Childhood peer relationships: social acceptance, friendships, and peer networks

Gifford-Smith, Mary E.; Brownell, Celia A.

doi:10.1016/s0022-4405(03)00048-7

Cited by 705 publications

(748 citation statements)

References 116 publications

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“…Aligned with the current literature (Gifford-Smith & Brownell, 2003;Lynch & Cicchetti, 1997), we found that peer connections played a more important role for older students in elementary school than for younger students. The increasing importance of peer connections may reflect that elementary age students' social growth allows them to build and maintain larger peer networks and to take part in more organized and supportive academic and social activities with their peers (Gifford-Smith & Brownell, 2003).…”

Section: Developmental Differences In the Role Of Relationships In Besupporting

confidence: 84%

“…Specifically, older students may be less compliant in classrooms (e.g., attentive, engaged) in the absence of relatedness with the teacher. In addition, peer connections become increasingly salient and influential for students' during middle and late childhood (Gifford-Smith & Brownell, 2003;Lynch & Cicchetti, 1997). Given this, developmental differences need to be considered when examining the role of individual relationships in behavioral engagement.…”

Section: Supportive Social Processes: Role Of Individual Relationshipmentioning

confidence: 99%

“…The increasing importance of peer connections may reflect that elementary age students' social growth allows them to build and maintain larger peer networks and to take part in more organized and supportive academic and social activities with their peers (Gifford-Smith & Brownell, 2003). Yet, the role of teacher-student relationships did not significantly vary by grade level.…”

Section: Developmental Differences In the Role Of Relationships In Bementioning

confidence: 99%

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Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.

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Section: Developmental Differences In the Role Of Relationships In Besupporting

confidence: 84%

Section: Supportive Social Processes: Role Of Individual Relationshipmentioning

confidence: 99%

Section: Developmental Differences In the Role Of Relationships In Bementioning

confidence: 99%

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Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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“…In this sense, as Gifford-Smith and Brownell (2003) reported, aggressive behavior, while strongly related to peer rejection, appears to be positively related to group centrality.…”

Section: Social Variablesmentioning

confidence: 53%

Aggressive and nonaggressive rejected students: An analysis of their differences

López

Herrero

Ferrer

et al. 2006

Psychology in the Schools

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The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self-esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent-child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self-esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress.

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“…Previous studies have found that rejected students have smaller networks of friends than average or popular adolescents (Gest et al, 2001;Gifford-Smith & Brownell, 2003;Zettegren, 2005), which may explain the greater loneliness they experience.…”

Section: Differences Between Groups In Variables Of Individual Adjustmentioning

confidence: 95%

Psychosocial Intervention

2013

Encyclopedia of Behavioral Medicine

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a b s t r a c tThe purpose of the present study was to compare the profiles of aggressive adolescents who differed in social status in the classroom, popular vs. rejected, with those of adolescents of average sociometric status without documented behavior problems. The characteristics compared related to intra-individual, family, school, and social domains. A sample of 457 adolescents, aged 11 to 18 years old (48% girls), participated in the study. Differences between groups were examined via a series of multivariate analyses of variance and discriminant function analyses. Results indicated that although aggressive popular adolescents revealed more academic involvement and social integration in the classroom, their levels of emotional and family adjustment were as adverse as those of aggressive rejected students. Both groups held negative attitudes towards the institutional authority of teachers together with commitment to a social image based on a rebellious and nonconformist reputation among peers. Implications of the findings and suggestions for future research are discussed. © 2014 Colegio Oficial de Psicólogos de Madrid. Production by Elsevier España, S.L. All rights reserved. Ajuste psicosocial en adolescentes populares agresivos y rechazados agresivos en el colegior e s u m e n El objetivo del presente estudio fue comparar el perfil de adolescentes agresivos con distinto estatus sociométrico en el aula, populares o rechazados, con adolescentes de estatus sociométrico promedio y sin problemas de conducta documentados. Se compararon características a nivel intra-individual, familiar, escolar y social. Una muestra de 457 adolescentes de entre 11 y 18 años (48% chicas) participaron en el estudio. Las diferencias entre los grupos se examinaron a través de una serie de análisis multivariados de varianza y de función discriminante. Los resultados indicaron que aunque los adolescentes populares agresivos mostraron un mejor desempeño académico e integración social en la clase, sus niveles de ajuste emocional y familiar fueron tan negativos como los de los estudiantes rechazados agresivos. Ambos grupos informaron de actitudes negativas hacia la autoridad institucional de los profesores, así como el compromiso con una imagen social entre los iguales fundamentada en la reputación de rebeldía y no conformismo. Se discuten la implicación de los resultados y sugerencias para investigaciones futuras.

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Childhood peer relationships: social acceptance, friendships, and peer networks

Cited by 705 publications

References 116 publications

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Aggressive and nonaggressive rejected students: An analysis of their differences

Psychosocial Intervention

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