Individual Adjustment to School Transitions: An Exploration of the Role of Supportive Peer Relations

1986 ◽  
Vol 6 (4) ◽  
pp. 315-329 ◽  
Author(s):  
L. Mickey Fenzel ◽  
Dale A. Blyth
Keyword(s):  
Peer Relations ◽  
School Transitions ◽  
Individual Adjustment

Co-operation as a Conditional Strategy among Peers: Influence of Social Ecology and Kin Relations

1996 ◽  
Vol 19 (1) ◽  
pp. 39-52 ◽  
Author(s):  
Peter J. LaFreniere
Keyword(s):  
Peer Relations ◽  
Research Programme ◽  
Conditional Strategy ◽  
Social Unit ◽  
Kin Relations ◽  
Sources Of Variation ◽  
The Individual ◽  
Developmental Significance ◽  
The Relationship

The goal of this study is to analyse sources of variation, residing within the individual or within the relationship, in the ability to balance co-operative and competitive behaviours in a dyadic context. The ability to balance these two tendencies can be considered fundamental to successful adaptation within a social unit because co-operation may be essential in raising offspring, competing with other groups or in generating resources, whereas egoistic behaviour may protect the individual from exploitation or otherwise enhance reproductive success. Research is reviewed on the influence of social structures and relationships on co-operation in peer groups, and the origin and developmental significance of individual differences in co-operative abilities. Finally, a research programme investigating the conjunction of kin and peer relations is described, emphasising the role of affective synchrony, behavioural contingency, and reciprocity in shaping and sustaining co-operative behaviour as a conditional strategy.

Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

2017 ◽  
Vol 54 (3) ◽  
pp. 396-411 ◽  
Author(s):  
Felix Donovan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Young People ◽  
Educational Outcomes ◽  
Mixed Methods Research ◽  
School Transitions ◽  
School Students ◽  
Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

scholarly journals Gossip and Reputation in Adolescent Networks

2019 ◽  
pp. 358-379 ◽  
Author(s):  
Dorottya Kisfalusi ◽  
Károly Takács ◽  
Judit Pál
Keyword(s):  
Social Network ◽  
Secondary School ◽  
Peer Relations ◽  
School Context ◽  
Future Research ◽  
Special Focus ◽  
Network Methods ◽  
Good Reputation ◽  
Practical Implications

Adolescence is an important age of development when collective norms emerge, social exclusion often takes place, and competition for reputation is relatively intense. Negative gossip is used with increasing intentionality to interfere in these processes. At the same time, being the object of negative gossip undermines chances to obtain good reputation. This chapter reviews the role of gossiping in the formation of informal status relations of adolescents. It provides an overview of theoretical explanations and empirical findings on how reputation and gossip are related with a special focus on the school context. It presents recent methodological advancements of social network methods used for analyzing the complex interrelated dynamics of gossip, reputation, and peer relations among adolescents. As an illustration, the chapter shows that malicious gossip leads to disdain while disdain induces malicious gossip in a longitudinal analysis of Hungarian secondary school classes. Finally, it discusses the theoretical and practical implications of our illustrative analysis and formulate suggestions for future research.

Costruire la resilienza familiare in contesti post bellici

2009 ◽  
pp. 74-90
Author(s):  
Silvia Galvani ◽  
Wilma Binda
Keyword(s):  
Family Functioning ◽  
Family Support ◽  
Sense Of Coherence ◽  
Making Meaning ◽  
Family Function ◽  
Post Conflict ◽  
The Face ◽  
Research Findings ◽  
Individual Adjustment

- Recent research findings highlight the role of context and family function-ning (Walsh, 2008) in strengthening resilience both individual and familiar. Studies about adolescents in post conflict context (Galvani, 2008) have confirmed the relevance of meanings (considered both as a making process and content) in mobilizing resources in the face of adversities. Literature (Antonovsky, 1987; Almedom e Glandom, 2007) states that Sense of Coherence (event's Comprehensibility, Manageability and Meaningfulness) indicates resilience in face of critical events. This study on Kosovar adolescents who experienced war during childhood (N. 144) suggests the centrality of family support and family functioning in making meaning out of adversities in order to enact individual adjustment. Data confirm family sense of coherence as resilience mediator in wellbeing.

scholarly journals The Role of Parents’ Disapproval of Peers and Monitoring on Immigrant and Native Youth’s Participation in Organized Sports in Sweden: The Mediating Role of Engagement in Delinquent Activities

2020 ◽  
pp. 027243162091915
Author(s):  
Darun Jaf ◽  
Metin Özdemir ◽  
Sevgi Bayram Özdemir
Keyword(s):  
Peer Relations ◽  
Parental Monitoring ◽  
Mediation Process ◽  
Delinquent Behaviors ◽  
Organized Sports ◽  
Mediating Role ◽  
Immigrant Background ◽  
Role Of Parents ◽  
Sports Activities

The aim of the present study was (a) to investigate the effect of perceived parents’ disapproval of peer relations and perceived parental monitoring on youth’s engagement in organized sports activities, (b) to examine whether youth’s engagement in delinquent behaviors mediates the link between parents’ behaviors and youth’s participation in and dropout from organized sports, and (c) to test whether the mediation process is moderated by youth’s immigrant background. Data were collected from immigrant and Swedish adolescents ( N = 687) in seventh grade over two consecutive years. Our main findings revealed that youth who disclose their whereabouts to parents and whose parents practice control are less likely to engage in delinquent behaviors, and, in turn, more likely to engage in organized sports. The findings were similar with respect to sports dropout. Most importantly, these results hold for both immigrant and Swedish youth.

Friendship as a predictor of adjustment following a transition to formal academic instruction and evaluation

2005 ◽  
Vol 29 (4) ◽  
pp. 314-322 ◽  
Author(s):  
Giovanna Tomada ◽  
Barry H. Schneider ◽  
Piero de Domini ◽  
Paul S. Greenman ◽  
Ada Fonzi
Keyword(s):  
Life Experiences ◽  
Antisocial Behaviour ◽  
School Transition ◽  
Second Grade ◽  
School Transitions ◽  
Attitudes Toward School ◽  
Cognitive Changes ◽  
Academic Instruction ◽  
The City

Most school transitions are characterised by sweeping changes in children's social and learning environments, often accompanied by important biological and cognitive changes; the multiple changes occurring within the child and the environment make the results of school-transition studies difficult to interpret. Italian elementary school children experience a marked transition in teaching and evaluation style at the end of second grade, but do not change schools. Formal academic instruction begins and pupils' progress begins to be evaluated individually by means of oral examinations. The present longitudinal study focuses on the role of friends during this transition. The participants were pupils of 17 classes in 11 schools in the city of Florence, Italy, and surrounding towns. Self-reported liking of school decreased sharply after the transition. There were some indications that having friends contributed overall to successful adjustment after the transition, especially in terms of children's liking of school. There was also some evidence that friendship is an asset to children undergoing stressful life experiences. Both children's liking of school and their antisocial behaviours were predicted by their friends' attitudes toward school and their friends' antisocial behaviour.

scholarly journals “Would You Be My Friend?”: Friendship Selection and Contagion Processes of Early Adolescents Who Experience Victimization

2019 ◽  
Vol 39 (9) ◽  
pp. 1286-1310 ◽  
Author(s):  
Christian Berger ◽  
Mariola Claudia Gremmen ◽  
Diego Palacios ◽  
Eduardo Franco
Keyword(s):  
Peer Relations ◽  
Early Adolescents ◽  
Negative Consequences ◽  
Network Analyses ◽  
Time Period ◽  
Prosocial Peers ◽  
Social Network Analyses ◽  
Over Time ◽  
Friendship Selection

Victimization in early adolescence can have severe negative consequences later in life. Friendships are especially important in this time period. The present study investigated friendship selection and influence (contagion) processes with regard to victimization, as well as prosocial and aggressive characteristics of victims’ friends. Using social network analyses (RSiena), we longitudinally analyzed data of five fourth-grade classrooms, including 185 students (56.8% girls; [Formula: see text] age at Time 1 = 10 years old). Results showed that early adolescents who experience peer victimization were not likely to select peers with similar levels of victimization as friends but selected prosocial peers as friends. Moreover, friends did not become more similar over time in their victimization levels. Prosocial students selected similar peers as friends. The discussion highlights the relevance of fostering positive peer relations for targeting victimization and discusses the defending role of friends in victimization situations.

Social Inclusion of Preschool Children With ASD: The Role of Typical Peers

2020 ◽  
pp. 002246692092613
Author(s):  
Mati Zakai-Mashiach ◽  
Esther Dromi ◽  
Michal Al-Yagon
Keyword(s):  
Peer Relations ◽  
Social Inclusion ◽  
Significant Contribution ◽  
Hierarchical Linear Model ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Social Ecological ◽  
The Social ◽  
Teachers Attitudes

This study examined the natural social interest of 193 (95 boys, 98 girls) typically developing preschoolers aged 41 to 77 months ( M = 61.71 years, SD = 8.48 years) toward their included peers with autism spectrum disorder (ASD; N = 16, M = 66.8, SD = 8.80). A hierarchical linear model examined the role of endogenous (within-child) and exogenous (environmental) variables in explaining typically developing children’s natural social behaviors. Results indicated the significant contribution of three variables: (a) typically developing children’s prosocial behaviors, (b) teachers’ attitudes about their training regarding inclusion, and (c) areas of inclusion support needed by the specific child with ASD. Discussion highlighted possible interactions among these variables within the social–ecological theoretical framework, for explaining peer relations of typically developing children with peers with ASD in regular preschools.

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