Social Structure and Social Cognition in Early Adolescence: Affiliative Patterns

Cairns, Robert B.; Perrin, Jane E.; Cairns, Beverley D.

doi:10.1177/0272431685053007

Cited by 216 publications

(252 citation statements)

References 13 publications

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“…Participants' social integration was assessed through the Social Cognitive Mapping (SCM) procedure (Cairns, Perrin, & Cairns, 1985). Children answer the question "Do you hang around together a lot with some kids in your classroom?"…”

Section: Methodsmentioning

confidence: 99%

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Berger¹,

Alcalay²,

Torretti³

et al. 2011

Psicol. Reflex. Crit.

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Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed. Keywords: Socio-emotional wellbeing; Academic achievement; Multilevel. ResumoApesar de que o bem-estar social e emocional tem sido proposto como uma meta principal da educação, sua associação com o desempenho acadêmico geralmente é negligenciado, especialmente considerando que as instituições educacionais são convidados a mostrar os resultados acadêmicos, e, portanto, o foco é no desenvolvimento cognitivo e da formação acadêmica. Este estudo adota uma perspectiva multinível para testar essa associação entre alunos chilenos do ensino fundamental, incluindo características individuais (bem-estar sócio-emocional, auto-estima e integração social) e sociais (clima social da aula e as características de rede social). Os resultados mostram que as variáveis sócio-emocionais, e em especial a percepção de professores da auto-estima de seus alunos, estão associados com desempenho acadêmico. Além disso, efeitos de interação das variáveis individuais e contextuais são apresentados. Implicações para a pesquisa e as intervenções são discutidos. Palavras-chave: Bem-estar sócio-emocional; Desempenho acadêmico; Multinivel.

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Section: Methodsmentioning

confidence: 99%

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Berger¹,

Alcalay²,

Torretti³

et al. 2011

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

show abstract

“…Finally, children were asked to report groups of children "who hang out together and just do a lot together" (Cairns, Perrin, & Cairns, 1985). Children's reports of peer affiliations were aggregated to identify non-overlapping cliques, following a procedure delineated in previous studies (Estell, Farmer, Pearl, Van Acker, & Rodkin, 2008;Kwon, Lease, & Hoffman, 2012).…”

Section: Study Constructs and Measuresmentioning

confidence: 99%

“…Next, for each child, the number of nominations he or she received to belong to the clique was compared against his or her overall clique centrality index; a child was classified as a central member in the clique if his or her number Clique centrality: "Who play, work, or hang out together a lot?" (Cairns et al, 1985) Teacher-assessed popularity: The Interpersonal Teacher rating Competence Scale-Teacher (ICS-T; Cairns et al, 1995): Popularity subscale…”

Section: Study Constructs and Measuresmentioning

confidence: 99%

A contextual approach to social skills assessment in the peer group: Who is the best judge?

Kwon

Kim

Sheridan³

2012

School Psychology Quarterly

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Using a contextual approach to social skills assessment in the peer group, this study examined the criterion-related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children's social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, contextually relevant social skills were significantly related to a variety of social status indicators (i.e., likability, peer- and teacher-assessed popularity, reciprocated friendships, clique centrality) and positive school functioning (i.e., school liking and academic competence). Peer-assessed social skills, not teacher-assessed social skills, demonstrated consistent incremental validity in predicting various indicators of social status outcomes; peer- and teacher-assessed social skills alike showed incremental validity in predicting positive school functioning. The relation between contextually relevant social skills and study outcomes did not vary by child gender. Findings are discussed in terms of the significance of peers in the assessment of children's social skills in the peer group as well as the usefulness of a contextual approach to social skills assessment.

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“…Based upon an adaptation of a subgroup nomination procedure (Cairns et al 1985), these same network methods also have been extended to the identification of the affiliative structure in groups of primary school children (e.g., La Ferté 1992; Veríssimo and Santos, unpublished work). In general, these descriptive findings extend previous analyses of adolescent networks (e.g., Cairns et al 1985) to schoolaged and preschool children. Results reveal consistent structural information across qualitatively different data sets (socially directed actions, spatial proximities, and verbal nominations) for a variety of different sociocultural contexts.…”

Section: Network Analysesmentioning

confidence: 99%

Child social ethology and peer relations: a developmental review of methodology and findings

Santos

Winegar

1999

acta ethol

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During the last three decades, developmental research has increasingly emphasized the relevance of peer relations in children's socialization. However, most studies of child development still focus upon individual differences in social status, tacitly neglecting relational constraints inherent in the ecology of the peer group. In contrast, socioethological approaches have stressed that natural groups provide a variety of distinct social roles that may have a differential impact upon individual growth and development. However, ethological analyses have often been limited to aggressive relations and group dominance structures. Comparable studies of affiliative organization have been hampered by the paucity of models for the study of cohesive social structure, only recently having begun to overcome this obstacle. A potential third dimension of preschool peer group ethology, object use, has been relatively neglected in studies of peer relations. However, recent research suggests that object use is a salient and important component of the social world of the young child. This article reviews methodology and recent findings in the area of peer relations and discusses the developmental implications of this work.

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Social Structure and Social Cognition in Early Adolescence: Affiliative Patterns

Cited by 216 publications

References 13 publications

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

A contextual approach to social skills assessment in the peer group: Who is the best judge?

Child social ethology and peer relations: a developmental review of methodology and findings

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