Homophily in stable and unstable adolescent friendships: Similarity breeds constancy

This study examines homophily among adolescent friends. Participants were drawn from a community-based sample of Swedish youth who ranged from 11 to 18 years old. A total of 436 girls and 338 boys identified their closest friends and described their own delinquent activities, intoxication frequency, achievement motivation, and self-worth. Correlations and difference scores describe similarity between reciprocally nominated friends on each dimension. Adolescents who remained friends from one year to the next tended to be more similar than those who did not, during the friendship and, to a lesser extent, before the friendship. Comparisons with random pairs of same-age peers revealed that age-group homophily accounts for most of the similarity between unstable friends but only a fraction of the similarity between stable friends.     

Perceived Work Competency and Sex Role Conflict: An Empirical Study

The present study examined sex role conflict, perceived work competency, and motivational needs among a broad sample of 298 working women and men (135 men, 163 women) at different hierarchical levels to see what possible gender differences existed in relationships among the variables. Correlation analysis and analysis of variance indicated that the female subjects had significantly higher levels of sex role conflict than the men, but a similar sense of work competency. Sex role conflict and perceived work competency were found to be negatively linked for the women but not for the men. Significant relationships were found between certain motivational needs and both sex role conflict and sense of work competency.     

A TECHNOLOGY FOR PROGRAM MAINTENANCE: PROGRAMMING KEY RESEARCHER BEHAVIORS IN A STUDENT HOUSING COOPERATIVE

Behavioral researchers play critical, but often unanalyzed, roles in the programs they develop. Unless they replace their key activities with standardized procedures, their continued participation may be essential to program success—a situation that is often not only impractical but may be prohibitively expensive and disliked by local staff. This study was conducted in a student housing cooperative that is dependent on close researcher supervision for its continued health and survival. A key activity of the co-op researchers was to provide public recognition for good job performance by co-op members. The purposes of this study were (a) to replace that idiosyncratic recognition with systematic procedures so members, instead of the researchers, would provide public recognition to each other for good job performance; and (b) to evaluate those procedures by comparing job performance when member-delivered recognition was provided and when it was not. When the procedures were in place, job performance increased and fines for poor job performance and complaining at meetings decreased. This study suggests that procedures can be developed to reduce program reliance on the researcher that are effective, inexpensive, sustainable, and acceptable to the participants—a first step toward developing a technology of program maintenance.     

COLLATERAL GAINS AND SHORT-TERM MAINTENANCE IN READING AND ON-TASK RESPONSES BY INNER-CITY ADOLESCENTS AS A FUNCTION OF THEIR USE OF SOCIAL REINFORCEMENT WHILE TUTORING

Two experiments are reported concerning the effects of the differential use of verbal approval by problematic adolescents serving as tutors in a remedial reading program for an inner-city school. The experiments, each with 3 tutors and 15 tutees, used a combined multiple baseline and ABCBC design. Data showed that tutors' approvals as well as tutors' and tutees' on-task and reading responses were low and stable during baseline. Tutors were trained to use verbal approval for tutees' on-task behavior. Tokens were presented and withdrawn to control the tutors' use of approval. During phases in which tutors' approvals were raised via token dispensation, tutor reading and on-task scores increased in a nonexperimental setting. Tutee reading scores also increased as a function of tutor approvals. The second experiment replicated these findings and, in addition, (a) tested the validity of changes in reading responses via standardized tests, (b) isolated and compared the covariance between variables in all phases, and (c) provided data on tutee attention to tutors as a possible natural reinforcer for the short-term maintenance found in both studies. Data are discussed as evidence that tutors had acquired the ability to recruit reinforcement from the classroom for appropriate behavior.     

When your friends matter: The effect of White students' racial friendship networks on meta-perceptions and perceived identity contingencies

Prior research suggests that people expect to be perceived negatively in interracial interactions but positively in intraracial interactions. The present research demonstrates that an interaction partner's racial network of friends can moderate these expectations in interracial interactions but not intraracial interactions. Across two experiments, we led Black and White college students to believe they would have conversation with a White student on campus. The results revealed that Black students expected to be perceived more positively and anticipated a less challenging conversation, when their interaction partner had a racially diverse network of friends compared to a racially homogeneous network of friends. In contrast, White students expected to be perceived positively and anticipated few challenges in the conversation, regardless of their interaction partner's racial network of friends. The implications of racial friendship diversity are discussed.     

Situational,Interpersonal, and Intrapersonal Characteristic Associations With Adolescent Conflict Forgiveness

Given the voluntary nature of adolescent friendships, forgiveness of interpersonal transgressions has been identified as a critical aspect of maintaining these relationships. However, transgression forgiveness is related to a range of situational (e.g., transgression severity), interpersonal (e.g., friendship commitment), and intrapersonal (e.g., victim's empathy) factors. Data from 161 adolescents were used to examine the nature of the relationships between these factors and forgiveness and to examine the differential association patterns for adolescent boys and girls. Results for the overall adolescent sample indicated both situational and interpersonal factor associations with forgiveness (R ² = .52, p < .001). Examination of separate female and male forgiveness reports indicated similar interpersonal factor associations and differential situational factor associations with female (R ² = .46, p < .001), and male (R ² = .60, p < .001) forgiveness. Findings suggest the likelihood of forgiving may be contextually dependent, and that researchers should consider transgression, relationship, and intrapersonal characteristics when examining forgiveness. Further, the present study suggests the contextual factors associated with forgiveness may be further differentiated by gender.     

What if they are right? Network approval,expectations, and relationship maintenance behaviors

This study drew on uncertainty reduction and decision‐making theories to investigate how perceptions of approval of romantic relationships from family and friends can influence romantic partners' dynamics. Using a dyadic approach, the authors examined whether expectations of a partner's behavior in the relationship mediated the associations between perceived social network approval and relationship maintenance behaviors in a sample of 137 couples. The actor–partner interdependence mediation model (APIMeM) was applied. Results showed that women's and men's perceptions of approval from their own and their partner's network were associated with their own level of expectations of their partner's behaviors. In turn, women's and men's expectations were associated with their own and their partner's maintenance behaviors.     

Applying Continuity Theory to Older Adult Friendships

Continuity theory provides a rationalization for understanding older adult friendships. Older adults do not have to anticipate disengagement but can exercise their choice to actively participate in establishing and maintaining friendship structures. The role of friend is one a person can choose to maintain. Friendships are dynamic and progress on a continuum with beginnings, periods of endurance and change, and endings. Continuity theory provides ways to understand why particular people have developed and adapted distinct friendship and social support networks. This insight provides social service professionals, gerontologists, and family members ways to enable older adults to remain in their communities longer and maintain support stability.     

Friends as Reporters of Children's and Adolescents' Depressive Symptoms

Obtaining information from multiple informants is important when assessing youth depression. Past studies have utilized adults' reports of youths' emotional functioning and aggregate reports from classmates but have not considered close friends as reporters of depressive symptoms. This is surprising given the important roles of friends as companions and confidants. This study investigated relations between friend-reported depressive symptoms and youths' self-reports. From a larger sample of fifth-, seventh-, and ninth-grade participants, self-reports and friend reports of depressive symptoms and friend reports of friendship quality were available for a subset of 367 participants. Significant positive relations emerged between friend reports and self-reports of affective depressive symptoms for girls and youth in high-quality friendships. Relations between friend reports and self-reports were stronger for conduct-related than affective depressive symptoms and reached significance for boys as well as for girls and for youth in low-quality friendships as well as for youth in high-quality friendships. Implications for identifying at-risk youth are discussed.     

Children’s cross-ethnic friendships: Why are they less stable than same-ethnic friendships?

Previous findings suggest that children’s cross-ethnic friendships are less stable than same-ethnic friendships. However, it is not clear why this is. This study examined stability of same- and cross-ethnic friendships among 10-year-old children over the course of five months. Analyses focused on both individual-level data (comparing 82 German and 37 Turkish children) and social network data (comparing 125 German and 172 non-German children). We predicted that children high in empathy and who perceived peer norms about cross-ethnic friendships to be positive would have more stable cross-ethnic friendships. Results showed that cross-ethnic friendships were indeed less stable than same-ethnic friendships. Empathy marginally predicted stability of cross-ethnic friendships while peer norms only predicted German but not Turkish children’s cross-ethnic friendship stability. Further, children high in empathy were less likely to be deselected by their cross-ethnic friends and similarity in empathy between cross-ethnic friends increased the longevity of their friendship.     

How religiosity shapes health perceptions and behaviors of Latina immigrants: is it an enabling or prohibitive factor?

The study examines how religiosity shapes the health perceptions and health-related behaviors of 50 Latina immigrants from El Salvador, Guatemala, Mexico and Bolivia. Between May and August 2011, focus groups were conducted with participants representing each country of origin. Qualitative content analysis was the analytic strategy adopted in the study. The meta-theme, Religiosity Contributes to Positive Perceptions of Health and Health-Promoting Behaviors, is associated with six emerging themes: (1) Religiosity promotes a sense of personal responsibility for one’s health; (2) Religiosity promotes a holistic view of health; (3) Religiosity promotes the view that health is a priority; (4) Religiosity promotes the view that health enables one to perform necessary tasks; (5) Religiosity promotes health-seeking behavior; and (6) Religiosity provides intrinsic health benefits. Findings do not follow the clear-cut dichotomy of the health locus of control model and challenge simplified notions that Latinas hold a purely external health locus of control toward their health and health care. Latinas rely on both God and themselves in managing their health and engaging in health-promoting actions, which are prompted in large part by their religiosity. Implications for culturally appropriate health communication and interventions are discussed.     

Children's Level of Participation in a False-Belief Task,Age, and Theory of Mind

The hide-and-seek deception task of M. Chandler, A. S. Fritz, and S. Hala (1989) was modified to provide a more precise estimate of the age at which children acquire and manifest a theory of mind. Two characters (good, bad) and two levels of involvement (pretend play, sociodramatic play) were incorporated into the research design, so that children's representational understanding of deception could be studied. Two-, 3-, and 4-year-olds (N = 90) participated in the study. The results indicated that 4-year-olds used significantly more deceptive strategies than 2- and 3-year-olds in pretend play and in sociodramatic play. There was no difference between 2- and 3-year-olds in the use of deceptive strategies; they used significantly fewer strategies in the bad roles than in the good roles. No significant differences were found in the 3 age groups' performances in the good-character tasks. The reality-masking hypothesis (P. Mitchell, 1994) accounts for the differences in performances on that task; thus, children younger than 4 years old do seem to have a theory of mind.     

Validation of continuous measures of peer social interaction with self- and teacher-reports of friendship and social engagement

ABSTRACT

The present study validates a new procedure that combines continuous measures of proximity (Ubisense) and vocalization (LENA) into measures of peer social interaction. The data were collected from 4 boys and 5 girls (ages 2–3 at the outset) on 8 separate days (3–4 hours per day) over the course of an academic year. Teacher reports of friendship were positively correlated with continuous measures of dyadic social interaction (i.e., the amount of time two children spent in proximity to one another, talking). Self-reports of reciprocated friendship were marginally correlated with continuous measures of dyadic social interaction, but only in the spring semester (when children were older and their reports of friendship more reliable). At the individual level, peer nominations of likeability, and teacher ratings of sociability and withdrawal were correlated with continuous measures of social interaction (i.e., the amount of time a child spent in proximity to other children, talking).