| 1. |
- Laninga-Wijnen, Lydia, et al.
(författare)
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The Norms of Popular Peers Moderate Friendship Dynamics of Adolescent Aggression
- 2017
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Ingår i: Child Development. - : John Wiley & Sons. - 0009-3920 .- 1467-8624. ; 88:4, s. 1265-1283
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether peer norms for aggression within the classroom impact friendship selection, maintenance, and socialization processes related to aggression across the 1st year of secondary school (N = 1,134 students from 51 classes, Mage = 12.66). As hypothesized, longitudinal social network analyses indicated that friendship selection and influence processes related to aggression depended on the popularity norm within the classroom (i.e., the class-level association between popularity and aggression) rather than the descriptive norm (aggregated average of aggressive behavior). Hence, only in classes where the valence of aggression is high (because it is positively associated with popularity), adolescents tend to select their friends based on similarity in aggression and adopt the aggressive behavior of their friends.
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| 2. |
- Qin, Xingna, et al.
(författare)
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Does having vulnerable friends help vulnerable youth? The co-evolution of friendships, victimization, and depressive symptoms in Chinese adolescents social networks
- 2023
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Ingår i: Child Development. - : WILEY. - 0009-3920 .- 1467-8624. ; 94:6, s. 1419-1780
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether having vulnerable friends helps or hurts victimized and depressed (i.e., vulnerable) adolescents and whether this depends on classroom supportive norms. Students (n = 1461, 46.7% girls, 93.4% Han nationality) were surveyed four times from seventh and eighth grade (M-age = 13 years) in 2015 and 2016 in Central China. Longitudinal social network analyses indicated that having vulnerable friends can both hurt and help vulnerable adolescents. Depressed adolescents with depressed friends increased in victimization over time. Victimized adolescents with victimized friends increased in victimization but decreased in depressive symptoms. These processes were most likely in classrooms with high supportive norms. Having friends and a supportive classroom may hurt vulnerable adolescents social position but help victims emotional development.
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| 3. |
- Qin, Xingna, et al.
(författare)
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Parents on the Sidelines: The Role of Parental Directing in Chinese Adolescents' Friendship Dynamics Related to Academic Achievement, Aggression, and Prosocial Behavior
- 2024
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Ingår i: Journal of Early Adolescence. - : SAGE PUBLICATIONS INC. - 0272-4316 .- 1552-5449.
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Tidskriftsartikel (refereegranskat)abstract
- Adolescents' peer interactions strongly influence their school behavior, raising the question of whether parents can still direct adolescents' friendship choices or whether they are mostly on the sidelines. Chinese cultural values emphasize the importance of having "good" friends, raising questions about adolescents' adherence to parental direction of friendships. This study examined friendship dynamics among seventh and eighth graders in central China (n = 1,454, 46.7% girls), focusing on achievement, aggression, and prosocial behavior. Social network analysis revealed that Chinese students tended to select friends who were more similar to them in achievement, aggression, and prosocial behavior. Interestingly, they avoided aggressive peers but were attracted to high-achieving and prosocial peers. Despite parental emphasis on friendship quality, the study found no parental direction in adolescent friendship selection. These findings underscore the central role of peer characteristics in friendship dynamics, while highlighting the limited impact of parental directing on Chinese adolescents' friendship selection.
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