Social networks and aggressive behaviour in Chinese children

2004 ◽  
Vol 28 (5) ◽  
pp. 401-410 ◽  
Author(s):  
Yiyuan Xu ◽  
Jo Ann M. Farver ◽  
David Schwartz ◽  
Lei Chang
Keyword(s):  
Social Networks ◽  
Aggressive Behaviour ◽  
Peer Group ◽  
Peer Groups ◽  
Group Affiliation ◽  
School Students ◽  
Mainland Chinese ◽  
Group Members ◽  
Peer Preference ◽  
Aggressive Children

This exploratory study investigated Mainland Chinese children’s social networks and peer group affiliations with a particular emphasis on their aggressive behaviour. The participants were 294 elementary school students in Tianjin, P. R. China (mean age 11.5 years; 161 boys). Social network analysis identified relatively large and gender-specific peer groups. Although different measures were used, the pattern of homophily characteristic of Western aggressive children was partially supported. This finding may be due to the large size of the peer groups. The results showed that some aggressive children formed friendships with nonaggressive children. Moreover, for the aggressive children who were group members, the number of within-group friendships moderated the relation between aggression and overall peer preference. In addition, despite the moderating effect of within-group friendship, the relation between aggression and peer preference remained significantly negative even at the highest levels of friendship. Aggressive children who were isolated from all peer groups had higher hyperactivity ratings and were less liked by peers than were aggressive children who were group members. These findings illustrate how culture may be an influence on patterns of peer group affiliation.

Associations of Early Adolescents’ Best Friendships, Peer Groups, and Coolness With Overt and Relational Aggression

2019 ◽  
Vol 40 (6) ◽  
pp. 828-856
Author(s):  
Joy Huanhuan Wang ◽  
Sarah M. Kiefer ◽  
Nicholas David W. Smith ◽  
Liang Huang ◽  
Hannah L. Gilfix ◽  
...  
Keyword(s):  
Relational Aggression ◽  
Peer Group ◽  
Peer Groups ◽  
First Year ◽  
School Students ◽  
Best Friend ◽  
Best Friends ◽  
Relationally Aggressive ◽  
Group Members ◽  
Best Friendships

This study examined associations of best friend and peer group aggressive characteristics with students’ overt and relational aggression, and whether coolness moderated these associations across the fall and spring of the first year in middle school. Students ( N = 174; 57% females) self-reported best friendship and peer group members, as well as peer-nominated coolness and aggression (overt, relational). Results indicated positive relations of best friend and peer group aggressive characteristics with subsequent aggression, and that coolness moderated these associations. Specifically, non-cool youth had higher levels of subsequent overt and relational aggression with aggressive best friends, but lower levels of later relational aggression when in relationally aggressive peer groups. In contrast, cool youth had lower levels of subsequent relational aggression with relationally aggressive best friends, but higher levels of later relational aggression when in relationally aggressive peer groups. Implications for examining multiple peer contexts and coolness during early adolescence are discussed.

The Role of Peer Groups in Male and Female Adolescents' Task Values and Physical Activity

2011 ◽  
Vol 108 (1) ◽  
pp. 75-93 ◽  
Author(s):  
Sami Yli-Piipari ◽  
Timo Jaakkola ◽  
Jarmo Liukkonen ◽  
Noona Kiuru ◽  
Anthony Watt
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Peer Group ◽  
Peer Groups ◽  
Female Adolescents ◽  
Spring Semester ◽  
Task Values ◽  
Group Members ◽  
One Year

The purpose of this longitudinal study was to examine the role of peer groups and sex in adolescents' task values and physical activity. The participants were 330 Finnish Grade 6 students (173 girls, 157 boys), who responded to questionnaires that assessed physical education task values during the spring semester (Time 1). Students' physical activity was assessed one year later (Time 2). The results indicated that adolescent peer groups were moderately homogeneous in terms of task values toward physical education and physical activity. Girls' peer groups were more homogeneous than those of boys in regards to utility and attainment values. Furthermore, the results for both girls and boys showed that particularly intrinsic task value typical for the peer group predicted group members' physical activity. The findings highlight the important role of peer group membership as a determinant of future physical activity.

scholarly journals Participant Recruitment Challenges in Researching Peer Groups and Migration Retrospectively

2017 ◽  
Vol 13 (4) ◽  
pp. 48-69
Author(s):  
Paula Pustułka ◽  
Natalia Juchniewicz ◽  
Izabela Grabowska
Keyword(s):  
Longitudinal Study ◽  
Large Scale ◽  
Peer Group ◽  
Peer Groups ◽  
Participant Recruitment ◽  
Know How ◽  
Recruitment Challenges ◽  
Group Members ◽  
And Migration

This paper discusses the challenges of researching peer groups through a multi-focal, temporal lens in a retrospective manner. Embedded in a broader “Peer Groups & Migration” Qualitative Longitudinal Study (QLS), the article focuses on recruiting young respondents (aged 19-34 at present) who originally come from one of the three medium-sized towns in Polish localities and are either migrants or stayers connected to mobile individuals. The respondents are tracked retrospectively and asked to discuss their adolescence, as well encouraged to provide contacts to their youth Peer Group members. Based on fieldwork experiences and field access challenges, four models of recruiting migrants’ high school peer groups are presented. Furthermore, variants and rationales of non-recruitment are also provided. Focusing on the process of establishing a long-term and large-scale peer panel in the QLS, the paper contributes detailed know-how and strategies around participant recruitment.

Physical and Verbal Aggression in Peer Groups Among Finnish Adolescent Boys and Girls

1989 ◽  
Vol 12 (4) ◽  
pp. 473-484 ◽  
Author(s):  
Maijaliisa Rauste-von Wright
Keyword(s):  
Sex Differences ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Peer Group ◽  
Peer Groups ◽  
Verbal Aggression ◽  
Adolescent Boys ◽  
Clear Cut ◽  
Internal Conflicts ◽  
Perceived Reasons

A total of 396 15-16-year-old boys and girls were interviewed about their experiences of physical and verbal aggression in their peer group, the circumstances in which aggression had occurred, the perceived reasons for and functions of the aggressive behaviour, and their own responses to it. Clear-cut sex differences were found in most respects, especially in the case of physical aggression. It was assumed that girls experience more internal conflicts than boys in relation to the expression/inhibition of aggression, and that they hence analyse the function of aggressive behaviour in a more differentiated manner than boys do. The results were consistent with this assumption. The subjects were also asked how they would respond to (specified) frustrating situations. Aggressive modes of coping were associated with (self-reported) participation in peer-group fights, aggressive responses to such fights and to verbal aggression, and with the belief that aggressive actions are valued by peers.

scholarly journals Expectations for cross-ethnic inclusion by Asian American children and adolescents

2019 ◽  
Vol 23 (5) ◽  
pp. 664-683
Author(s):  
Aline Hitti ◽  
Laura Elenbaas ◽  
Jee Young Noh ◽  
Michael T. Rizzo ◽  
Shelby Cooley ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Asian American ◽  
Peer Group ◽  
Peer Groups ◽  
Group Members ◽  
American Children ◽  
Prejudicial Attitudes ◽  
Peer Contexts

Asian American youth’s inclusion decisions were investigated in cross-ethnic peer contexts (Asian and non-Asian). Ten-, 13-, and 16-year-old participants ( N = 134), enrolled in U.S. schools, decided whether to include a same-ethnic peer with different interests or a different-ethnic peer with similar interests. Findings showed that with age, participants more frequently included a peer who shared interests even when this peer was not of the same ethnicity. Participants expected their peer groups to be equally inclusive of others of both ethnic backgrounds, and expected that in-group parents would be less inclusive of cross-ethnic peers. In addition, adolescents expected parents to have prejudicial attitudes about ethnic out-group members. Views about peer group and in-group parents’ inclusivity diverged from adolescents’ own inclusivity. These findings point to areas for intervention regarding the promotion of cross-group friendships and the reduction of prejudice.

scholarly journals JARINGAN SOSIAL DALAM PEMBENTUKAN PERILAKU SISWA MEROKOK

2020 ◽  
Vol 4 (2) ◽  
pp. 255
Author(s):  
Nawaar Faizatun Ashri ◽  
Nurhadi Nurhadi ◽  
Okta Hadi Nurcahyono
Keyword(s):  
High School ◽  
Social Networks ◽  
High School Students ◽  
Social Network ◽  
Social Ties ◽  
Smoking Behavior ◽  
Peer Groups ◽  
School Students ◽  
Active Smoker ◽  
The Social

The purpose of this research was to know the social networks of smoking behavior of active smoker students, especially in high school of Surakarta. This study aimed to describe agents that contribute to form this behavior through social ties based on Marwell theory of Social Networks. The methods that used in this study was descriptive qualitative with ethnography approach. The data was collected through interview using WhatsApp application. The data was analyzed with theory of Social Network from Marwell and compared to related researches. Informants in this study were ten high school students in Surakarta who active in smoking behavior. The results of this study indicated that its habit started from curiosity and imitation of others into an action that receive “support” from people around. It could be concluded that student's decision of smoking was determined by their relationship with the social milieu which was also an active smoker, such as family and peer groups.

Promoting persistence: Peer group influences on students’ re-engagement following academic problems and setbacks

2019 ◽  
Vol 44 (4) ◽  
pp. 354-364 ◽  
Author(s):  
Justin W. Vollet ◽  
Thomas A. Kindermann
Keyword(s):  
Cognitive Mapping ◽  
Peer Group ◽  
Peer Groups ◽  
Academic Problems ◽  
Time Data ◽  
Academic Difficulties ◽  
Entire Cohort ◽  
School Year ◽  
Consistent Group ◽  
Group Members

This study examined the role that peer groups play in shaping students’ academic re-engagement across their first year in middle school and whether influences are stronger from peers with whom students remained affiliated over time. Data were collected on an entire cohort of 366 sixth graders (48% female) in a small town. Students reported on their behavioral re-engagement—or persistence following academic problems or failure, on the extent to which they experienced academic setbacks, and on their teachers’ involvement. Teachers rated students’ academic engagement. Peer groups were identified in fall and spring using socio-cognitive mapping, distinguishing fluid peers (i.e., group members in fall only) and stable peers (i.e., members in both fall and spring). Peer group profiles of re-engagement were calculated for fluid peers, stable peers, and both combined. Results showed that the overall peer group profiles of re-engagement in fall did not predict changes in students’ re-engagement over the school year when unstable members were included. However, when modeled separately, stable peer group profiles of re-engagement were a positive predictor of changes in students’ own re-engagement, whereas profiles of fluid peers’ re-engagement were not. The findings suggest that peer group members with whom students maintain consistent group affiliations across the year play a central role in supporting students’ re-engagement when overcoming academic difficulties.

Peer group homogeneity in adolescents' school adjustment varies according to peer group type and gender

2009 ◽  
Vol 33 (1) ◽  
pp. 65-76 ◽  
Author(s):  
Noona Kiuru ◽  
Jari-Erik Nurmi ◽  
Kaisa Aunola ◽  
Katariina Salmela-Aro
Keyword(s):  
Academic Achievement ◽  
School Engagement ◽  
Peer Group ◽  
School Adjustment ◽  
Peer Groups ◽  
Group Type ◽  
Group Homogeneity ◽  
Group Members ◽  
And Gender ◽  
Peer Nominations

This study investigated whether the members of adolescents' peer groups are similar in terms of their school adjustment and whether this homogeneity varies according to peer group type and gender. A total of 1262 peer group members who had recently moved to post-comprehensive education filled in questionnaires measuring their academic achievement, satisfaction with their educational track, school engagement, and school burnout. They also gave positive peer nominations on the basis of which 360 peer groups were identified and categorized as cliques, loose groups, and isolate dyads. The results showed that the members of adolescents' peer groups particularly resembled each other in terms of academic achievement. Moreover, the members of girls' cliques showed greater similarity to each other in terms of their satisfaction with educational track and school engagement than did the members of girls' loose groups. Girls' isolate dyads were, in particular, at risk for low adjustment at school.

PENGARUH PENDIDIKAN KESEHATAN REPRODUKSI PADA PEER GROUP (TEMAN SEBAYA) TERHADAP PENGETAHUAN DAN PERSEPSI REMAJA TENTANG PENDEWASAAN USIA PERKAWINAN DI SMA NEGERI 1 KECAMATAN NAMORAMBE KAB. DELI SERDANG 2018

2020 ◽  
Vol 1 (2) ◽  
pp. 56-66
Author(s):  
Irma Linda
Keyword(s):  
Standard Deviation ◽  
Health Education ◽  
Reproductive Health ◽  
Peer Group ◽  
Peer Groups ◽  
A Value ◽  
Significant Difference ◽  
Reproductive Health Education ◽  
The Mean ◽  
Adolescent Perceptions

Background: Early marriages are at high risk of marital failure, poor family quality, young pregnancies at risk of maternal death, and the risk of being mentally ill to foster marriage and be responsible parents. Objective: To determine the effect of reproductive health education on peer groups (peers) on the knowledge and perceptions of adolescents about marriage age maturity. Method: This research uses the Quasi experimental method with One group pre and post test design, conducted from May to September 2018. The statistical analysis used in this study is a paired T test with a confidence level of 95% (α = 0, 05). Results: There is an average difference in the mean value of adolescent knowledge between the first and second measurements is 0.50 with a standard deviation of 1.922. The mean difference in mean scores of adolescent perceptions between the first and second measurements was 4.42 with a standard deviation of 9.611. Conclusion: There is a significant difference between adolescent knowledge on the pretest and posttest measurements with a value of P = 0.002, and there is a significant difference between adolescent perceptions on the pretest and posttest measurements with a value of p = 0.001. Increasing the number of facilities and facilities related to reproductive health education by peer groups (peers) in adolescents is carried out on an ongoing basis at school, in collaboration with local health workers as prevention of risky pregnancy.

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

2021 ◽  
pp. 016502542199286
Author(s):  
Ellyn Charlotte Bass ◽  
Lina Maria Saldarriaga ◽  
Ana Maria Velasquez ◽  
Jonathan B. Santo ◽  
William M. Bukowski
Keyword(s):  
Social Norms ◽  
Peer Victimization ◽  
Relational Aggression ◽  
Peer Relationships ◽  
Peer Group ◽  
Peer Groups ◽  
Well Being ◽  
Self Report ◽  
Social Regulation ◽  
Adolescent Peer Groups

Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proximal groups, to larger distal groups, and social norms operate within each. This study assessed whether there are differences in the enforcement of aggression norms at different levels. Self-report and peer-nomination data were collected four times over the course of a school year from 1,454 early adolescents ( M age = 10.27; 53.9% boys) from Bogota, Colombia. Multilevel modeling provided support for social regulation of both physical aggression and relational aggression via peer victimization, as a function of gender, grade-level, proximal (friend) or distal (class) injunctive norms of aggression (perceptions of group-level attitudes), and descriptive norms of aggression. Overall, violation of proximal norms appears to be more powerfully enforced by adolescent peer groups. The findings are framed within an ecological systems theory of adolescent peer relationships.

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