Negative emotionality and peer status: Evidence for bidirectional longitudinal influences during the elementary school years

Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade ( n = 90, mean age = 8.85) and fourth grade ( n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.

Faktor-Faktor yang Mempengaruhi Minat Mahasiswa Mengikuti Pendidikan Magister Akuntansi

Master of Accounting is a secondary education in higher education to get a master’s degree. This study aims to obtain empirical evidence of the effect of motivation, accreditation of study program, labor market considerations and peer environment status on intention to take master in accounting. The research was conducted at The Faculty of Economics and Business. The sampling technique use was purposive sampling and obtained a sample of 168 samples. Data were analyzed using multiple linear regression analysis. The result of this study indicate that motivation and peer environment status has a positive effect on intention of students to take Master of Accounting Education, while accreditation of study program and labor market considerations has no effect on the interest of student attending the master of Accounting Education. Keywords: Motivation; Accreditation Of Study Program; Labor Market Considerations; Peer Status; Student Interest.

Peer Experiences via Social Media

The transformation framework (Nesi et al., 2018a, 2018b) describes the ways in which the features of social media shape adolescents’ peer experiences. In the current chapter, we build on this work in three ways. First, we expand on our previous conceptualization to consider the role of algorithms as a key feature of social media. Second, we offer an updated review of the ways in which social media transforms a range of peer experiences, including peer status, peer influence, victimization, and other interpersonal behaviors and skills. Finally, we describe the translational implications of the transformation framework for adolescents’ educators, providers, and parents.

Spotting Loneliness at School: Associations between Self-Reports and Teacher and 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.

Childhood peer status and circulatory disease in adulthood: a prospective cohort study in Stockholm, Sweden

ObjectivesChildhood conditions have been recognised as important predictors of short-term and long-term health outcomes, but few studies have considered status position in the peer group as a possible determinant of adult health. Lower peer status, which often reflects experiences of marginalisation and rejection by peers, may impose inequality experiences and leave long-lasting imprints on health. The present study aimed to examine whether peer status is associated with the risk for circulatory disease in adulthood.DesignProspective cohort study based on the Stockholm Birth Cohort Multigenerational Study(SBC Multigen).SettingStockholm metropolitan area.ParticipantsAll individuals who were born in 1953 and resident in the greater metropolitan area of Stockholm in 1963 (n=14 608). The analytical sample consisted of 5410 males and 5990 females. Peer status was sociometrically assessed in cohort members at age 13. The survey material was linked to inpatient care registers that contained information about circulatory diseases (n=1668) across ages 20–63. Cox proportional hazard models were used for the analysis.Outcome measureCirculatory disease.ResultsPeer marginalisation at age 13 resulted in significantly higher risks of circulatory disease in adulthood among males (HR 1.34; 95% CI 1.09 to 1.64) and females (HR 1.33; 95% CI 1.04 to 1.70) alike. A graded relationship between peer status and circulatory diseases was detected in females (p=0.023). Among males there was a threshold effect, showing that only those in the lowest status position had significantly increased risks of circulatory disease. The associations remained significant after adjusting for various conditions in childhood and adulthood.ConclusionsThis study shows that circulatory diseases in adulthood may be traceable to low peer status and marginalisation in childhood. It is suggested that peer status in late childhood may precede social integration in adolescence and adulthood, acting as a long-term stressor that contributes to circulatory disease through biological, behavioural and psychosocial pathways.

A-047 Examining the relationship between Learning Diagnoses and Social Skills Deficit subscales within the Personality Inventory for Children, Second Edition

Objective The present study examined the relationship between the Social Skills Deficit (SSD) subscales obtained on the Personality Inventory for Children, second edition (PIC-2), and diagnoses of three major Learning Disorders (LD) of Math, Reading, and Writing. Method Participants in the present study consisted of 523 children from a mixed clinical sample who were between the ages of 3 to 17 years (M = 9.897, SD = 3.130). Participants were referred to a south Florida neuropsychology community assessment center and completed a full neuropsychological battery. Males composed 64% of the sample. Measures included SSD subscales, limited peer status and conflict with peers, within the PIC-2. Results To evaluate the relationship between scores on SSD subscales from the PIC-2 on three LD diagnoses, a Pearson Correlation with 2-tailed significance was used. Limited peer status was significantly correlated with a LD of Reading (r = −.160, p = .001) and Writing (r = −.160, p = .001). Additionally, conflict with peers was significant correlated with a LD of Reading (r = −.139, p = .001) and Writing (r = −.125, p = .004). There were no SSD subscales that were significantly correlated with a diagnosis of LD of Math. Conclusion From these results, the SSD subscale had the strongest correlation with diagnosis of a LD of Reading followed by LD of Writing. This study explicates the issue of reduced language-based skills and its impact on social skills. Due to the association between reading and writing and social skills, academic intervention should also include social skills training to increased peer interactions and reduce peer conflict.