Peer Relationships and Academic Adjustment During Early Adolescence

Objective : Inattention is typically associated with ADHD, but less research has been done to examine the correlates of self-reported inattention in youth in a community sample. Method: Associations among self-reported inattention, parent-reported inattention, and self-reported psychopathology in children aged 10 to 11 years are examined. Self-reported inattention is also examined as a predictor of outcomes in peer relationships and victimization at ages 10 and 11 and in peer relationships at ages 14 and 15. Results: Children’s self-reports of inattention correlate with parental reports and are associated with self-reports of hyperactivity-impulsivity, depression, anxiety, and conduct problems. Participants in the high-inattention group are at greater risk for victimization and poor peer relationships at ages 10 and 11 years after covarying for psychopathology ratings. Self-reported inattention uniquely predicts poor peer relationships longitudinally at age 14 and 15 years. Conclusion: This study highlights the importance of examining children’s self-report of inattention and identifies inattention as a risk factor for current and later outcomes.

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The Oxford Handbook of Coercive Relationship Dynamics

10.1093/oxfordhb/9780199324552.001.0001 ◽

2015 ◽

Cited By ~ 5

Keyword(s):

Peer Relationships ◽

School Safety ◽

Mental Health Problems ◽

Academic Adjustment ◽

Well Being ◽

Multiple Perspectives ◽

Safety Issues ◽

Health And Well Being ◽

Shed Light ◽

Improve Health

Since the mid-1980s pioneering research about daily coercive interactions in relationships has shed light on the development and treatment of multiple mental health problems and school safety issues. This handbook brings together the expertise and the perspective of leading scholars and intervention developers in an effort to interpret and clarify coercive dynamics and discuss interventions that reduce coercion and improve health and adjustment. Researchers examine social, physiological, and genetic correlates of coercion dynamics from multiple perspectives, including an evolutionary framework. Coercion is explored with respect to the etiology of aggression, antisocial behavior, violence, anxiety disorders, suicidal behavior, and academic adjustment. Interventions are described that effectively reduce coercion in families, romantic and peer relationships, committed adult intimate relationships, and schools, and among youths and families with autism. Several chapters illustrate methodological, measurement, and conceptual issues that enhance the scientific understanding of how daily coercive interactions influence adjustment over time. Also offered are prospects for prosocial cooperation free of coercive dynamics and strategies for disseminating interventions across global communities for promoting public health and well-being.

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Effects of peer victimization on psychological and academic adjustment in early adolescence.

School Psychology Quarterly ◽

10.1037/spq0000036 ◽

2014 ◽

Vol 29 (1) ◽

pp. 77-88 ◽

Cited By ~ 36

Author(s):

Sandra Yu Rueger ◽

Lyndsay N. Jenkins

Keyword(s):

Peer Victimization ◽

Early Adolescence ◽

Academic Adjustment

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

Frontiers in Psychology ◽

10.3389/fpsyg.2021.589403 ◽

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.

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Health Status and Peer Relationships in Early Adolescence: The Role of Peer Contact, Self-esteem, and Social Anxiety

Journal of Child and Family Studies ◽

10.1007/s10826-008-9251-9 ◽

2008 ◽

Vol 18 (4) ◽

pp. 473-485 ◽

Cited By ~ 28

Author(s):

Elizabeth M. McCarroll ◽

Eric W. Lindsey ◽

Carol MacKinnon-Lewis ◽

Jessica Campbell Chambers ◽

James M. Frabutt

Keyword(s):

Health Status ◽

Social Anxiety ◽

Peer Relationships ◽

Early Adolescence ◽

Self Esteem

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Peer relationships as a context for the development of school engagement during early adolescence

International Journal of Behavioral Development ◽

10.1177/0165025411402578 ◽

2011 ◽

Vol 35 (4) ◽

pp. 329-342 ◽

Cited By ~ 56

Author(s):

Yibing Li ◽

Alicia Doyle Lynch ◽

Carla Kalvin ◽

Jianjun Liu ◽

Richard M. Lerner

Keyword(s):

Youth Development ◽

Peer Relationships ◽

Peer Support ◽

Peer Relations ◽

Early Adolescence ◽

School Engagement ◽

Linear Models ◽

Emotional Engagement ◽

Family Socioeconomic Status ◽

Using Data

Using data from 1,676 youth who participated in three waves (Grades 6 to 8) of the longitudinal, 4-H Study of Positive Youth Development, we tested two series of hierarchal linear models to examine the role of peer support, associating with ‘‘problem-behaving’’ friends, and bullying involvement in the development of behavioral and emotional school engagement during early adolescence. Results indicated peer support positively predicted behavioral and emotional school engagement, whereas associating with problem-behaving friends and bullying involvement were negatively associated with both aspects of school engagement. When students were older, the positive influences of positive peer support on emotional engagement appeared stronger. Similarly, the negative influences of associating with problem-behaving friends on behavioral engagement became more detrimental over time. While girls and youth of higher family socioeconomic status (SES) tended to be more behaviorally and emotionally engaged than boys and youth from less advantaged families, the influences of time and peer relationships on school engagement were not different for boys and girls or for youth with different family SES backgrounds. Implications for understanding peer relations as a context for promoting school engagement are discussed.

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Towards an integrated model of supportive peer relationships in early adolescence: A systematic review and exploratory meta-analysis

10.31234/osf.io/kry65 ◽

2020 ◽

Author(s):

Marija Mitic ◽

Kate Woodcock ◽

Michaela Amering ◽

Ina Krammer ◽

Katharina Stiehl ◽

...

Keyword(s):

Peer Relationships ◽

Peer Influence ◽

Early Adolescence ◽

School Environment ◽

Peer Group ◽

Meta Analysis ◽

Integrated Model ◽

Internet Technology ◽

Future Research ◽

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 (PROSPERO protocol reference: CRD42018107945) 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/wellbeing and behavior/health) and environmental (peer group, school, family, community and internet/technology) influences on SPR. 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.

Download Full-text