A meta-analysis of longitudinal peer influence effects in childhood and adolescence.

Abstract

For decades, psychological research has examined the extent to which children's and adolescents' behavior is influenced by the behavior of their peers (i.e., peer influence effects).This review provides a comprehensive synthesis and meta-analysis of this vast field of psychological science, with a goal to quantify the magnitude of peer influence effects across a broad array of behaviors (externalizing, internalizing, academic). To provide a rigorous test of peer influence effects, only studies that employed longitudinal designs, controlled for youths' baseline behaviors, and used "external informants" (peers' own reports or other external reporters) were included. These criteria yielded a total of 233 effect sizes from 60 independent studies across four different continents. A multilevel meta-analytic approach, allowing the inclusion of multiple dependent effect sizes from the same study, was used to estimate an average cross-lagged regression coefficient, indicating the extent to which peers' behavior predicted changes in youths' own behavior over time. Results revealed a peer influence effect that was small in magnitude ( β = 0.08) but significant and robust. Peer influence effects did not vary as a function of the behavioral outcome, age, or peer relationship type (one close friend vs. multiple friends). Time lag and peer context emerged as significant moderators, suggesting stronger peer influence effects over shorter time periods, and when the assessment of peer relationships was not limited to the classroom context. Results provide the most thorough and comprehensive synthesis of childhood and adolescent peer influence to date, indicating that peer influence occurs similarly across a broad range of behaviors and attitudes.

Social, academic, and psychological characteristics of peer groups in Chinese children: Same-domain and cross-domain effects on individual development.

“…The SCM has been used to assess children’s peer groups in China, the United States, and other countries (e.g., Chen & Chen, 2020; Chung-Hall & Chen, 2009; Ellis & Zarbatany, 2007). The results of research using the SCM method were consistent with the results of research using other methods (Giletta et al, 2021). In the study, children participated as observers and experts about peer relationships.…”

Association between Body Mass Index with Sugar-Sweetened and Dairy Beverages Consumption in Children from the Mexico–USA Border

“…This finding might be explained by girls reporting a higher consumption of milk-based beverages, but less SSB than boys. Girls in general tend to take more care of their health and body aesthetics, they are more concerned about implementing weight control strategies and are more receptive to peer influence and advertising [ 44 ]. This type of beverages has been promoted as a protective factor against the development of obesity and other diseases, considering dairy beverages are a nutrient-rich source of protein, calcium, riboflavin, and vitamins, and recent research provides evidence that milk and other dairy products intake are inversely associated with obesity in children [ 29 , 45 ].…”

The role of classroom- and individual-level teen stereotypes in Chinese adolescents' academic adjustment: A multilevel analysis

“…This is especially true for Chinese adolescents given that they stay with the same classmates for all subjects and grades throughout middle school (Carman and Zhang, 2012). From a social learning theoretical perspective, adolescents may reinforce certain beliefs or behaviors through direct social interactions with classmates, mimic their classmates' behaviors, or conform to the shared norms in class through modeling because they find it to be socially rewarding (Bandura, 1977;Brechwald and Prinstein, 2011;Giletta et al, 2021). For example, if adolescents receive messages from their classmates suggesting that the teen years represent a period of heightened maturity, familial obligations, and school engagement, they may be motivated to work hard in school in order to gain peer acceptance (e.g., compliments from classmates or popularity in class).…”