Alle Publikationen
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2018
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(2018) : Culture and peer relationships. In: Bukowski, William Michael; Laursen, Brett; Rubin, Kenneth H. (Hg.): Handbook of peer interactions, relationships, and groups.: New York: Guilford Press, S. 552-570
Abstract: Over the past several decades, there has been increased interest in culture and children’s peer relationships. The findings from various research programs have clearly indicated that cultural contexts play a significant role in shaping children’s experiences in peer interactions and relationships. Cultural beliefs and values provide guidance for how peers judge and evaluate specific behaviors that children display in interactions. Social judgments and evaluations, in turn, serve to regulate children’s behaviors and eventually affect their developmental outcomes. In addition to social evaluation and regulation processes, culture determines, in part, the features and functions of dyadic and group relationships. In this chapter, we review and discuss the issues involved in the study of cultural diversity as it relates to peer interactions and relationships. The main theme of the chapter is the understanding of cultural involvement in the organization of peer relationsh ips. We first discuss various theoretical issues concerning cultural values, children’s social functioning, and peer relationships. Then we review the literature on children’s social behaviors in peer interactions in different cultural contexts. In the following sections, we review and discuss how cultural factors may be involved in determining the structural and functional features of friendships, peer groups, and popularity. Our chapter concludes with a discussion of future directions in the study of culture and peer relationships. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 42
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(2018) : Gender and peer relationships. In: Bukowski, William Michael; Laursen, Brett; Rubin, Kenneth H. (Hg.): Handbook of peer interactions, relationships, and groups.: New York: Guilford Press, S. 571-589
Abstract: In this chapter, we provide contemporary theoretical and empirical information about the role of gender in the peer relations of children and adolescents. We begin by reviewing theoretical perspectives. These theories consider the development of sex-linked peer relationship processes and the impact of girls’ and boys’ peer relationships on their psychological adjustment. In regard to empirical research, research methods used to examine the role of gender in peer relationships are described. In addition, studies are reviewed that describe the nature of girls’ and boys’ peer relationships, including the tendency to segregate by sex and to engage in different activities. Finally, we consider the implications of girls’ and boys’ peer relationships, and their experiences in mixed-sex networks and friendships, on their emotional and behavioral adjustment. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
2016
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(2016) : The development of other-gender interactions: Behavioral, biological, cognitive, and contextual influences. In: Roberts, Tomi-Ann: Feminist perspectives on building a better psychological science of gender: Berlin, Germany: Springer, S. 121-139
Abstract: The goal of this chapter is to present a model that considers how biology, early peer experiences, cognitive, and contextual factors may relate to changes in other-gender interactions. The chapter is divided into three sections. The first section describes the normative developmental patterns of children's and adolescents' same- and other-gender peer interactions and does this by reviewing the existing literature from early childhood through adolescence. The second section is largely theoretical and considers the influence of behavioral characteristics (e.g., early peer experiences), biological development (e.g., pubertal development), social cognitions (e.g., expectancies and efficacy), and contextual factors (e.g., family characteristics and school composition) and the influence these factors might have on individual differences in the development of other-gender/mixed gender interactions. The final sections highlight the importance of other-gender interactions and prov ide futu re directions and suggestions for studying and understanding individual differences in children's and adolescents' other-gender interactions. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 2
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(2016): Same-Gender Peer Interaction and Preschoolers’ Gender-Typed Emotional Expressiveness. In: Sex Roles 75 (5-6), S. 231-242. DOI: 10.1007/s11199-016-0601-6
DOI: https://doi.org/10.1007/s11199-016-0601-6 Abstract: The present study was guided by hypotheses derived from peer-socialization models of gender development that suggest preschool children’s time spent interacting with same-gender peers would be linked to gender-typed emotional expressiveness. Specifically, I predicted that girls who engaged in high levels of same-gender peer interaction would express more happiness, sadness, and fear, whereas boys who engaged in more same-gender peer interaction would express more anger. To address these hypotheses, a longitudinal study was conducted in which video recordings were made of 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) attending a University sponsored preschool program in the U.S. Southwest over a period of 2 years. Video recordings of children’s peer interactions in Years 1 and 2 were coded for involvement with same-gender peers and emotional expressiveness. Results of analyses revealed that bot h girls and boys who spent more time interacting with same-gender peers in Year 1 expressed more happiness in Year 2. Boys who spent more time interacting with same-gender peers in Year 1 displayed higher levels of anger in Year 2. Girls who spent more time interacting with same-gender peers in Year 1 displayed higher levels of sadness in Year 2. The findings support arguments made by the peer-socialization model of gender development that gender-segregated peer interaction contributes to patterns of gender-typed expression of emotions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 1
2014
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(2014): Examining the many dimensions of children’s popularity. In: Journal of Social and Personal Relationships 33 (1), S. 62-80. DOI: 10.1177/0265407514562562
DOI: https://doi.org/10.1177/0265407514562562 Abstract: Using peer nomination data, this study explored predictors of popularity among 144 third- through eighth-grade students in a diverse urban school. Findings demonstrated that children were more likely to be nominated as popular by peers when they exhibited higher levels of prosocial behavior or aggression. Furthermore, a significant interaction between prosocial behavior and aggression predicted popularity. Children with high levels of peer-nominated aggression were more likely to be viewed as popular when they were also nominated by their peers for engaging in high levels of prosocial behavior. Lastly, findings suggested that the positive association between prosocial behavior and popularity was stronger for girls than boys. Implications and areas for future research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 14
2013
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(2013): Social cognitive dynamics of popularity and indirect aggression. The role of social goals and social intelligence. ProQuest Information & Learning, US.
Abstract: This study investigated the social goals of adolescents and their use of indirect aggression. Additionally, it examined how gender, peer status (i.e. perceived popularity) and individual differences in social intelligence relate to adolescents' social goals and their use of indirect aggression. 109 seventh-graders completed a social goals measure and the Tromsø Social Intelligence Scale (TSIS; Silvera, Martinussen, & Dahl, 2001). Participants also completed a peer nomination assessment of popularity and indirect aggression. Results indicated reliable associations among social goals and peer-nominated indirect aggression. Gender, popularity, and social intelligence further moderated these associations. These findings suggest that the social goals of adolescents can be a motivating force to engage in hurtful behaviors and provide a framework from which peer relations researchers can improve peer relationships and be better equipped to intervene in indirect aggression. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2008
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(2008) : Sozialisation sozio-moralischer Kompetenzen In: Hurrelmann, Klaus: Handbuch Sozialisationsforschung: 7., vollst. überarb. Aufl.: Weinheim [u.a.]: Beltz (Pädagogik), S. 410-423
Abstract: Es wird im Überblick informiert über die Sozialisation sozio-moralischer Kompetenzen. Sozialisation wird verstanden als ein konstruktiver Prozess, der sich auf dem Hintergrund der kulturellen Lebenswelt in den vielfältigen sozialen Beziehungen in der Familie, in der Welt der Gleichaltrigen und in der institutionalisierten Erziehung vollzieht. Zunächst wird die Rolle kultureller Erfahrungen für die Entwicklung sozio-moralischer Kompetenzen am Beispiel der moralischen Urteilskompetenz aufgezeigt. Dann werden Sozialisationsprozesse in der Familie und in der Gruppe der Gleichaltrigen diskutiert. Abschließend werden Möglichkeiten der Förderung sozio-moralischer Kompetenzen im Kontext der institutionalisierten Erziehung dargestellt. Es wird besonders hervorgehoben, dass demokratische und partizipatorische Strukturen die Entwicklung der kognitiven und affektiven Aspekte sozio-moralischer Kompetenzen fördern. zitiert von 13
2004
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(2004): Fördert Gruppendiskussion die Perspektiven-Koordination?. In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 36 (1), S. 30-37. DOI: 10.1026/0049-8637.36.1.30
DOI: https://doi.org/10.1026/0049-8637.36.1.30 Abstract: Social cognition is considered an important condition of social competence. According to the interpersonal negotiation strategies model of Selman, social cognitions are described with respect to steps of social information processing and to level of perspective coordination. Perspective coordination may be promoted by peer interaction, especially by dilemma discussions as known from the field of moral education. With a pre-post control group design it is investigated whether small group dilemma discussions on conflict examples promote levels of perspective coordination in the post-test conflict examples. The result of the study show that members of the small discussion groups had higher post-test scores in perspective coordination regarding two of the four information processing steps compared to participants of the individualistic condition. Effects were independent from cognitive abilities. Further more, the level of three of the four steps correlated with teachers' rat ing of p articipants' social behavior measured before the intervention. Further research questions and practical applications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 15
1996
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(1996): Gender, Interaction, and Delinquency. Testing a Theory of Differential Social Control. In: Social Psychology Quarterly 59 (1). DOI: 10.2307/2787118
DOI: https://doi.org/10.2307/2787118 Abstract: Develops an interactionist explanation of gender differences in the processes leading to juvenile delinquency. Drawing on principles of symbolic interactionism, a theoretical model is specified that generates predictions about similarities and differences across gender in the relationships between commitment to reference groups, role-taking, and delinquency. Hypotheses are tested using data from a national sample of 1,636 youths. An interactionist theory of delinquency is supported for both females and males. Findings also show gender differences in the role-taking process leading to delinquency. Findings suggest an important difference in the process by which group social controls are transformed into self- control in delinquent situations among girls as compared with boys. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 251
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