Peer Social Status Research Articles

Investigating the interplay of student-teacher relationships, general anxiety, and school adjustment among Italian primary school children

ABSTRACT School adjustment is an important factor in children’s, and research attributes an important role to the quality of the teacher-student relationship in predicting more favourable school adjustment. The purpose of this study is to expand our knowledge of the relationship between teacher-student relationship quality and school adjustment (academic achievement, peer social preference, and problem behaviour) by examining the possible mediating role of general anxiety. We recruited a sample of 1135 Italian primary school students (51.6% girls, aged 6 ~ 10 years, M = 7.7; SD = 0.99) and their teachers who completed an anonymous questionnaire. Results showed that a close teacher-student relationship was significantly and negatively associated with problem behaviours and positively associated with peer social status and academic achievement. Conversely, our data showed that a high-conflict teacher-student relationship was significantly and positively associated with problematic behaviours and negatively associated with peer academic achievement and social status. Our data also suggested a mediating role of general anxiety in explaining the association between a conflictual relationship with the teacher and measures of academic achievement. In this sense, a high-conflict relationship tends to be associated with high levels of general anxiety, which in turn is associated with more in problematic behaviour and worse peer social status and academic achievement.

Pengertian Tindakan Bullying, Penyebab, Efek, Pencegahan dan Solusi

Bullying is an intentional act to hurt another person physically, verbally, or emotionally. Bullying can happen anywhere, including at school, the workplace, and online environments. This research aims to understand bullying, causes of bullying, effects of bullying, and prevention of bullying. This study used qualitative research methods. The data collection technique in this research is literature study. The data that has been collected is then analyzed in three stages, namely data reduction, data presentation and drawing conclusions. The research results show that bullying is caused by several factors including peer environment, family environment and social status. This behavior also has negative effects, including disrupted physical health, mental health problems, and the birth of bullies. Bullying behavior needs to be prevented and solutions formulated, including those that can be implemented wisely by utilizing technological advances, avoiding discriminatory attitudes, instilling affection, socializing through songs, making strict rules about bullying, providing education to perpetrators, providing protection and acting decisively.

Network distance and centrality shape social learning in the classroom.

Social learning can help individuals to efficiently acquire knowledge and skills. In the classroom, social learning often takes place in structured settings in which peers help, support, and tutor each other. Several protocols have been developed to make peer-assisted learning (PAL) more efficient. However, little attention has been devoted to how the transfer of knowledge is shaped by the social relationship between peers, and their relative positions in the social network. To address this gap, we combined social network analysis with an experimental social learning task, in which pupils (N = 135; aged 11-19) could use social information from their peers to improve their performance. We show that pupils' tendencies to use social information substantially decrease with the peer's distance in the social network. This effect is mediated by subjective closeness: pupils report feeling much closer to their friends than to their non-friends, and closeness strongly enhances social learning. Our results further show that, above and beyond these effects of network distance, social information use increases with the peer's social status (network centrality) and perceived smartness. Our results provide empirical evidence in a naturalistic setting for the role of specific network attributes in shaping pupils' willingness to learn from their peers. These findings illustrate the value of a social network approach for understanding knowledge transfer in the classroom and can be used to structure more effective peer learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Neural and behavioral alterations of a real-time interpersonal distance (IPD) development process in differing social status interactions.

BackgroundEvidence showed neural changes in interpersonal distance (IPD) interaction, and neural activities are affected by relationships (such as friends or strangers). Behavior studies proved that social status strongly affects IPD between two persons. However, how the differing social status impacts neural alterations in the IPD interactions remains unknown.ObjectivesThe teacher-student relationship is a typical representation of the difference in social status. The present study aims to investigate the IPD performance and brain processes underlying real-time differing social status during the development process from teacher-student interactions.Materials and methodsWe designed three within-subject experiments corresponding to the inclusion, control, and affection stages of IPD. Altogether, 38 valid healthy participants participated in three experiments with a teacher (differing social status condition, DS condition) and a peer student (peer social status condition, PS condition) separately. This study employed functional near-infrared spectroscopy (fNIRS) and modified real-time stop-distance paradigms to record IPD performance and neural processes.ResultsFor IPD performance, significantly larger IPD gaps were shown in the DS condition than in the PS condition, and IPD feedback affected IPD performance. For neural alterations, activated frontopolar area (FPA, BA10), dorsolateral prefrontal cortex (DLPFC, BA9/BA46), and Broca’s area (BA45) were observed across the IPD stages. Importantly, brain activation shifts with the development of IPD. In addition, results showed that differences in Oxy-Hb changes were located in the FPA (BA10), DLPFC (BA9/BA46), and Broca’s area (BA45) between the DS and PS conditions across IPD stages. Additionally, negative correlations were found between Oxy-Hb changes and IPD performance.ConclusionWe propose prefrontal cortex (PFC) and Broca’s area involvement in IPD interactions, initially focusing on evaluation and action periods, and later on IPD-evaluation processes after feedback. In addition, a difference in Oxy-Hb activities implies the complexity of relationships and social status in IPD interactions.

Classroom practices and peer social status in junior high school

This study investigates the association between classroom practices and individual social status outcomes in junior high. A nested design using 678 grade 7 and 8 students in 38 classrooms showed that classroom practices are associated with peer social status. Classrooms rated high on instruction were associated with a decreased probability of students with rejected status. In contrast, classrooms rated high on atmosphere and student engagement were associated with an increased probability of students with rejected and popular status. Student perceptions of classrooms revealed that social comparison was associated with an increased probability of students with both rejected and popular status, while competition was associated with an increased probability of students with popular status. Results inform intervention programs that target the peer ecology of the classroom by raising teachers’ awareness of the intersection between pedagogical practices and student social status among peers.

Peer relations and friendships in early childhood: The association with peer victimization.

We examined the association between involvement in peer victimization in early childhood and different measures of peer relations to examine the role of the peer group in victimization with a special focus on the role of the aggressor, defender, and target. Children (N = 200; 45.5% girls) and teachers (N = 8; 100% women) were recruited from three primary schools in the south‐east of England. Children were aged 5−7 years (M = 75.6 months, SD = 10.39). Child and teacher reports of children's friendships were obtained. Children reported on the quality of their best friendship. Children provided peer reports on involvement in peer victimization (as aggressor, defender, and target) and social status (like‐most and like‐least). Results show that aggressive children received more like‐least nominations than other children, defenders were the most liked by peers, but targets' social status was not clearly identifiable. There were no significant differences between role in peer victimization and best friend nominations—most children said that they had a best friend. Similarly, there were no differences in reciprocated friendship between different roles. However, children who had their friendship reciprocated received more defender nominations. In line with the homophily hypothesis, aggressive children tended to have aggressive friends and have friendships characterized by conflict. Defenders were friends with other defenders. Targets tended to follow the social competence model of friendships by indicating defenders as their best friends. We discuss these findings in relation to the role that group processes may play in peer victimization in early childhood.

The relationship between peer victimization and social anxiety among adolescents: a moderated mediation model with cognitive flexibility and affect intensity

ABSTRACT Building a friendship with peers is an important developmental task. However, peer victimization and social anxiety are among the most disturbing problems and have impaired adolescents’ adaptive development. A total of 942 adolescents completed the survey. The results showed that peer victimization was related to social anxiety and that this effect was mediated by cognitive flexibility and moderated by affect intensity. Specifically, the damage of peer victimization and social anxiety was aggrevated for those with high levels of affect intensity. The current study provides evidence for the association between peer victimization and social anxiety. It contributes to the literature by clarifying the equivocal findings and uncovering the underlying mechanisms of the relationship between peer victimization and social anxiety. In the future, researchers and teachers should pay attention to adolescents’ peer social status as early as possible, especially for adolescents with higher levels of affect intensity.

Off on the wrong foot: Task avoidance at the outset of primary school anticipates academic difficulties and declining peer acceptance

ABSTRACT The present study examined the academic antecedents of declining peer social status. Participants included 545 (311 boys, 234 girls) Finnish students followed from the 1st through the 4th grade (ages 6–8 at outset). Each year, teachers completed assessments of academic task avoidance and students completed standardized measures of reading and math achievement. Acceptance was assayed through peer nominations. Supporting the hypothesized model, the results indicated that a lack of interest and motivation at the outset of primary school leads to a downward spiral of academic difficulties and diminished peer acceptance. Specifically, academic task avoidance in 1st and 2nd grade anticipated declining math and reading achievement one year later, which in turn, anticipated decreases in peer acceptance the following year. The findings held after controlling for factors known to contribute to school and peer difficulties, such as friendlessness, school readiness, and emotional and behavioural problems.

Empathy and Positive Aspects of Adolescent Peer Relationships: a Scoping Review

A lack of empathy is related to some negative aspects of adolescent interpersonal functioning in the literature, such as bullying. However, the relationship between empathy and positive aspects of adolescent interpersonal functioning is less clear. Thus, this study sought to examine the association between empathy and positive components of peer relationships among adolescents. A scoping review was conducted to identify relevant literature and to provide a narrative overview of the identified studies. Three databases were searched (PsycINFO, Web of Science, and Sociological Abstracts). Subsequently, three reviewers independently analyzed articles to determine inclusion. Twenty-eight studies met inclusionary criteria. The aspects of peer relationships that were studied most frequently included peer attachment, social status (i.e., peer acceptance, likeability, social preference, and popularity), and friendship closeness or quality. The associations between empathy and some aspects of peer relationships among adolescents varied based on type of empathy and gender. Although inconsistencies were observed, the included studies often showed either a positive relationship or no relationship between empathy and positive peer relationship variables. In several studies, empathy was positively related to peer attachment and friendship quality or closeness, but not significantly related to popularity. Additional research is needed to further clarify these relationships. The results are integrated within a positive psychology framework examining the role of empathy as a potential strength in interpersonal functioning.

Socioeconomic Inequalities in Health among Armenian Adolescents.

We aimed to study the hypothesis of socioeconomic equalization in health among Armenian adolescents participating in the Health Behavior in School-Aged Children 2013/14 survey. Classes corresponding to the ages 11, 13, and 15 were selected using a clustered sampling design. Multiple logistic regression analyses were used. In a nationally representative sample of 3679 students, adolescents with a low family socioeconomic position (SEP) had greater odds of reporting less than good health (odds ratio (OR) = 2.81, 95% CI = 2.25–3.51), low psychosocial well-being (OR = 1.94, 95% CI = 1.44–2.61), or psychosomatic symptoms (OR = 1.29, 95% CI = 1.07–1.56). Low levels of material well-being were associated with a higher likelihood of reporting less than good health (OR = 1.32, 95% CI = 1.06–1.65) or low psychosocial well-being (OR = 1.27, 95% CI = 1.04–1.54). The presence of both risk factors had a synergistic effect on having low psychosocial well-being (P-interaction = 0.031). Refuting the equalization hypothesis, our results indicate that low SEP might be strongly related to adolescent health in middle-income countries such as Armenia. Low material well-being also proved important, and, for further research, we hypothesized an association via decreased peer social status and compromised popularity.

Developmental changes in associations between depressive symptoms and peer relationships: a four-year follow-up of Chinese adolescents.

Interpersonal theories have suggested that depressive symptoms influence and are influenced by peer relationships, but little is known about how depressive symptoms-peer relationships associations change with age. This study examined the longitudinal associations between both group- and dyadic-level peer relationships and depressive symptoms in a community sample of Chinese youth (n = 2179; 47.9% girls) from grades 6 to 9. Results demonstrated correlations between stable trait-like components of peer acceptance/rejection and depressive symptoms, with no dynamic state-like associations being observed. The results also suggested that conflict with friends operated as a consistent interpersonal risk for subsequent depressive symptoms across late childhood to middle adolescence. Support from friends was not significantly associated with depressive symptoms in early adolescence, but influenced and was influenced by depressive symptoms in middle adolescence. This study highlights that depressive symptoms are associated with youth's peer social status and friendship in different ways and that the interactions between friendship and depressive symptoms get strengthened with the transition to adolescence.

Mental health disorders and adolescent peer relationships.

RationaleMental health disorders often arise during adolescence, with disruptive behavior disorders and anxiety disorders among the most common. Given the salience of peer relationships during adolescence, and research suggesting that mental health disorders negatively impact social functioning, this study uses novel methodology from social network analysis to uncover the social processes linking disruptive behavior disorders and anxiety disorders with adolescent friendships. In particular, the study focuses on peer withdrawal, peer popularity, and peer homophily in relation to both disorders.MethodsData come from 15-year old students in four Scottish secondary schools (N = 602). Diagnoses of disruptive behavior disorders and anxiety disorders were produced using the Diagnostic Interview Schedule for Children, and peer relationship data were obtained through a friendship nomination survey. Exponential random graph models were used to estimate the probability of peer withdrawal, peer popularity, and peer homophily based on each disorder.ResultsResults demonstrated that adolescents with disruptive behavior disorders were more popular than their peers without disruptive behavior disorders (OR: 1.47, CI: 1.20, 1.87). Friendship was also more likely between two adolescents both with or both without disruptive behavior disorders (OR: 1.26, CI: 1.07, 1.47), demonstrating peer homophily. There was no evidence that anxiety disorders were related to adolescent peer relationships.ConclusionsFindings from this study suggest that disruptive behavior disorders may be socially rewarded (e.g., peer popularity) and socially clustered (e.g., homophily), whereas anxiety disorders show no such trends. Thus, intervention efforts must account for the peer social status that may be gained from engaging in disruptive behavior during this developmental period. Further, given that similarity in DBD status is associated with an increased likelihood of friendship, adolescents are likely to be surrounded by peers who reinforce their behaviors.

청소년이 닮고 싶어 하는 또래는 누구인가? 또래 지위 지표로서의 선망도 탐색

청소년이 닮고 싶어 하는 또래는 누구인가? 또래 지위 지표로서의 선망도 탐색

Who Are Popular, Liked, and Admired? Longitudinal Associations between Three Social Status and Academic-Social Behavior.

Peer social status has been identified as central to youth's development. Whereas the majority of studies has focused on popularity and likability, recent efforts emphasize the need to consider admiration which captures how much peers respect and want to be like particular youth. The current study examined the overlap between the three types of social status (popularity, likability, and admiration), and investigated concurrent and longitudinal associations between social status and academic-social behavior. At each of 2 waves (five months apart), 736 South Korean youth (Mage = 12.5; 53% girls) made behavioral and social status nominations of their peers in classes. Popularity, likability, and admiration were only weakly associated with each other, and each social status was characterized by distinct behavioral features. Specifically, admiration was most strongly associated with academic engagement and prosocial behavior. Cross-lagged models revealed a bidirectional relationship between academic engagement and admiration. Academic engagement led to gains in admiration and admiration led to increases in academic engagement. The findings emphasize the need to focus on admiration to support youth's positive adjustment.

Instagram Participation and Substance Use Among Emerging Adults: The Potential Perils of Peer Belonging.

Emerging adults (ages 18-29) have the highest rates of both harmful drinking and participation on social network sites (SNSs) compared to adolescents and older adults. In fact, greater SNS participation has been shown to predict greater alcohol use. Little is known, however, about noncollege samples, substances apart from alcohol, and SNSs other than Facebook. Furthermore, few studies have examined what might moderate any observed influence of SNS participation on substance use. In this study, we used hierarchical linear and negative binomial regression analyses to examine the unique associations between Instagram participation and alcohol as well as marijuana use, controlling statistically for demographic characteristics, peer norms, and social status, in a community sample of emerging adults (N = 194). We also tested whether peer belonging or motives for Instagram participation moderated these relationships. Results showed that Instagram participation was positively related to alcohol use only for those with high levels of peer belonging. The initial negative association between Instagram participation and marijuana use disappeared once peer norms and social status were included. Peer norms were positively related to both alcohol and marijuana use, while peer belonging was positively related to marijuana use. Peer belonging appears to be an important variable in the study of SNSs and substance use among emerging adults. Future work might test the somewhat counterintuitive hypotheses raised by these findings that peer belonging sensitizes individuals to SNS influences on drinking and could be a marker of greater marijuana use.

Body image and peer relationships: Unique associations of adolescents' social status and competence with peer- and self-reported appearance victimization

Adolescents were asked to nominate peers who experience appearance-related victimization or engage in appearance-related aggression, in order to examine the peer social status and competency correlates of receiving more nominations. Moreover, the correlates of peer-report vs. self-report appearance-related victimization were considered. Participants were 371 young Australian adolescents (55% girls, Mage = 12.0 years) who completed surveys. Results showed that victimized adolescents were rated as less liked, prosocial, popular and good-looking, and perceived themselves to be less attractive, less competent at sport and more teased by peers about appearance. Aggressive adolescents were rated as more popular and better looking, but also less prosocial. Aggressive adolescents also perceived themselves to be less academically but more romantically competent, and reported more appearance anxiety symptoms. Findings from peer-report measures generally support previous research findings using self-report measures, but the significant correlates did appear to differ between peer- and self-report of appearance victimization.

Being well-liked predicts increased use of alcohol but not tobacco in early adolescence

Although substance use has traditionally been linked to peer deviance, a parallel literature has explored the influence of peer social status (being “well-liked”). This literature hypothesizes that adolescents with higher status will anticipate shifts in social norms and modify their behavior earlier and/or more substantially than lower-status students. As substance use becomes more socially acceptable during early-to-mid-adolescence, higher status youth are hypothesized to reflect this shift in norms by accelerating their use more rapidly than lower status youth. Although some evidence exists to support this hypothesis, it has never been evaluated in conjunction with the opposing hypothesis (i.e., that substance use contributes to elevated peer status). In this study, we evaluated reciprocal links between peer status and substance use (i.e., alcohol and tobacco) using 3years of data from 8 middle schools in the Pacific Northwest. Social network analysis enabled us to model standard network effects along with unique effects for the influence of the network on behavior (i.e., increased substance use as a result of being well-liked) and the influence of behavior on the network (i.e., increased status as a result of substance use). Our results indicated significant bidirectional effects for alcohol use but no significant effects for tobacco use. In other words, being well-liked significantly predicted alcohol use and vice versa, but these processes were not significant for tobacco use. Prevention efforts should consider the dynamics of peer status and peer norms in adolescence with the goal of preventing escalations in problem behavior that can compromise future adjustment.

Young women's risk of sexual aggression in bars: the roles of intoxication and peer social status.

Previous research suggests a link between women's drinking and sexual victimisation; however, little is known about other factors that influence risk and how risks are linked to drinking-in-the-event. We examined how amount of alcohol consumed and peer group factors were associated with whether young women were targeted for sexual aggression on a night out at a bar. One hundred and fourteen women recruited in small groups in the bar district reported how many drinks they had consumed and were breath-tested at recruitment and on their way home. At recruitment, they also ranked other members of their group in terms of status (e.g. popularity, group influence). In the exit survey, they reported any sexual aggression they experienced that night (i.e. persistence after refusal and unwanted sexual touching). Over a quarter (28.9%) of women reported persistence only, 5.3% unwanted touching only and 18.7% both. Sexual aggression was associated with consuming more alcohol on the survey night and whether other group members experienced sexual aggression that night. The relationship with amount consumed was stronger for touching than for persistence. Having a lower status position in the group was associated with increased risk of sexual aggression among women who had consumed five or more drinks. Prevention should address social norms and other factors that encourage men to target specific women for sexual aggression, including perceptions by staff and patrons that intoxicated women are 'easy' or more blameworthy targets and the possible role of women's social status in their peer groups.

Locus of Control and Peer Relationships Among Caucasian, Hispanic, Asian, and African American Adolescents

Past research has shown that locus of control plays an important role in a wide range of behaviors, such as academic achievement and positive social behaviors. However, little is known about whether locus of control plays the same role in minority adolescents' peer relationships. The current study examined ethnic differences in the associations between locus of control and peer relationships in early adolescence using samples from the Early Childhood Longitudinal Study (ECLS-K: 5,612 Caucasian, 1,562 Hispanic, 507 Asian, and 908 African-American adolescents) and the National Education Longitudinal Study (NELS: 8,484 Caucasian, 1,604 Hispanic, and 860 Asian, and 1,228 African American adolescents). Gender was approximately evenly split in both samples. The results from the two datasets were highly consistent. Significant interactions between ethnicity and locus of control indicated that having a more internal locus of control was particularly important for Caucasian students' peer relationships (ECLS-K) and social status (NELS), but less so for Asian, Hispanic, and African American students. Our findings suggest that the role of locus of control in peer relationship is contingent upon culture.

Dynamic Social Networks and Physical Aggression: The Moderating Role of Gender and Social Status Among Peers

We examined three interrelated questions: (1) Who selects physically aggressive friends?; (2) Are physically aggressive adolescents influential?; and (3) Who is susceptible to influence from these friends? Using stochastic actor-based modeling, we tested our hypotheses using a sample of 480 adolescents (ages 11-13) who were followed across four assessments (fall and spring of 6th and 7th grade). After controlling for other factors that drive network and behavioral dynamics, we found that physically aggressive adolescents were attractive as friends, physically aggressive adolescents and girls were more likely to select physically aggressive friends, and peer-rejected adolescents were less likely to select physically aggressive friends. There was an overall peer influence effect, but gender and social status were not significant moderators of influence.