◽  
Skills Training ◽  
Task Demands ◽  
Behaviorally Disordered ◽  
Situational Characteristics ◽  
Environment Variables

A model is introduced which combines traditional metacognitive explanations for the acquisition of social skills with situationally specific environment variables. This “metabehavioral” model suggests considering such variables as situational characteristics, task demands, and personal characteristics in predicting social performance. Use of this model may help professionals training behaviorally disordered children in social skills.

scholarly journals Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students From Boarding Schools

2016 ◽  
Vol 31 (4) ◽  
pp. 279-289 ◽  
Author(s):  
Jens P. Pfeiffer ◽  
Martin Pinquart ◽  
Kathrin Krick
Keyword(s):  
Social Support ◽  
Parental Support ◽  
Perceived Social Support ◽  
Peer Group ◽  
Boarding School ◽  
Boarding Schools ◽  
Day School ◽  
Day Schools ◽  
Prosocial Behaviour ◽  
Need Support

Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from boarding schools reported higher success in gaining autonomy from parents and forming romantic relationships than students from day schools. However, adolescents from day schools reported higher levels of peer-group integration than students from boarding schools. Compared with students from day schools, students from boarding schools perceived more support from their teachers, but less support from their parents. No difference in prosocial behaviour was found between the two groups. We conclude that some students from boarding schools need support in gaining access to a peer group. In addition, measures are suggested for promoting parental support of students from boarding schools.

“It turned him right around”: Social competency

1990 ◽  
Vol 4 ◽  
pp. 17-25
Author(s):  
Carol Penn ◽  
Peter Stephens
Keyword(s):  
Social Skills ◽  
Peer Group ◽  
Social Competency ◽  
The Social ◽  
Effective Use ◽  
Competency Program

This is a report on the use of a modified version of Ollendick's Social Competency program. The goal of the study was to determine how effective the program is in teaching social skills. Two groups of ten children were studied. The evaluation was carried out over a two-year period. The program children displayed improved social skills by demonstration. This was also reported in positive comments from parents, teachers and children. The social popularity score of the targeted children moved positively toward the peer group mean. The program proved to be a more effective use of professional time than individual casework.

scholarly journals Toward an Integrated Model of Supportive Peer Relationships in Early Adolescence: A Systematic Review and Exploratory Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Marija Mitic ◽  
Kate A. Woodcock ◽  
Michaela Amering ◽  
Ina Krammer ◽  
Katharina A. M. Stiehl ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Peer Influence ◽  
Early Adolescence ◽  
School Environment ◽  
Peer Group ◽  
Meta Analysis ◽  
Well Being ◽  
Integrated Model ◽  
Internet Technology ◽  
Social Emotional

Supportive peer relationships (SPR) are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links with 93 variables referring to individual (identity, skills/strengths, affect/well-being, and behavior/health) and environmental (peer group, school, family, community, and internet/technology) potential influences on SPR based on cross-sectional correlational data. Findings suggest the central importance of identity and social–emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth's social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field.

scholarly journals Social Skills of The Personality: Diagnostics and Approaches to Analysis

2021 ◽  
Author(s):  
Elena Alekseevna Vasina
Keyword(s):  
Social Skills ◽  
Diagnostic Method ◽  
Personal Characteristics ◽  
Self Esteem ◽  
Social World ◽  
Value Orientations ◽  
Positive Behavior ◽  
Psychological Skills ◽  
Analysis Algorithm ◽  
The Social

The article considers social skills based on the polymodal approach as a means and result of the interaction of a person with social reality. The diagnostic method SUM-60 (Social skills of a personality – 60) and the results of its testing among young people are presented. The method includes a complex of social and socio-psychological skills focused on adaptive and positive behavior in the social world. The social skills analysis algorithm is proposed; their relationships with communicative and personal characteristics, value orientations, self-esteem and self-efficacy are shown.

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