Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms

Abstract

In this study, we examine friendship centrality and reciprocity between kindergarteners who exhibit externalizing classroom behaviors and their classroom peers. Teachers nominated children who display externalizing classroom behaviors, and we collected network data via individual interviews of 411 children (mean age =6.7 years; SD = .33) from 21 kindergarten classrooms in four schools. We found that children nominated for elevated levels of externalizing behavior were significantly less central to the classroom friendship network (over and above the contribution of language skills), and this effect was magnified for boys and students in larger classrooms. Moderator analyses revealed a significant gender by behavior interaction, where the difference between boys and girls was conditional on externalizing behavior nomination. Similar main effect results were found when predicting whether or not students had a reciprocal friendship tie. Students who received a teacher nomination for externalizing behavior had 48% lower odds of having a reciprocal friendship tie, after controlling for language skills. We found no significant moderators of the behavior–reciprocity relation. We conclude our study with a discussion of our findings and recommendations for future research and practice.

The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills.

“…As children interact in either an aggressive, disruptive, or socially withdrawn manner, they are likely to be subject to negative social interactions or experience social isolation (Christina et al, 2021; Schwartz et al, 1999). Without adequate exposure to models of effective and prosocial interactions, they are deprived of the chance to observe and practice positive social behaviors, impeding their ability to enhance their social abilities (Chow et al, 2023; Howes et al, 1988).…”