Goals and Concerns

Parkhurst, Jennifer T.; Asher, Steven R.

doi:10.1007/978-1-4613-9820-2_6

Cited by 13 publications

(5 citation statements)

References 21 publications

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“…This is evident because (a) the correlation between victimization and rejection, although high, is not high enough to presume equivalence and (b) victimization and rejection relate differently to aggression. Second, some of our victimized children may bear some similarity to the submissive children studied by Deluty (1983, 1985) and Parkhurst and Asher (1987) or to the withdrawn children studied by Rubin and Krasnor (1986) and Rubin, LeMare, and Lollis (in press). It would be inappropriate to equate victimization with either submissiveness or withdrawal, however.…”

Section: Discussionmentioning

confidence: 90%

Victims of peer aggression.

Perry¹,

Kusel²,

Perry³

1988

Developmental Psychology

785

724

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Developed a peer nomination scale to assess the degree to which children are subjected to direct physical and verbal abuse by peers. Ss were 165 boys and girls in the third through sixth grades. About 10% of the children could be classified as extremely victimized. Age and sex differences in victimization were nonsignificant. Children's victimization scores were uncorrelated with their aggression scores (also assessed by peer nominations), were negatively correlated with peer acceptance, and were positively correlated with peer rejection. When children's victimization and aggression scores were treated as dual predictors of peer rejection, over half of the variance in peer rejection could be accounted for. Implications of the fact that a small group of children consistently serve as targets of peer aggression are discussed.

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Section: Discussionmentioning

confidence: 90%

Victims of peer aggression.

Perry¹,

Kusel²,

Perry³

1988

Developmental Psychology

785

724

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“…A specific aim of the present research, then, was to study feelings of loneliness among subgroups of rejected young adolescents. A related aim was to learn more about the interpersonal concerns (see Klinger, 1977; Parkhurst & Asher, 1985) of rejected students. We hypothesized that submissive–rejected students, compared with average-status students, would report elevated levels of loneliness, and of concerns about making social blunders and being teased, harassed, or rejected, that is, of concerns likely to be related to elevated social anxiety.…”

mentioning

confidence: 99%

Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns.

Parkhurst¹,

Asher²

1992

Developmental Psychology

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373

280

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This research was designed to identify patterns of behavior and emotional response associated with peer rejection in early adolescence. Seventh-and eighth-grade middle-school students (N = 450) were administered positive and negative sociometric nominations, peer behavioral assessment items, a loneliness and social dissatisfaction questionnaire, and a newly developed interpersonal concerns questionnaire. Results indicated that most rejected students were aggressive or submissive, but it was the combination of aggressiveness or submissiveness with low levels of prosocial behavior that was associated with peer rejection. With regard to students' affective experiences, submissive-rejected students, when compared with average-status students, were found to report higher levels of loneliness and worry about their relations with others. Aggressive-rejected students did not differ on these dimensions from average-status students.Although considerable research now exists on the behavioral and affective characteristics of sociometrically rejected children (see Asher, Parkhurst, Hymel, &Williams, 1990, and Kupersmidt, 1990, for reviews), virtually all of this research has been with preschool and elementary school children, and very little attention has been given to the basis of sociometric status in the early or later adolescent years. Furthermore, the little existing work on the behavioral correlates of sociometric status in the adolescent peer group was primarily done more than three decades ago (

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“…A complementary but more complex relation between children's goals and their social competence was revealed through the use of cluster analysis. It would seem that an optimal situation is one in which children pursue a combination of prosocial and instrumental goals that can be simultaneously attained (Argyle et al, 1981; Dodge et al, 1989; Parkhurst & Asher, 1985) through the use of a relatively large repertoire of strategies (Spivack & Shure, 1974). The clusters that best reflected this optimal combination were the social‐instrumental cluster and the no change cluster.…”

Section: Discussionmentioning

confidence: 99%

Modifications in Children's Goals When Encountering Obstacles to Conflict Resolution

Troop‐Gordon

Asher

2005

Child Development

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Previous studies have demonstrated that children's goals are associated with their success in peer relationships. The current study extends earlier findings by examining changes in children's goals during hypothetical conflicts. Participants were 252 children ages 9 to 12 years old (133 boys, 119 girls). As predicted, children's goals changed significantly when they encountered obstacles to conflict resolution, and these changes were predictive of their subsequent strategy choices. Both aggressive- and submissive-rejected children were more likely to evidence antisocial changes in their goals, including an increased desire to retaliate. They also showed reluctance to forego instrumental objectives. Other findings highlighted the need to investigate the combinations of goals children pursue as predictors of their strategies and the quality of their peer relationships.

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Goals and Concerns

Cited by 13 publications

References 21 publications

Victims of peer aggression.

Victims of peer aggression.

Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns.

Modifications in Children's Goals When Encountering Obstacles to Conflict Resolution

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