| 1. |
- Gremmen, Mariola, et al.
(författare)
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Adolescents’ Friendships, Academic Achievement, and Risk Behaviors : Same-Behavior and Cross-Behavior Selection and Influence Processes
- 2019
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Ingår i: Child Development. - : Wiley-Blackwell Publishing Inc.. - 0009-3920 .- 1467-8624. ; 90:2, s. E192-E211
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Tidskriftsartikel (refereegranskat)abstract
- This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; Mage = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis.
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| 2. |
- Gremmen, Mariola C., et al.
(författare)
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The importance of near-seated peers for elementary students academic engagement and achievement
- 2018
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Ingår i: Journal of applied developmental psychology. - : ELSEVIER SCIENCE INC. - 0193-3973 .- 1873-7900. ; 57, s. 42-52
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Tidskriftsartikel (refereegranskat)abstract
- Although students are part of a group of classmates, they spend the majority of time during lessons with students who are seated next or close to them. Therefore, near-seated peers in elementary school classrooms might play a crucial role in students academic development. It was hypothesized that near-seated peers influence students academic engagement and achievement, especially when they are also friends. Participants were 559 fourth sixth grade students (21 classrooms; 51.9% boys; Mage = 10.65 years, range = 8-12). Longitudinal social network analysis (RSiena) showed that students academic engagement and achievement got better when friends scored better, and vice versa, regardless of their physical position in the classroom. In contrast, near-seated peers who were not befriended got more diverse scores over time. These results imply that teachers should consider students friendships and academic engagement and achievement in designing seating arrangements. Moreover, it is recommended to actively monitor ongoing peer influence processes.
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| 3. |
- Gremmen, Mariola, et al.
(författare)
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First selection, then influence : Developmental differences in friendship dynamics regarding academic achievement
- 2017
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Ingår i: Developmental Psychology. - : American Psychological Association (APA). - 0012-1649 .- 1939-0599. ; 53:7, s. 1356-1370
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Tidskriftsartikel (refereegranskat)abstract
- This study concerns peer selection and influence dynamics in early adolescents' friendships regarding academic achievement. Using longitudinal social network analysis (RSiena), both selection and influence processes were investigated for students' average grades and their cluster-specific grades (i.e., language, exact, and social cluster). Data were derived from the SNARE (Social Network Analysis of Risk behavior in Early adolescence) study, using 6 waves (N = 601; Mage = 12.66, 48.9% boys at first wave). Results showed developmental differences between the first and second year of secondary school (seventh and eighth grade). Whereas selection processes were found in the first year on students' cluster-specific grades, influence processes were found in the second year, on both students' average and cluster-specific grades. These results suggest that students initially tend to select friends on the basis of similar cluster-based grades (first year), showing that similarity in achievement is attractive for friendships. Especially for low-achieving students, similar-achieving students were highly attractive as friends, whereas they were mostly avoided by high-achieving students. Influence processes on academic achievement take place later on (second year), when students know each other better, indicating that students' grades become more similar over time in response to their connectedness. Concluding, this study shows the importance of developmental differences and specific school subjects for understanding peer selection and influence processes in adolescents' academic achievement.
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| 4. |
- Hooijsma, Marianne, et al.
(författare)
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Crossing ethnic boundaries? A social network investigation of defending relationships in schools
- 2021
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Ingår i: Group Processes & Intergroup Relations. - : Sage Publications. - 1368-4302 .- 1461-7188. ; 24:8, s. 1391-1408
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Tidskriftsartikel (refereegranskat)abstract
- Prosocial peer relationships, such as defending against victimization, are beneficial for integration. Using the concept of multiple categorization, this study considers the extent to which similarity in gender, being in the same classroom, and similarity in network position regarding bullying or victimization contributes to the formation of cross-ethnic defending relationships among children. Longitudinal social network models were applied to complete school-level networks of 1,325 children in eight multi-ethnic elementary schools. Although same-ethnic peers were more likely to defend each other than cross-ethnic peers, similarity in gender, being in the same classroom, and similarity in network position in bullying fostered cross-ethnic defending. Moreover, being in the same classroom increased the likelihood of cross-ethnic defending even more than it did same-ethnic defending. A better understanding of how multiple categorization contributes to positive relationships between peers of different ethnic backgrounds may help to promote interethnic integration in multi-ethnic classrooms.
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| 5. |
- Hooijsma, Marianne, et al.
(författare)
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Multidimensional similarity in multiplex networks: friendships between same- and cross-gender bullies and same- and cross-gender victims
- 2020
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Ingår i: Network Science. - : Cambridge University Press. - 2050-1242 .- 2050-1250. ; 8:1, s. 79-96
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Tidskriftsartikel (refereegranskat)abstract
- Similar peers are more likely to become friends, but it remains unclear how the combination of multiple characteristics, known as multidimensional similarity, influences friendships. This study aimed to investigate whether similarity in gender (attribute) and bullying or victimization (network position) contributes to friendships. The school-level networks of friendships and victim-bully relationships in 17 Dutch elementary schools (2,130 students) were examined using multiplex longitudinal social network models (RSiena). The results showed that friendships were more likely to occur between same-gender peers and between bullies sharing their targets of victimization. Multidimensional similarity (similarities in gender as well as bullying) increased the likelihood of friendships for same-gender bullies targeting the same victims, but not for same-gender victims sharing bullies. The findings underline the importance of unraveling the interplay between different dimensions of similarity for children’s relationships and surpass unidimensional similarity based on single attributes.
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| 6. |
- Kiekens, Wouter, et al.
(författare)
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Explaining Health Disparities between Heterosexual and LGB Adolescents by Integrating the Minority Stress and Psychological Mediation Frameworks : Findings from the TRAILS Study
- 2020
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Ingår i: Journal of Youth and Adolescence. - : Springer Science and Business Media LLC. - 0047-2891 .- 1573-6601. ; 49, s. 1767-1782
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Tidskriftsartikel (refereegranskat)abstract
- Lesbian, gay, and bisexual (LGB) adolescents experience elevated levels of internalizing problems and use more substances than heterosexual adolescents. The minority stress and psychological mediation framework are complementary theoretical frameworks that were developed to explain these disparities. However, limited empirical research has integrated both frameworks to study health disparities between heterosexual and LGB adolescents. This study attempts such an integration, using data from the first five waves (participant age 11-22) of the TRacking Adolescents' Individual Lives Survey (TRAILS), a cohort study of Dutch adolescents (N = 1738; 151 LGB; 54.8% girls). It was tested whether an LGB identity was linked to internalizing problems and substance use through a serial mediation process, in which sexual identity would be associated with peer victimization and negative relationships with parents (first set of mediators, in keeping with the minority stress framework), which in turn would be associated with fear of negative social evaluation and a lack of social support (second set of mediators, in keeping with the psychological mediation framework), and eventually increasing the risk for internalizing problems and elevated levels of substance use. Moreover, it was tested whether the link between minority stress and substance use was mediated by peers' substance use levels, as hypothesized by the psychological mediation framework. Compared to heterosexual participants, LGB participants reported more internalizing problems, smoked more cigarettes, and used more marijuana, but did not consume more alcohol. The relation between sexual identity and internalizing problems was mediated by peer victimization and parental rejection, which is in line with the minority stress framework. No statistically significant support was found for the psychological mediation framework. These findings provide a better understanding of the pathways through which sexual identity disparities in mental wellbeing and substance use come about.
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| 7. |
- la Roi, Chaïm, et al.
(författare)
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Peers and Homophobic Attitudes in Adolescence : Examining Selection and Influence Processes in Friendships and Antipathies
- 2020
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Ingår i: Journal of Youth and Adolescence. - : Springer Science and Business Media LLC. - 0047-2891 .- 1573-6601. ; 49, s. 2229-2245
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Tidskriftsartikel (refereegranskat)abstract
- Homophobic attitudes and behavior are a widespread problem among adolescents, but what the role of peer relationships such as friendships and antipathies is in shaping these attitudes remains unclear. Therefore, this study examined to what extent homophobic attitudes are influenced by friends’ and foes’ homophobic attitudes, and whether homophobic attitudes serve as a selection criterion for the formation of friendships and antipathies. Participants came from three Dutch high schools across two waves (wave 1 November 2014, wave 2 March/April 2015, ages 11–20, N = 1935, 51.5% girls). Stochastic actor-oriented models were estimated for testing hypotheses. The results showed that adolescents adjusted their homophobic attitudes to their friends’ homophobic attitudes, but homophobic attitudes were not consistently related to friendship selection. Further, findings indicated that being dissimilar in homophobic attitudes increased the likelihood to dislike cross-sex peers. Together, the findings suggest that adolescents’ homophobic attitudes were to some extent subject to peer influence, but homophobic attitudes did not steer who adolescents befriended or disliked.
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| 8. |
- la Roi, Chaïm, et al.
(författare)
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Sexual orientation, peer relationships, and depressive symptoms : Findings from a sociometric design
- 2020
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Ingår i: Journal of applied developmental psychology. - : Elsevier BV. - 0193-3973 .- 1873-7900. ; 66
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Tidskriftsartikel (refereegranskat)abstract
- Sexual minority youth report poorer mental health than heterosexual youth. According to the minority stress framework, this results from sexual minority individuals being societally marginalized, which for sexual minority youth may include being poorly integrated in the peer context. A sociometric approach was used to test whether peer relationships, measured broadly as friendship, acceptance, disliking, and bullying relationships, mediated the link between a sexual minority orientation and depressive symptoms in adolescence. Analyses were conducted across three samples from the Netherlands and Belgium (N = 352; N = 1848; N = 263). Sexual minority respondents reported higher levels of depressive symptoms than heterosexual respondents, yet sexual orientation differences in peer relationships were small. Moreover, no link between peer relationships and depressive symptoms was found. Consequently, indirect effects were small too.
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| 9. |
- Laninga, Lydia, et al.
(författare)
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Populaire jongeren zetten een norm voor vriendschappen en agressie inde klas
- 2017
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Ingår i: Kind en Adolescent. - : Springer. - 0167-2436 .- 1876-5998. ; 38, s. 212-232
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Tidskriftsartikel (refereegranskat)abstract
- In deze studie onderzoeken wij of agressieve peer-normen, meer specifiek populariteitsnormen en descriptieve normen, een versterkende rol spelen in de mate waarin jongeren hun vrienden uitkiezen op basis van agressief gedrag en in de mate waarin jongeren door hun vrienden worden beïnvloed in agressie (N=1.134 eerstejaars leerlingen van middelbare school; leeftijd M=12,66 jaar). Zoals verwacht kwam uit longitudinale sociale-netwerkanalyses met peer-nominatie data naar voren dat vooral populaire jongeren in de klas een norm kunnen zetten voor de ontwikkeling van vriendschappen en agressie. In klassen met agressieve populaire jongeren blijken jongeren hun vrienden te selecteren op basis van gelijkheid in agressie, terwijl dit niet gebeurt in klassen met niet agressieve populaire jongeren. Daarnaast is de vriendschapsinvloed op agressie significant groter in klassen met agressieve populaire jongeren. Descriptieve normen spelen geen rol in vriendschapsprocessen omtrent agressie. Blijkbaar wordt agressie enkel en alleen als een belangrijk, waardevol kenmerk voor vriendschapsprocessen gezien als zij geassocieerd is met populariteit in de klas.
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| 10. |
- Laninga, Lydia, et al.
(författare)
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The Role of Prosocial and Aggressive Popularity Norm Combinations in Prosocial and Aggressive Friendship Processes’
- 2020
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Ingår i: Journal of Youth and Adolescence. - : Springer-Verlag New York. - 0047-2891 .- 1573-6601. ; 49:3, s. 645-663
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Tidskriftsartikel (refereegranskat)abstract
- Prior work has shown that popular peers can set a powerful norm for the valence and salience of aggression in adolescent classrooms, which enhances aggressive friendship processes (selection, maintenance, influence). It is unknown, however, whether popular peers also set a norm for prosocial behavior that can buffer against aggressive friendship processes and stimulate prosocial friendship processes. This study examined the role of prosocial and aggressive popularity norm combinations in prosocial and aggressive friendship processes. Three waves of peer-nominated data were collected in the first- and second year of secondary school (N = 1816 students; 81 classrooms; Mage = 13.06; 50.5% girl). Longitudinal social network analyses indicate that prosocial popularity norms have most power to affect both prosocial and aggressive friendship processes when aggressive popularity norms are non-present. In prosocial classrooms (low aggressive and high prosocial popularity norms), friendship maintenance based on prosocial behavior is enhanced, whereas aggressive friendship processes are largely mitigated. Instead, when aggressive popularity norms are equally strong as prosocial norms (mixed classrooms) or even stronger than prosocial norms (aggressive classrooms), aggression is more important for friendship processes than prosocial behavior. These findings show that the prosocial behavior of popular peers may only buffer against aggressive friendship processes and stimulate prosocial friendship processes if these popular peers (or other popular peers in the classroom) abstain from aggression.
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