Children's Peer Research Articles

Urban-Rural Distinction or Economic Segmentation: A Study on Fear and Inferiority in Poor Children's Peer Relationships.

Peer relationships play an important role in the growth of children. This study offers insights about feelings of fear and inferiority in children’s peer relationships. Based on a national survey, the 2018 Construction for Social Policy Support System for Urban and Rural Poor Families in China, initiated by the Ministry of Civil Affairs, and using multiple regression models and a structural equation model, this study discusses whether and how having a rural household registration or being from a poor (dibao) family has an isolation effect on fear and inferiority in children’s peer relationships. The research findings indicate that children with a rural household registration or those from a dibao family are at a disadvantage in peer interactions. Moreover, rural resident identity has an indirect effect on children’s fear of peers and inferiority, mainly through psychological resilience, anxiety and depression, and mobile phone dependence. Being from a dibao family directly influences children’s fear and inferiority in their peer relationships; it also indirectly influences fear of peers and inferiority through psychological resilience. This study suggests that more attention should be paid to fear of peers and inferiority in rural children or children from a dibao family.

Within-person reciprocal associations between peer victimization and need for approval.

Prior research links need for approval (NFA; the extent to which self-worth is contingent on peer approval or disapproval) to critical developmental outcomes, but little is known about how NFA develops over time or within social contexts. To address this gap, the present study used a sophisticated analytic approach (autoregressive latent trajectory modeling with standardized residuals) to examine dynamic associations between one salient social experience-peer victimization-and two dimensions of NFA, conceptualized in terms of approach motivation (NFAapproach; enhanced self-worth based on peer approval) and avoidance motivation (NFAavoid; depleted self-worth based on peer disapproval). Following 636 youth (338 girls; Mage = 7.96 years at Wave 1; 66.7% White; 35.0% subsidized school lunch) from second to seventh grade, analyses revealed that peer victimization predicts subsequent increases in NFAavoid, which in turn predicts subsequent increases in victimization. Findings also revealed that although mean levels of NFAavoid decrease during childhood, increases or decreases in NFA become more entrenched. Thus, childhood peer victimization may disrupt normative decreases in NFAavoid and contribute to a cycle in which negative peer judgments increasingly foster low self-worth and further peer difficulties. Preventing this cycle may require encouraging peer-victimized youth to base their self-worth on internal standards rather than peer feedback while helping them develop positive relationships that promote self-worth. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

유아의 의사소통능력과 자기조절력이 또래 놀이행동에 미치는 영향

The main purpose of this study was to investigate the effects of infants' communication abilities and self-regulation on peer play behavior. To this study, data was collected from 321 infants and analyzed. The results of this study are as follows. First, the infant's communication abilities and self-regulation showed a positive correlation with the play interaction of the infant's peer play behavior, but a negative correlation with the play interference and play disconnection of the infant's peer play behavior. In addition, it was found that the communication abilities of infants had a positive correlation with self-regulation. Second, among communication skills, communication with teachers was the most influential predictor of play interaction of children's peer play behavior, self-regulation was the most influential predictor of play interference, and communication skills with teachers were the most influential predictor of play break. These results show that among infants' communication skills, communication with teachers and behavior inhibition of self-regulation have an important influence on play behavior with peers.

Individual differences and dyadic processes in conversations with peers in middle childhood

AbstractThe goal of the current study was to investigate the contribution of both trait‐like individual differences and dyadic processes to the content of children's conversations. Fifty‐two groups typically consisting of four same‐sex unfamiliar nine‐year‐old children (N = 202) interacted in all possible dyads, resulting in six dyads per group. Each dyad completed a 5‐min frustration task and a 5‐min planning task. Observers coded children's verbalizations into 10 categories and further summed these categories into prosocial (suggest, agree, solicit input, ask, encourage, state personal) and antisocial (command, disagree, discourage, aggress) verbalizations, resulting in 24 variables (12 per task). Across both tasks, Social Relations Model analyses provided evidence of the role of both individual differences [significant effects for actor variance (15 of 24 variables), actor‐actor correlations, and intrapersonal correlations] and dyadic processes [significant effects for partner variance (4 of 24 variables), relationship variance (18 of 24 variables), dyadic reciprocity correlations (10 of 24 variables), and interpersonal correlations] in children's conversations with peers.

COVID-19 대유행 중 부모양육태도가 초등학교 3학년 자녀의 자아존중감을 매개로 또래관계에 미치는 영향

This study investigated how the parenting attitude of primary caregivers perceived by lower-grade elementary students during the COVID-19 pandemic affects the students’ peer relationships, and whether their self-esteem plays a mediating role in parenting attitudes and peer relationships of primary caregivers. For this purpose, 139 elementary students, enrolled in 3rd grades in Gangwon-do, were recruited excluding children with intellectual disabilities and children who did not attend school. We performed hierarchical regression according to the research model and Sobel test to examine the statistical significance of the mediating effect of students’ self-esteem. As a result of the study, it was reported that children in the lower grades of elementary school spent more time with their parents and less time spent offline with their peers during the COVID-19 pandemic. As a result of the regression analysis, it was found that the parenting attitude of the primary caregiver greatly affects the child's peer relationship. In addition, it was shown that peer relationships were more positive when self-esteem was intervened as a mediating effect. It was concluded that the parenting attitude of the primary caregiver had an effect on their children’s peer relationships, but had more influence through self-esteem. Implications of the study and future research were suggested.

Is bullying by peers in youth related to sexual depression in adulthood? A mediation model of shame, social anxiety, and body satisfaction

This study examined whether being bullied by peers in childhood and adolescence was associated with sexual depression in adulthood, and whether this relationship was mediated by shame, social anxiety and body dissatisfaction, and moderated by gender. A large sample of adults ( N = 1210, Mage = 27.07 years, SD = 7.87, 44.8% cisgender men, 47.9% cisgender women, 7.3% other genders) completed an online questionnaire on various sexual and life experiences. Linear regression of sexual depression on bullying incidence was statistically significant ( β = .08, p = .001), as was our moderated mediation model ( R2 = .42, F(21, 1188) = 40.15, p < .001). Bullying was positively associated with shame ( B = .09, p < .001) and social anxiety ( B = .06, p < .001), and negatively associated with body satisfaction ( B = −.06, p < .001). Furthermore, shame ( B = .35, p < .001), social anxiety ( B = .15, p = .011) and lower body satisfaction ( B = −.25, p < .001) were positively associated with sexual depression. Shame was more strongly associated with sexual depression for cisgender men ( B = .03, 95% CI = [.02, .05]) than for cisgender women ( B = .01, 95% CI = [.00, .02]). Altogether, shame, social anxiety, and low body satisfaction fully mediated the relationship between bullying incidence in youth and sexual depression in adulthood. Implications for strengthening anti-bullying measures in schools and for promoting sexual well-being are discussed.

Attachment and prosocial behavior in middle childhood: The role of emotion regulation

There is a lack of research on the development of prosocial behavior in middle childhood. The current study addressed this gap through the application of attachment theory; attachment security has been shown to promote prosocial behavior in early childhood, and emotion regulation may be an important intervening variable in this association. A sample of 199 children (aged 6–12 years) reported on their attachment internal working models for the mother–child and father–child relationships, parents reported on child emotion regulation and emotional lability/dysregulation, and children completed a sticker donation task to assess their prosocial behavior. Child emotional lability/dysregulation served as an intervening variable in the association between father–child attachment security (communication and trust) and greater sticker donation. Mother–child and father–child attachment security was also associated with child emotion regulation, but emotion regulation was not associated with sticker donation. Findings suggest that secure attachment may foster prosocial behavior toward peers in middle childhood primarily by reducing dysregulated responses to the distress of others.

Longitudinal study of social anxiety symptoms and appearance rejection in predicting body dysmorphic symptoms: Appearance-based rejection sensitivity as a mediator

Previous findings from cross-sectional studies suggest that social anxiety symptoms and negative peers’ experiences regarding appearance were predictors of body dysmorphic symptoms through appearance-based rejection sensitivity. However, little is known about longitudinal relations and parental appearance rejection on body dysmorphic symptoms. Therefore, this study aims to examine the longitudinal mediation of appearance-based rejection sensitivity with social anxiety symptoms, remembered peers’, maternal, and paternal appearance-based rejection as predictors, and body dysmorphic symptoms as an outcome. The study included 277 university students who completed questionnaires in two-measurements points 5 months apart. The results indicated that social anxiety symptoms predicted changes in body dysmorphic symptoms through appearance-based rejection sensitivity. In addition, remembered childhood peers’ appearance-based rejection predicted both directly and indirectly changes in body dysmorphic symptoms over time. Maternal and paternal appearance-based rejection were not predictors of appearance-based rejection sensitivity or body dysmorphic symptoms. Findings support rejection sensitivity theory and the long-lasting impact of negative peers’ experiences for impaired body dysmorphic symptoms. However, further research regarding remembered parental negative experiences is needed.

Effect of Video Augmentative and Alternative Communication Technology on Communication During Play With Peers for Children With Autism Spectrum Disorder.

Children with autism spectrum disorder (ASD) are at risk for exclusion from play with their peers due to difficulty with communication skills. Video augmentative and alternative communication (AAC) technology has the potential to support communication within the context of play using videos with integrated visual scene displays. This study investigated the effect of a video AAC intervention on the number of turns in which children with ASD demonstrated symbolic communication during interactions with a peer without disabilities. Maintenance of skills, generalization to untrained play scenarios, and stakeholder perceptions of the video AAC technology were also investigated. This study used a single-case, multiple-probe design across participant dyads. It included baseline, intervention, maintenance, and generalization phases. Six children with ASD and six peers participated in the study. All six participants with ASD demonstrated an increase in the number of turns in which they demonstrated at least one symbolic communication act following intervention, although one participant demonstrated variability in baseline performance, making it difficult to draw conclusions. Results provide preliminary evidence that instruction with video AAC technology can support communication for children with ASD during play interactions with peers.

Perceived impacts of a therapeutic recreation based hospital outreach programme (HOP) for children with chronic or severe illness: Qualitative analysis

BackgroundWhile Therapeutic Recreation (TR) camp programmes have been extensively analysed, less is known about hospital outreach programmes (HOPs). This study examined parent, volunteer and health care provider (HCP) perceived core features and outcomes of a hospital-based TR programme for children with serious illness. MethodsParticipants were either 1) a HCP within a hospital setting, 2) a volunteer with HOP, or 3) the parent of a child with serious illness. Semi-structured interviews were completed remotely and analysed using a reflexive thematic approach. ResultsNineteen participants (5 parents, 5 HCPs, 9 volunteers) were interviewed. Core features of the HOP included the importance of playas an anchor to the present moment and as a vehicle to challenge and grow, creation of a safe space allowing child and family needs to be met, and meeting families where they are. Perceived outcomes of attending the HOP included changing the focus from being sick to being a child, and developing a sense of solidarity amongst peers for both children and parents. ConclusionsThese results highlight the important contribution of the HOP in supporting children regain a sense of self that is greater than illness, allowing them to reconnect with their values and express themselves, while supporting growth and self-esteem.

Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences

Developmental theorists emphasize the existence of reciprocal influences between children's peer experiences and their early classroom behavioral engagement. For school practitioners who must identify relevant intervention targets to design educational activities, estimating precisely how aspects of peer experiences and behavioral engagement jointly unfold over time is of key interest. In addition, it is important to differentiate between intraindividual and interindividual effects. Nevertheless, evidence of these reciprocal links or intra- and interindividual effects during the early stages of schooling is scarce. This study (N = 638 children) used a Latent Curve Model with Structured Residuals (LCM-SR) to disentangle interindividual differences (stable trait-like) from intraindividual changes (dynamic state-like) in the associations between peer experiences (social acceptance and friendship involvement) and children's classroom behavioral engagement from the beginning of kindergarten through Grade 2. Results indicated that the links between children's peer experiences and their behavioral engagement reflect their steady tendency to be well adjusted in the classroom as well as with peers, rather than highlighting reciprocal associations between these factors over time. However, results also underscored that children who showed high engagement tended to be concurrently more accepted by peers in the same school year in Grade 1 or Grade 2, beyond stable aspects of engagement and social acceptance. These findings support the need to develop educational practices to improve social acceptance as a way to foster behavioral engagement. They also indicate that behavioral engagement should be considered a concrete intervention target for school practitioners seeking to improve children's social acceptance during the school year.

The impact of only child peers on students’ cognitive and non-cognitive outcomes

We utilize representative and randomly assigned class data in China to study how being integrated with classmates who are only children in a family affects students’ academic and non-cognitive outcomes. A single child has certain common characteristics related to social preferences and learning attitude, which will potentially change the classroom environment. Our findings show that having a 10-percentage-point increase in the proportion of only child peers in the classroom improves students’ test scores by 6.78% of a standard deviation. However, when facing a higher share of only children, students’ mental health and social development will decrease. A somewhat more interesting finding is that only children appear to suffer more from having only child peers than students with siblings regarding social development. A further decomposition of mechanisms suggests that teachers’ teaching strategy, student-parent interactions, and student-student interactions explain a total of approximately 32.52% of this effect on test scores, and the lack of student-student interactions accounts for approximately 22.50% of the loss of social development at school.

Using Novel Implementation Tools for Evidence-based Intervention Delivery (UNITED) across public service systems for three evidence-based autism interventions in under-resourced communities: study protocol

BackgroundThere are a growing number of evidence-based interventions (EBIs) for autistic individuals, but few are successfully implemented with fidelity in under-resourced communities and with families from traditionally disenfranchised groups. Implementation science offers tools to increase EBI use in communities, but most implementation strategies are designed specific to a single EBI. It is not feasible to develop a new implementation strategy each time a new EBI is introduced in the community. Therefore, to test the effectiveness and generalizability of implementation strategies we are developing and testing a multifaceted implementation strategy with three EBIs concurrently. The goal of this protocol paper is to describe the randomized field trial of an implementation strategy for use across autism EBIs, diverse settings and participants, with the goal of increasing rapid uptake of effective practices to reach our most vulnerable children.MethodsWe developed a multifaceted implementation strategy called Using Novel Implementation Tools for Evidence-based intervention Delivery (UNITED) to facilitate the implementation and sustainment of three EBIs in under-resourced settings. We will compare fidelity to, and effectiveness of, each intervention [Mind the Gap (MTG), Remaking Recess (RR), Self-Determined Learning Model of Instruction (SDLMI)] with and without UNITED in a randomized field trial. Randomization will be stratified using a minimization allocation method. We will train community practitioners using remote delivery of modules specific to the intervention, and active coaching via Zoom for at least 6 sessions and up to 12 as dictated by each EBI. Our primary outcome is fidelity to each EBI, and our secondary outcome is at the child or family level (family empowerment for MTG, child peer social engagement for RR, and adolescent self-determination for SDLMI, respectively). We will measure progress through the implementation phases using the Stages of Implementation Completion and cost-effectiveness of UNITED.DiscussionThe results of this study will provide rigorous data on the effectiveness and generalizability of one relatively light-touch implementation strategy in increasing use of autism EBIs and associated outcomes in diverse under resourced public service settings for underrepresented autistic youth.Trial registrationMind the Gap: Clinicaltrials.gov Identifier: NCT04972825 (Date registered July 22, 2021); Remaking Recess: Clinicaltrials.gov Identifier: NCT04972838 (Date registered July 22, 2021); Self-Determined Learning Model of Instruction: Clinicaltrials.gov Identifier: NCT04972851 (Date registered July 22, 2021).

Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting

Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child–peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children’s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed.

Calibrating joint attention and affective stances in young children's peer interactions

The present study addresses young children's (three-to five-year-olds’) peer interactions and explores a recurrent interactional genre, i.e. children's affectively heightened attention-organizing practices used when initiating an exchange in preschool interactions in Sweden. The data consists of 40 h of video recordings collected in two regular preschools in Sweden. By using Multimodal Interaction Analysis (Goodwin, 2000) of video-recordings from everyday activities, we examine the verbal, embodied and material features of children's interactions. The analysis shows that children exploited common access to objects or physical personal attributes within their socio-material environment and relied on them to secure the others’ attention, while using various methods for making the object ‘noteworthy’. By indexing their affective stance towards the referent, the children created the interpretative framework for the recipient's response. However, the recipients’ orientation and stance alignment were not to be presumed. The peer responses comprised a continuum of their affective engagement: the children aligned with or downplayed the prior speaker's stance through the affective quality of their response. In all, detailed interactional analysis reveals the young children's interactional repertoires and the communicative challenges associated with children's peer interactions.

유아의 또래놀이 상호작용이 초등학교 취학 후 학업수행 능력에 미치는 영향

Objectives This study examines the effect of preschool children's peer play interactions and their performance at elementary school level academic performance with academic ability and school adjustment as dual mediating factors. Methods For this purpose, data from the Korea Institute of Child Care and Education(KICCE)’s seventh (2014), eighth (2015), and tenth (2017) Panel Study on Korean Children(PSKC) was used. Data from a total of 438 children was analyzed using Process Marco(Model 6). Results First, it was found that preschool children’s peer play interaction mediates their academic ability and that it significantly affects the academic performance when they are 3rd graders in elementary school. Second, the preschool children’s peer play interaction had a significant effect on the academic performance when they are 3rd graders which was mediated by school adjustment during their first year in school. Third, the preschool children’s peer play interaction was found to have a significant effect on the academic performance when they are in 3rd grade which was in turn mediated by the academic ability and the school adjustment during first grade. Conclusions This suggests that preschool children's experiences of peer play interaction can have a positive effect on their elementary school life. In addition, this study is meaningful in that it reexamined the value of play in early childhood and the meaning of interaction with peers.

Connecting the dots: social networks in the classroom and white matter connections in the brain.

Peer connections in school classrooms play an important role in social-emotional development and mental health. However, research on the association between children's peer relationships and white matter connections in the brain is scarce. We studied associations between peer relationships in the classroom and white matter structural connectivity in a pediatric population-based sample. Bullying and victimization, as well as rejection and acceptance, were assessed in classrooms in 634 children at age 7. White matter microstructure (fractional anisotropy (FA), mean diffusivity (MD)) was measured with diffusion tensor imaging at age 10. We examined global metrics of white matter microstructure and used Tract-Based Spatial Statistics (TBSS) for voxel-wise associations. Peer victimization was associated with higher global FA and lower global MD and peer rejection was associated with lower global MD; however, these associations did not remain after multiple testing correction. Voxel-wise TBSS results for peer victimization and rejection were in line with global metrics both in terms of direction and spatial extent of the associations, with associated voxels (pFWE <.05) observed throughout the brain (including corpus callosum, corona radiata, sagittal stratum and superior longitudinal fasciculi). Although based only on cross-sectional data, the findings could indicate accelerated white matter microstructure maturation in certain brain areas of children who are victimized or rejected more often. However, repeated measurements are essential to unravel this complex interplay of peer connections, maturation and brain development over time.

Classroom norms as resources: Deontic rule formulations and children's local enactment of authority in the peer group

The paper explores children's peer co-construction and negotiation of classroom norms, focusing on rule formulations as a resource to assume an authoritative position in the group hierarchy. Drawing from a larger ethnographic research documented with video recordings in two primary schools in northern Italy, this study adopts a CA-informed approach to analyze children's situated deployment of rules (here, rules regarding academic tasks) after peers’ behavior that is deemed inappropriate. As the analysis illustrates, children formulate ethical and procedural rules with the deontic modality (must, i.e. the Italian dovere) in order to a) sanction peers’ previous conduct and/or b) account for a previous action that has been problematized. In the discussion it is argued that such practices are relevant to children's socialization to expected ways of behaving in the classroom and to the local negotiation of authoritative positions and valued identities within the peer group.

Chronic, increasing, and decreasing peer victimization trajectories and the development of externalizing and internalizing problems in middle childhood.

Children's peer victimization trajectories and their longitudinal associations with externalizing and internalizing problems were investigated from Grades 2 to 5. Secondary data analysis was performed with the Early Childhood Longitudinal Study (ECLS-K-2011; n = 13,860, M age = 8.1 years old in the spring of Grade 2; 51.1% male, 46.7% White, 13.2% African-American, 25.3% Hispanic or Latino, 8.5% Asian, and 6.1% other or biracial). Children who experienced high and persistent levels of peer victimization (high-chronic victims) exhibited co-occurring externalizing and internalizing problems. Moreover, among high-chronic victims, boys had a more pronounced increase in their externalizing trajectories, and girls had greater increases in their social anxiety trajectories. In contrast, those with decreasing peer victimization across time exhibited signs of recovery, particularly with respect to their social anxiety. These findings elucidated how chronic, increasing, and decreasing victims exhibited distinct patterns in the co-occurring development of their externalizing and internalizing problems, and how findings varied depending on the form of problem behavior and by child sex.

ADHD Symptoms, Peer Problems, and Emotion Dysregulation as Longitudinal and Concurrent Predictors of Adolescent Borderline Personality Features

Objective: ADHD and borderline personality (BP) disorder are highly comorbid and characterized by emotion dysregulation and peer problems. However, limited research has examined social and emotional predictors of BP features in samples that include youth with ADHD. Method: Using a sample of 124 youth with and without ADHD (52% female), ADHD symptoms, peer problems, and emotion dysregulation were assessed in childhood (8–13 years) and in adolescence, along with BP features (13–18 years). Results: In addition to the significant effect of ADHD symptoms, teacher-rated child peer victimization and adolescent-reported peer victimization, poorer close friendships, and emotion dysregulation domains significantly predicted adolescent BP features. Greater parent-rated child and adolescent emotion dysregulation domains also significantly predicted adolescent BP features, with ADHD symptoms no longer significant. Conclusion: Even for youth with ADHD, peer and emotional vulnerabilities in childhood and adolescence may serve as important markers of risk for adolescent BP features.