Intensive and Extensive Peer Behavior: Longitudinal and Cross-sectional Analyses

Waldrop, Mary F.; Halverson, Charles F.

doi:10.1111/j.1467-8624.1975.tb03271.x

Cited by 42 publications

(57 citation statements)

References 14 publications

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“…Additionally, boys’ reports of recreational support increased significantly over the year whereas girls’ reports remained stable (and were similar to boys’ reports in the second year). Although these findings are inconsistent with research suggesting that boys tend to have larger peer groups (see Tietjen, 1982; Waldrop & Halverson, 1975), and that overall network size is not affected by gender (e.g., Garbarino et al , 1978), they are consistent with previous research suggesting that preschool, African‐American girls report having larger networks than boys (see Bost et al , 1994). The findings are also consistent with evidence suggesting that adolescent girls mention knowing more individuals (Coates, 1987) and name more informal sources of support including peers and other adults than do boys (Cauce, Felner & Primavera, 1982).…”

Section: Discussioncontrasting

confidence: 97%

Social Support Networks of African‐American Children Attending Head Start: A Longitudinal Investigation of Structural and Supportive Network Characteristics

et al. 2004

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This study examined the stability and coherence of African-American children's social support networks. Participants included a total of 106 3-to 4-year-old children attending Head Start centers located in the southeast. Children completed a social network interview in two consecutive years at the Head Start centers. These interviews tapped multiple dimensions of the support network including social embeddedness, proportion of the network providing support, and perceived support. Analyses focused on both the rank-order stability of children with respect to network characteristics as well as stability of network relationships (the same individuals included in the network at both time periods). Results indicated age-related increases in network size for adult and child categories, network size across three support domains, proportion of support scores, and perceived support from adults. In addition to age-related changes, analyses revealed considerable rank-order stability with respect to structural network dimensions, but very little rank-order stability in proportion of support and perceived support scores. In contrast, both structural and supportive components of the children's networks were shown to be coherent over a one-year period when specific network member relationships were examined. Discussion highlights both continuities and discontinuities in young children's social networks, and how data obtained in this study contribute to theory building and the systematic examination of African-American children's emerging social networks.Empirical findings have consistently documented the contribution of social support networks to interpersonal competencies and well-being in samples of school-age children, adolescents, and adults (e.g.

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Section: Discussioncontrasting

confidence: 97%

Social Support Networks of African‐American Children Attending Head Start: A Longitudinal Investigation of Structural and Supportive Network Characteristics

et al. 2004

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“…This interesting gender-specific finding in the crime-preventive effects of popularity has several possible explanations. First, girls’ friendships are more intimate and emotionally engaging than boys’ friendships (Waldrop and Halverson 1975). Thus, it is possible that close friendships among girls involve higher levels of attachment to their friends and are qualitatively different from those of boys whose friendships are not as intimate.…”

Section: Discussionmentioning

confidence: 99%

“…It is conceivable that gender serves as a moderator in these relationships for several reasons. First, girls form more emotionally involved friendships than boys do (Waldrop and Halverson 1975). Similarly, girls value and spend time cultivating close friendship relationships whereas boys tend to have loose friendships and assign more importance to simply being involved in different activities with their friends (Rose and Rudolph 2006).…”

Section: Introductionmentioning

confidence: 99%

The Role of Adolescent Friendship Group Integration and Cohesion in Weapon-Related Violent Crime as a Young Adult

Mundt

Antonaccio

French

et al. 2017

J Youth Adolescence

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Weapon-related violent crime is a serious, complex, and multifaceted public health problem. The present study uses data from Waves I and III of Add Health (n=10,482, 54% female) to examine how friendship group integration and cohesion in adolescence (ages 12–19) is associated with weapon-related criminal activity as a young adult (ages 18–26). Results indicate that greater cohesion in friendship groups is associated with significantly lower weapon-related criminal activity in young adulthood. In addition, for adolescent girls, a greater number of close friendship ties—an indicator of friendship group integration—is associated with less weapon-related criminal activity in young adulthood. These findings suggest that school-based initiatives to facilitate inclusive and cohesive adolescent peer communities may be an effective strategy to curb weapon-related criminal activity in young adulthood.

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“…Studies on kindergarten‐age and older children have suggested that boys have larger social networks than do girls (Ruble et al, 2006). Moreover, Waldrop and Halverson (1975) found that 7‐year‐old boys had more extensive peer relationships than did girls. Among younger children, however, the findings are mixed, with some studies suggesting that there are sex differences in the size of social networks and others finding no differences (Ruble et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

The Breadth of Peer Relationships Among Preschoolers: An Application of the Q‐Connectivity Method to Externalizing Behavior

Hanish¹,

Martin²,

Fabes³

et al. 2008

Child Development

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Preschoolers' (M(age) = 48.7 months) social breadth (the number of peer children interact with and the frequency of these interactions) and the relations between breadth and externalizing behaviors were examined using the Q-connectivity method. After considering age, sex, and classroom effects on social breadth, children's externalizing behaviors were studied in relation to levels of social breadth across variations in frequency of exposure to peers and to patterns of decline in social breadth. Externalizing preschoolers occasionally interacted with most of their classmates. However, their individual peer networks moderately to rapidly became selective, and they engaged in repeated interactions with a relatively small number of peers. Although there were no sex effects, significant age and classroom effects were obtained.

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Intensive and Extensive Peer Behavior: Longitudinal and Cross-sectional Analyses

Cited by 42 publications

References 14 publications

Social Support Networks of African‐American Children Attending Head Start: A Longitudinal Investigation of Structural and Supportive Network Characteristics

Social Support Networks of African‐American Children Attending Head Start: A Longitudinal Investigation of Structural and Supportive Network Characteristics

The Role of Adolescent Friendship Group Integration and Cohesion in Weapon-Related Violent Crime as a Young Adult

The Breadth of Peer Relationships Among Preschoolers: An Application of the Q‐Connectivity Method to Externalizing Behavior

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