Deviant Peer Influences in Programs for Youth

Kaminer, Yifrah; Martin, Andreés

doi:10.1097/01.chi.0000270779.72668.25

Cited by 10 publications

(3 citation statements)

References 3 publications

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“…Adolescents showed consistent HV modes with bad peers to obtain peer recognition, which effectively compensated for the lack of psychological security caused by insecure parental attachment. 29 , 30 , 52 However, adolescents with secure parental attachment, who did not lack psychological security, had fewer deviant peer affiliations. Thus, such adolescents behave more morally and experience more positive emotions (HM mode).…”

Section: Discussionmentioning

confidence: 99%

“…26 , 27 Social learning theory suggests that adolescents could behave similarly by imitating the negative behaviors of their peers. 28 For example, numerous studies have demonstrated that deviant peer affiliation has a strong effect on adolescents’ aggressive 29 , 30 and immoral behaviors. 28 , 29 Moreover, different environments have a combined effect on adolescent moral reaction modes.…”

Section: Introductionmentioning

confidence: 99%

“…31 In addition, a positive teacher-student relationship includes a variety of internal emotions, attitudes, and ideas (such as warm support, rational guidance, praise, and encouragement), 19,24 which protects against the formation of deviant peer relationships. 28,30 Secure and supportive parental and teacher-student relationships contributed to students' positive orientation. 51 Individuals were more likely to experience adequate love and attention and adopted more HM modes in their behavior.…”

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Parental Attachment and Adolescent Moral Reaction Modes: The Serial Mediating Model of the Teacher–Student Relationship and Deviant Peer Affiliation

Liu¹,

Xiao²,

Zhan³

2022

PRBM

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Purpose Moral decision outcomes and emotional experiences after moral decisions are combined to create four moral reaction modes: happy victimizer (HV), unhappy victimizer (UHV), happy moralist (HM), and unhappy moralist (UHM). This study aimed to explore the relationships between parental attachment (PA) and adolescent moral reaction modes, and further examine the mechanism of the serial mediating effects of the teacher-student relationship (TS) and deviant peer affiliation (DP). Sample and Method A cross-sectional study was conducted in 2022 among 3053 students (including 1496 females) from four middle schools, four high schools, and three colleges in China using a voluntary and anonymous questionnaire. Results Our study reveals that PA was positively associated with HM modes and negatively associated with UHM, UHV, and HV modes. Both TS and DP serially or partly mediated the relationship between PA and adolescents’ four moral reaction modes. Conclusion This study uncovered significant social relationship pathways for moral reaction modes. TS and DP are two important mediators between PA and moral reaction modes. Secure parental attachment can develop positive teacher-student and peer relationships. This can then encourage adolescents to behave in more positive HM modes and fewer UHM/HV/UHV modes.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Parental Attachment and Adolescent Moral Reaction Modes: The Serial Mediating Model of the Teacher–Student Relationship and Deviant Peer Affiliation

Liu¹,

Xiao²,

Zhan³

2022

PRBM

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Emerging Methods in Family Research

Booth¹

2014

National Symposium on Family Issues

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Examination of the change in latent statuses in bullying behaviors across time.

Ryoo¹,

Wang²,

Swearer³

2015

School Psychology Quarterly

107

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Involvement in bullying and victimization has been mostly studied using cross-sectional data from 1 time point. As such, much of our understanding of bullying and victimization has not captured the dynamic experiences of youth over time. To examine the change of latent statuses in bullying and victimization, we applied latent transition analysis examining self-reported bullying involvement from 1,180 students in 5th through 9th grades across 3 time points. We identified unobserved heterogeneous subgroups (i.e., latent statuses) and investigated how students transition between the unobserved subgroups over time. For victimization, 4 latent statuses were identified: frequent victim (11.23%), occasional traditional victim (28.86%), occasional cyber and traditional victim (10.34%), and infrequent victim (49.57%). For bullying behavior, 3 latent statuses were identified: frequent perpetrator (5.12%), occasional verbal/relational perpetrator (26.04%), and infrequent perpetrator (68.84%). The characteristics of the transitions were examined. The multiple-group effects of gender, grade, and first language learned on transitions across statuses were also investigated. The infrequent victim and infrequent perpetrator groups were the most stable, and the frequent victim and frequent perpetrator groups were the least stable. These findings suggest instability in perpetration and victimization over time, as well as significant changes, especially during school transition years. Findings suggest that school-based interventions need to address the heterogeneity in perpetrator and victim experiences in adolescence.

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Deviant Peer Influences in Programs for Youth

Cited by 10 publications

References 3 publications

Parental Attachment and Adolescent Moral Reaction Modes: The Serial Mediating Model of the Teacher–Student Relationship and Deviant Peer Affiliation

Parental Attachment and Adolescent Moral Reaction Modes: The Serial Mediating Model of the Teacher–Student Relationship and Deviant Peer Affiliation

Emerging Methods in Family Research

Examination of the change in latent statuses in bullying behaviors across time.

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