Anger Regulation and Social Acceptance in Early Adolescence

2016 ◽  
Vol 37 (4) ◽  
pp. 475-501 ◽  
Author(s):  
Carisa Perry-Parrish ◽  
Lindsey Webb ◽  
Janice Zeman ◽  
Sarah Spencer ◽  
Celeste Malone ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
Black Girls ◽  
Self Report ◽  
Anger Regulation ◽  
White Girls ◽  
Self Reports ◽  
Ethnicity Differences ◽  
Peer Nominations

Anger regulation among adolescents is important to investigate given theoretical and empirical support for its critical association with peer relationships. This study examined two aspects of anger regulation (i.e., inhibition, dysregulation) using self-report and peer-nominations and their associations with social acceptance among 163 Black and White adolescents ([Formula: see text] = 13.87 years). We explored gender and ethnicity differences in anger regulation predicting peer acceptance. Self-reports and peer-nominations of anger regulation were significantly correlated. Within-gender ethnicity differences in anger regulation were found: White girls reported higher levels of anger inhibition than Black girls, and Black girls reported higher levels of anger dysregulation than White girls. For all adolescents, self-reports and nominations of anger inhibition were associated with higher levels of social acceptance, whereas nominations of anger dysregulation predicted lower social acceptance. The results indicate the importance of considering gender and ethnicity in adolescents’ anger management within peer contexts.

Self-Reported Inattention in Early Adolescence in a Community Sample

2010 ◽  
Vol 16 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Laura L. Connors ◽  
Jennifer Connolly ◽  
Maggie E. Toplak
Keyword(s):  
Risk Factor ◽  
Conduct Problems ◽  
Peer Relationships ◽  
Early Adolescence ◽  
Community Sample ◽  
Self Report ◽  
Self Reports ◽  
Parental Reports ◽  
Sample Method

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.

scholarly journals Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

2020 ◽  
Vol 5 ◽  
Author(s):  
Jürgen Wilbert ◽  
Karolina Urton ◽  
Johanna Krull ◽  
Pawel R. Kulawiak ◽  
Anja Schwalbe ◽  
...  
Keyword(s):  
Social Inclusion ◽  
Social Acceptance ◽  
Self Report ◽  
Learning Problems ◽  
Special Educational Needs ◽  
Rating Accuracy ◽  
The Social ◽  
Language Problems ◽  
Peer Nominations ◽  
Shed Light

It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students (N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers (N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclusion and self-perceived social inclusion were administered. The results suggest that teachers are moderately accurate in identifying social acceptance and social rejection, while accuracy is low when assessing students' self-perceived social inclusion. That said, rating accuracy varied strongly between teachers, ranging from no agreement to a perfect concordance. Teachers seem to be more accurate in estimating the social acceptance of students with learning problems. The results emphasize the importance of differentiating between various social inclusion criteria (i.e., students' self-report vs. peer nominations) and accounting for inter-individual differences in teachers' rating accuracy.

scholarly journals Are Feminine Body Weight Norms Different for Black Students or in Black Schools? Girls’ Weight-Related Peer Acceptance across Racialized School Contexts

2020 ◽  
Vol 61 (2) ◽  
pp. 239-258
Author(s):  
Molly A. Martin ◽  
Tori Thomas ◽  
Gary J. Adler ◽  
Derek A. Kreager
Keyword(s):  
Black Students ◽  
Weight Status ◽  
Peer Acceptance ◽  
Black Girls ◽  
Adult Health ◽  
Black Schools ◽  
White Girls ◽  
Feminine Body ◽  
Racial Ethnic ◽  
Overweight Or Obesity

Adolescent girls with overweight or obesity are less socially integrated than their thinner peers. We examine racial-ethnic differences in girls’ weight-related friendship patterns, especially noting Black–white distinctions given their different norms about the ideal feminine form. We also test whether schools with more Black students see diminished weight-related differences in peer integration for all girls and/or for Black girls. Using 1994–1995 data from the National Longitudinal Study of Adolescent to Adult Health, we predict the number of friendship nominations girls receive conditional on their weight status, race-ethnicity, and school’s racial composition. Both white and Black girls with overweight or obesity are less integrated than their thinner peers regardless of the school’s Black enrollment rate. Hispanic girls with overweight are more integrated than white girls with overweight, particularly in schools with low Black enrollments. The relative consistency of girls’ weight-related friendship patterns demonstrates the ubiquity of dominant feminine thinness norms.

Indirect Assessment of Attitudes with Response-Time-Based Measures

2006 ◽  
Vol 37 (3) ◽  
pp. 131-139 ◽  
Author(s):  
Juliane Degner ◽  
Dirk Wentura ◽  
Klaus Rothermund
Keyword(s):  
Social Cognitive ◽  
Incremental Validity ◽  
Self Report ◽  
Small Scale ◽  
Implicit Measures ◽  
Scale Theory ◽  
Starting Point ◽  
Self Reports ◽  
Predicting Behavior ◽  
Social Cognitive Theories

Abstract: We review research on response-latency based (“implicit”) measures of attitudes by examining what hopes and intentions researchers have associated with their usage. We identified the hopes of (1) gaining better measures of interindividual differences in attitudes as compared to self-report measures (quality hope); (2) better predicting behavior, or predicting other behaviors, as compared to self-reports (incremental validity hope); (3) linking social-cognitive theories more adequately to empirical research (theory-link hope). We argue that the third hope should be the starting point for using these measures. Any attempt to improve these measures should include the search for a small-scale theory that adequately explains the basic effects found with such a measure. To date, small-scale theories for different measures are not equally well developed.

An Alternative to Self-Reports of Trait and State Affect

2014 ◽  
Vol 30 (3) ◽  
pp. 231-237 ◽  
Author(s):  
Markus Quirin ◽  
Regina C. Bode
Keyword(s):  
Self Report ◽  
Factorial Validity ◽  
Artificial Language ◽  
Cognitive Representation ◽  
Affective States ◽  
Novel Variants ◽  
Self Reports ◽  
State Affect ◽  
Affective Experiences ◽  
Automatic Activation

Self-report measures for the assessment of trait or state affect are typically biased by social desirability or self-delusion. The present work provides an overview of research using a recently developed measure of automatic activation of cognitive representation of affective experiences, the Implicit Positive and Negative Affect Test (IPANAT). In the IPANAT, participants judge the extent to which nonsense words from an alleged artificial language express a number of affective states or traits. The test demonstrates appropriate factorial validity and reliabilities. We review findings that support criterion validity and, additionally, present novel variants of this procedure for the assessment of the discrete emotions such as happiness, anger, sadness, and fear.

What Women Say They Want versus What Men Imagine They Do: A new and convenient method reveals novel insights about self-reported vs. perceived preferences

2019 ◽  
Author(s):  
Carl Pierre Jago ◽  
Karen R. Dobkins
Keyword(s):  
Convenient Method ◽  
Physical Attractiveness ◽  
Romantic Partner ◽  
Self Report ◽  
New Method ◽  
Wealth Status ◽  
Men And Women ◽  
Potential Partner ◽  
Self Reports ◽  
Opposite Gender

To appeal to the opposite gender, previous research indicates that men emphasize their wealth, status, and ambition, whereas women emphasize their physical attractiveness. Such behavior seems surprising given previous surveys in which men and women reported these traits to be less important than others such as trustworthiness, intelligence, and warmth. We addressed one potential reason for any disconnect, which is that men’s and women’s beliefs about what the opposite gender prefers are misguided—according to the opposite genders’ self-reports. Using a new method, we asked participants to both self-report the traits they prefer in a romantic partner and to indicate what they imagine the opposite gender prefers. The results reveal striking discrepancies between what people report wanting in a potential partner and what the opposite gender imagines they want. Additionally, women appear to be better at imagining men’s preferences, and we discuss several reasons why this might be the case.

scholarly journals Reporting on one's behavior: a survey experiment on the nonvalidity of self-reported COVID-19 hygiene-relevant routine behaviors

2021 ◽  
pp. 1-18
Author(s):  
Pelle Guldborg Hansen ◽  
Erik Gahner Larsen ◽  
Caroline Drøgemüller Gundersen
Keyword(s):  
Measurement Error ◽  
Crucial Role ◽  
Test Validity ◽  
Self Report ◽  
Systematic Bias ◽  
Survey Experiment ◽  
Policy Decisions ◽  
Policy Responses ◽  
Randomized Controlled ◽  
Self Reports

Abstract Surveys based on self-reported hygiene-relevant routine behaviors have played a crucial role in policy responses to the COVID-19 pandemic. In this article, using anchoring to test validity in a randomized controlled survey experiment during the COVID-19 pandemic, we demonstrate that asking people to self-report on the frequency of routine behaviors are prone to significant measurement error and systematic bias. Specifically, we find that participants across age, gender, and political allegiance report higher (lower) frequencies of COVID-19-relevant behaviors when provided with a higher (lower) anchor. The results confirm that such self-reports should not be regarded as behavioral data and should primarily be used to inform policy decisions if better alternatives are not available. To this end, we discuss the use of anchoring as a validity test relative to self-reported behaviors as well as viable alternatives to self-reports when seeking to behaviorally inform policy decisions.

scholarly journals Spotting Loneliness at School: Associations between Self-Reports and Teacher and Peer Nominations

2021 ◽  
Vol 18 (3) ◽  
pp. 971
Author(s):  
Flore Geukens ◽  
Marlies Maes ◽  
Antonius H. N. Cillessen ◽  
Hilde Colpin ◽  
Karla Van Leeuwen ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Children And Adolescents ◽  
Social Behaviors ◽  
Peer Status ◽  
Hierarchical Regression ◽  
Moderate Correlation ◽  
Hierarchical Regression Analysis ◽  
Teacher Nominations ◽  
Self Reports ◽  
Peer Nominations

In two independent studies, we aimed to examine the extent to which teacher and peer nominations of loneliness are associated with children’s and adolescents’ self-reported loneliness, respectively. Additionally, we examined whether loneliness nominations from teachers and peers were informative above and beyond peer status and social behaviors associated with loneliness. In Study 1 (N = 1594, Mage = 9.43 years), teacher nominations of loneliness showed a small to moderate correlation with children’s self-reported loneliness as assessed using the Loneliness and Social Dissatisfaction Questionnaire (LSDQ). The results of a hierarchical regression analysis showed that teacher nominations of loneliness predicted children’s self-reported loneliness above and beyond teacher nominations of peer status and social behaviors. In Study 2 (N = 350, Mage = 13.81 years), peer nominations of loneliness showed a small to moderate correlation with adolescents’ self-reported loneliness as assessed using the peer-related loneliness subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA). The results of a hierarchical regression analysis showed that peer nominations of loneliness predicted adolescents’ self-reported loneliness above and beyond peer nominations of peer status and social behaviors. We conclude that loneliness nominations are valuable, but caution is needed when they are used exclusively to identify lonely children and adolescents.

scholarly journals Examining Reciprocal Links between Parental Autonomy-Support and Children’s Peer Preference in Mainland China

Children ◽  
2021 ◽  
Vol 8 (6) ◽  
pp. 508
Author(s):  
Na Hu ◽  
Muzi Yuan ◽  
Junsheng Liu ◽  
Robert J. Coplan ◽  
Ying Zhou
Keyword(s):  
Middle Schools ◽  
Peer Relationships ◽  
Autonomy Support ◽  
Chinese Culture ◽  
Mainland China ◽  
Supportive Parenting ◽  
Parental Autonomy Support ◽  
Parental Autonomy ◽  
Peer Preference ◽  
Peer Nominations

The present study examined the longitudinal relations between child perceptions of parental autonomy-support and peer preference in mainland China. Participants were N = 758 children (50.8% boys; Mage = 10.78 years, SD = 1.03 at Wave 1; Mage = 11.72 years, SD = 1.11 at Wave 2; Mage = 12.65 years, SD = 0.95 at Wave 3) from elementary and middle schools in Shanghai, P.R. China. Children were followed over three years from Grades 4–6 to Grades 6–8. Each year, children reported their perceived maternal/paternal autonomy-support and peer preference (being well-liked among peers) was measured via peer nominations. Among the results, peer preference positively predicted later perceptions of maternal and paternal autonomy-supportive parenting, whereas autonomy-supportive parenting did not significantly predict later peer preference. Results are discussed in terms of the interactions between parental autonomy-supportive parenting and children’s peer relationships in Chinese culture.

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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