Childhood peer status as predictor of midadolescence peer situation and social adjustment

Abstract

This longitudinal study examined the relation between stable sociometric status among samegender classmates at age 10-11 and peer situation and social adjustment at age 15. Rejected, popular, and average groups of both genders (N ϭ 90) were selected from a representative school sample. Rejected boys and girls preserved their low position among same-gender class peers at age 15. They also had low status among cross-gender class peers. Furthermore, rejected children perceived their peer situation as worse compared to other children. As expected, adolescents had most of their peers in ordinary or conventional peer categories, that is, same-age peers, class peers, and other school peers. Rejected participants had a smaller number of conventional peers than other children in some categories (same-age and school peers). There were, however, no peer-status differences in nonconventional peer categories, like different-age and antisocial peers; neither were there differences in own antisocial tendencies. Antisocial deviancy seems to be more common among boys and their peers than among girls.

Relaciones entre iguales, conducta prosocial y género desde la educación primaria hasta la universitaria en Colombia

“…Algunas investigaciones han establecido conexiones entre el desarrollo social de niños y adolescentes y la presentación temprana de factores temperamentales, como la reactividad negativa, la inhibición comportamental y la regulación de la atención (Sanson, Hemphill & Smart, 2004). Por otra parte, al parecer el ajuste, las relaciones con pares y, en general, las condiciones sociales que se tengan en la infancia, permanecen inalteradas durante la adolescencia, de forma que los niños que fueron populares o rechazados continúan siéndolo a lo largo de la adolescencia y hasta la adultez temprana (Zettergren, 2005).…”

Parental Interpersonal Sensitivity and Youth Social Problems: A Mediational Role for Child Emotion Dysregulation

“…The empirical study of these issues is particularly important as children who experience social problems are at a greater risk for future maladjustment when compared with children who do not experience peer relationship difficulties (Gest et al 2006;Hubbard and Coie 1994;Ladd and Troop-Gordon 2003;Parker and Asher 1987;Zettergren 2005). The current study is unique in its examination of emotion regulation as a mechanism through which both maternal and paternal interpersonal sensitivity relate to children's social functioning.…”

Cooperative learning and its effects on pre-primary, marginalized children

“…It also appears that rejection can become a life long experience. According to Zettergren's (2005) longitudinal study, rejected children maintained their negative popularity for up to five years, even if their behaviour changed.…”