Peer Acceptance Rejection Research Articles

Developmental Trajectories of Shyness-Sensitivity from Middle Childhood to Early Adolescence in China: Contributions of Peer Preference and Mutual Friendship.

This study examined trajectories of shyness-sensitivity and the contributions of peer relationships to these trajectories in Chinese children. Participants were 1061 school-age children (537 boys), initially in fifth grade (Mage = 11years), in China. Longitudinal data on shyness-sensitivity were collected from peer assessments once a year for four years. In addition, peer nomination data on peer acceptance-rejection and mutual friendship were collected in the initial study. Four distinct shyness-sensitivity trajectories were identified: Low-Stable, Low-Increasing, Moderate-Decreasing, and High-Stable. Children with high peer acceptance scores were more likely to be in the High-Stable and Moderate-Decreasing trajectories than in the Low-Stable and Low-Increasing trajectories. The analysis of predictors of the within-trajectory growth rate indicated that children who were more liked by peers increased their shyness-sensitivity more slowly within the Low-Increasing trajectory and that children with mutual friendship involvement decreased their shyness-sensitivity more slowly within the Moderate-Decreasing trajectory. The results suggested that positive relationships might serve to attenuate developmental changes of shyness-sensitivity within these trajectories. The results were discussed in the Chinese context.

Aceitação-rejeição para estudar e agressividade na escola

Foram estudadas as relações entre agressividade e aceitação-rejeição em 1281 estudantes de quatro escolas de ensino fundamental. A medida sociométrica baseou-se em três escolhas positivas e três negativas em situação de estudo. As escalas de agressividade forneceram três medidas: em situação familiar, em situação escolar e geral. Nas medidas sociométrica e de agressividade em situação familiar as diferenças entre as escolas foram atribuídas ao acaso. As escalas de agressividade escolar e geral formaram dois subgrupos, sendo duas escolas com menor e outras duas com maior agressividade. Foram encontradas correlações significativas entre as medidas sociométrica e de agressividade escolar nas quatro escolas e com agressividade geral em uma delas, indicando que quanto maior a aceitação social, menor a agressividade. Como as correlações foram baixas, estudaram-se grupos extremos em termos de aceitação-rejeição e apenas em uma escola as escalas de agressividade escolar e geral diferenciaram esses grupos.

Aspects of social reputation and peer relationships in Italian children: A cross-cultural perspective.

A group of Italian children (790 boys and 717 girls), 10-13 years old, were administered the Revised Class Play (Masten, Morison, & Pellegrini, 1985) in order to explore cross-cultural differences in social reputation with respect to North American studies. Children also were given sociometric nominations to examine the association between social reputation and peer acceptance-rejection. Exploratory and confirmatory factor analyses showed a 4-factor structure with the original Leadership-Sociability factor split in 2 separate dimensions: leadership and sociability. Leadership items seemed to draw a profile of a well-behaved, polite and socially correct child, whereas Sociability items seemed to draw a profile of a child that is sociable, liked, exuberant, and ready to make friends and to interact with others. Moreover, the data suggested somewhat subtle forms of association between Aggression and Sociability. Results on relations between peer acceptance-rejection and social reputation confirmed North American findings.

Aspects of social reputation and peer relationships in Italian children: a cross-cultural perspective.

A group of Italian children (790 boys and 717 girls), 10-13 years old, were administered the Revised Class Play (Masten, Morison, & Pellegrini, 1985) in order to explore cross-cultural differences in social reputation with respect to North American studies. Children also were given sociometric nominations to examine the association between social reputation and peer acceptance-rejection. Exploratory and confirmatory factor analyses showed a 4-factor structure with the original Leadership-Sociability factor split in 2 separate dimensions: leadership and sociability. Leadership items seemed to draw a profile of a well-behaved, polite and socially correct child, whereas Sociability items seemed to draw a profile of a child that is sociable, liked, exuberant, and ready to make friends and to interact with others. Moreover, the data suggested somewhat subtle forms of association between Aggression and Sociability. Results on relations between peer acceptance-rejection and social reputation confirmed North American findings.

Acceptance-Rejection and Height of Parental Figures on the Kinetic Family Drawings

The heights of the parental figures drawn on the Kinetic Family Drawing by fifth-graders, 55 boys and 61 girls, showed that the 30 peer-accepted girls drew taller parental figures than the 28 peer-accepted boys. The peer-accepted girls drew taller mother figures than the 31 peer-rejected girls. Peer acceptance-rejection and possible sex differences are to be considered when evaluating the heights of the parental figures on the Kinetic Family Drawing.

THE RELATION OF ACCEPTANCE-REJECTION TO SOCIAL SCHEMATA AND KINETIC FAMILY DRAWINGS

One hundred and forty-nine 5th-grade boys and girls were administered a set of social schemata figures, including both dyad and family configurations in a variation of Kuethe's Felt Figure Replacement Technique. They were also asked to draw a Kinetic Family Drawing. The hypothesis that accepted children will place and draw themselves closer to other figures than will rejected children was not supported. The data did, however, indicate that acceptance-rejection is a more crucial factor for girls than for boys. A puzzling finding in the KFD was analyzed. The hypothesis that girls place and draw themselves closer to other figures than do boys was supported, but only for the accepted group, not for the rejected group. The data wre compared to those from research involving aggressive and nonaggressive boys. It is apparent that peer acceptance-rejection is not equivalent to peer aggression-nonaggression.

The association of peer acceptance-rejection with children's perception of parental behaviors

The association of peer acceptance-rejection with children's perception of parental behaviors