童年中期同伴关系的变化对孤独感的影响

在一年期间追踪调查了412名3、4、5年级儿童,探讨了同伴关系变化对孤独感的影响。结果表明:对于男孩而言,友谊质量上升,1年后测得的孤独感显著降低;友谊质量下降,1年后测得的孤独感显著增强。对于女孩而言,社交自我知觉下降,其1年后的孤独感显著增强;社交自我知觉稳定组的孤独感显著降低,社交自我知觉上升组的孤独感最低。同伴关系的变化对孤独感的影响因性别而异。     

聋校低年级学生班级友伴网络建构及其特点研究— 一项两年的追踪研究

本文采用调查法与社会网络分析法对聋校三年级聋生在班级群体中的友伴网络进行2年的追踪研究,以探索友伴网络的建构及其动态发展特征。结果表明：①三年级初期,聋生在友伴网络的个体中心度与个体的外貌、成绩与年龄等个人特征有显著相关;但随年级升高,这种相关性逐渐消失。②聋生友伴网络中存在一个十分稳定的中心小团体,其团体成员在整个网络中处于中心地位。③聋生在班级群体中的互选朋友关系呈现出中等程度的稳定性。     

Sociopsychological profiles of students that leave the ingroup or engage in social competition

We present a study of the sociopsychological profiles of students who are disposed to engage in social competition on behalf of ingroup interests. Five predictors were selected: the advantageous or unfavourable context for ingroup interests, group identification, meritocracy, just-world beliefs, and social dominance orientation. It was found that those students who were prepared to invest personal resources on behalf of ingroup interests were characterized by a strong group identification and middle or low scores in the meritocracy and social dominance orientation. In contrast, students with the lowest disposition to social competition were defined by their low identification and/or middle-high scores in the meritocracy and social dominance orientation. Against our expectation, the manipulation of the favourable versus unfavourable situation of the ingroup did not have a significant influence. In order of their importance, the variables that showed stronger effects were group identification, followed by meritocracy, social dominance orientation, and world-just beliefs.     

Lesbian Friendships: An Exploration of Lesbian Social Support Networks

Lesbians may face unique challenges when building friendships. The intersection of culturally sanctioned discrimination and familial rejection may intensify the role friendships play for lesbians and the development of social support networks. The author discusses existing research and qualitative findings and provides suggestions for counselors working with their lesbian clients.     

Loyal peripherals? The interactive effects of identification and peripheral group membership on deviance from non-beneficial ingroup norms

For ensuring the well-being of groups, people are needed who deviate from ingroup norms that harm the group (“loyal deviance”). Qualifying previous results that loyal deviants have to be highly identified with the group, we hypothesize and show that this is only true when group members at the same time feel that they are highly prototypical for the group. No such effects occurred for peripheral members. In all three studies (N1 = 207, N2 = 115, N3 = 107), we measured people's intention to conform to a non-beneficial (vs. beneficial; Study 1) ingroup norm, self-investment in the group, and perceived (manipulated in Study 3) marginalization. Obviously, dissent from non-beneficial norms requires both a deep psychological investment in the group as well as secure ingroup membership. Implications are discussed.     

Social interactions as predictors of children's likability and friendship patterns: A multiple regression analysis

The concurrent and predictive validity of four qualitative behavioral classes of social interaction (initiating and receiving positive and negative social interaction) was investigated using sociometric measures of peer acceptance (ratings) and friendship (nominations). Correlational analyses showed significant relationships between behavioral and sociometric measures supporting previous work with preschool populations. Stepwise multiple regression analyses suggested that receiving social interaction from peers best predicted overall acceptance, whereas initiating social interactions best predicted children's friendship patterns. Tentative implications for the behavioral assessment of children's social skills were discussed.The current data were gathered as part of a larger research project concerning social skills assessment and training in children.     

童年中期儿童同伴交往与孤独感的交叉滞后分析

2003年6月和2004年6月追踪调查了430名3、4、5年级儿童,采用交叉滞后分析法探讨了同伴交往与孤独感的相互关系。结果表明:控制了社交自我知觉的影响后,友谊质量与孤独感存在显著的交叉滞后效应;而社会喜好和社会行为在控制了社交自我知觉的作用后,与孤独感不存在显著的相互作用;社交自我知觉与孤独感存在显著的相互预测关系。同伴交往各变量中,社交自我知觉对孤独感具有最大的预测力。     

Social Anxiety and Friendship Quality over Time

Abstract

High social anxiety in adults is associated with self-report of impaired friendship quality, but not necessarily with impairment reported by friends. Further, prospective prediction of social anxiety and friendship quality over time has not been tested among adults. We therefore examined friendship quality and social anxiety prospectively in 126 young adults (67 primary participants and 59 friends, aged 17–22 years); the primary participants were screened to be extreme groups to increase power and relevance to clinical samples (i.e., they were recruited based on having very high or very low social interaction anxiety). The prospective relationships between friendship quality and social anxiety were then tested using an Actor–Partner Interdependence Model. Friendship quality prospectively predicted social anxiety over time within each individual in the friendship, such that higher friendship quality at Time 1 predicted lower social anxiety approximately 6 months later at Time 2. Social anxiety did not predict friendship quality. Although the results support the view that social anxiety and friendship quality have an important causal relationship, the results run counter to the assumption that high social anxiety causes poor friendship quality. Interventions to increase friendship quality merit further consideration.     

Are good students desirable friends? Evidence for friendship selection among elementary students / ¿Son los buenos estudiantes amigos deseables? Evidencia para la selección de amistad entre estudiantes de educación primaria

Abstract

This study assesses the relationship between friendship networks and academic performance among third graders from one school in Santiago, Chile. Longitudinal social network analysis (RSiena) was used to test whether friendship selection is driven by academic performance and if befriended peers tend to influence each other on their academic performance, including gender as a covariate. Results show a positive relationship between academic performance and number of friendship nominations received, and a higher probability of same-gender friendships. Students with higher academic achievement are more likely to be nominated as friends, especially by peers with lower academic achievement. These results suggest that elementary students value high performance as a desirable characteristic in their friends.     

Friendship Quality and Social Development

A high-quality friendship is characterized by high levels of prosocial behavior, intimacy, and other positive features, and low levels of conflicts, rivalry, and other negative features. Friendship quality has been assumed to have direct effects on many aspects of children's social development, including their self-esteem and social adjustment. Recent research suggests, however, that friendship quality affects primarily children's success in the social world of peers. Friendship quality could also have indirect effects, by magnifying or diminishing the influence of friends on each other's attitudes and behaviors. Having high-quality friendships may lessen children's tendencies to imitate the behavior of shy and withdrawn friends, but little evidence supports the hypothesis that high-quality friendships magnify friends' influence.