Playing drinking games can be characterized as a high-risk drinking activity because games are typically designed to promote heavy alcohol consumption. While research suggests that young adults are motivated to play drinking games for a variety of reasons (e.g., for thrills/fun, for the competition), the Motives for Playing Drinking Games measure has received limited empirical attention. We examined the psychometric properties of this measure with a confirmation sample of young adults recruited from Amazon’s MTurk (N = 1,809, ages 18–25 years, 47% men; 41% not currently enrolled in college) and a validation sample of college students (N = 671; ages 18–23 years; 26% men). Contrary to the 8-factor model obtained by Johnson and Sheets in a study published in 2004, examination of the factor structure with our confirmation sample yielded a revised 7-factor model that was invariant across race/ethnicity and college student status. This model was also validated with the college student sample. In the confirmation sample, enhancement/thrills and sexual pursuit motives for playing drinking games were positively associated with gaming frequency/consumption and negative gaming consequences. Furthermore, conformity motives for playing drinking games were positively associated with negative gaming consequences, while competition motives were positively associated with gaming frequency. These findings have significant implications for research and prevention/intervention efforts.
Teachers must address both children’s academic and social needs to maintain a supportive and optimal learning environment. In order to successfully create and maintain an optimal learning environment, teachers’ influence on children’s peer relations in the classroom must be intentional. This can be accomplished by addressing how psychological research on children’s peer relations can be explicitly applied to the classroom context. This review addresses contemporary research in children’s peer relations during the elementary school years with a primary focus on how teachers can intentionally influence children’s peer acceptance in classroom settings. Teachers should intentionally shape children’s peer relations in their elementary classrooms through increasing their attunement to peer group affiliations, using classroom management strategies that foster intended classroom norms, and using classroom spatial arrangements effectively.
Research suggests friendships play an important role in adolescents' social well-being as well as affecting their academic motivation and academic performance. Still, how friendships actually affect academic outcomes is not completely understood, particularly the role of peer perceptions. The present study offers an empirical explanation for how perceptions of friends' social and academic behaviors might affect academic outcomes. Using a nationally representative sample of 8,040 tenth graders, the authors tested a meditational model examining how perceptions of friends' academic and social behaviors might affect math self-concept and math performance. Results suggest that perceptions of friends' academic behaviors relate to academic performance, but only when perceptions align with one's self-concept. Perceptions of friends' social behaviors were negatively related to math self-concept and academic performance. Tests of gender moderation suggested negligible gender differences for how perceptions of friends' social and academic behaviors related to math self-concept and math performance.
Can aggressive children be popular with peers? Generally, sociometric popularity (liking nominations) has been shown to be negatively associated with aggression, and perceived popularity (popularity nominations) has been shown to be positively associated with aggression. The thesis of the present research was that being respected by peers moderates the relation between aggression and popularity. For both thirdthrough sixth-grade boys (N = 107) and girls (N = 117), perceived popularity by peers was positively associated with nominations for aggression (both overt and relational) only for children high in respect. Aggression was negatively associated with sociometric popularity for girls who were low in respect; sociometric popularity for girls high in respect was not related to aggression nominations. In sum, aggressive children were considered to be popular only if they were respected; aggressive girls were not disliked if they were respected.
Research suggests a link between masculine norms and drinking behaviors and related consequences; however, the mechanisms of risk are not well understood, particularly with respect to drinking games. The present study helps bridge the masculinity and alcohol use literatures by examining the mechanisms by which certain masculine norms (i.e., winning, risk taking, heterosexual presentation, power over women, and playboy norms) are directly associated with drinking game behaviors and consequences, and indirectly by way of increased motivations to play drinking games for competition reasons, for enhancement/thrills, and/or to sexually manipulate others. Participants completed anonymous self-report surveys and consisted of young adult men who were current drinkers and drinking gamers (N = 905). Controlling for typical alcohol use on nondrinking game occasions, results indicated that certain masculine norms (i.e., heterosexual presentation, risk taking, and power over women) were directly associated with drinking game behaviors and/or consequences. Consistent with motivational models of alcohol use, conformity to masculine norms was also indirectly related to drinking game behaviors and consequences through their associations with specific drinking game motives. Both power over women and playboy norms were indirectly related to negative drinking game consequences through their positive associations with sexual manipulation motives. In addition, risk taking, winning, and playboy norms were indirectly related to drinking game behaviors and related consequences by way of increased endorsement of enhancement/thrills motives. Finally, risk taking, winning, and power over women were indirectly related to drinking game frequency through their positive associations with competition motives. Implications for intervention and future research are discussed.
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