Similarity of attitudes and constructs in children's friendships

Erwin, Philip G.

doi:10.1016/0022-0965(85)90078-5

Cited by 27 publications

(19 citation statements)

References 32 publications

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“…Greater similarities between friends than between nonfriends occur in nominations given by children to their classmates as well as nominations received from them. These results are consistent with previous findings showing that friends use more similar systems of interpersonal constructs than do nonfriends (Erwin, 1985) because friends cannot nominate classmates concordantly as "starting fights" or "cooperative" unless the two children construe the relevant constructs similarly. Concordant attribution biases between friends also suggest similar socialization histories or daily experiences among these children.…”

Section: Similarities Of Friends Versus Nonfriendssupporting

confidence: 92%

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Similarities between Friends and Nonfriends in Middle Childhood

et al. 1998

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Similarities were assessed between target children (mean age, 11.1 years) and their friends and nonfriends, respectively. One target child of each sex (N = 192), along with one same-sex friend and one nonfriend, were selected from 102 participating classrooms. "Guess who" nominations obtained within these classrooms were used to measure prosocial behavior, antisocial behavior, shyness / dependency, and sociometric status; selfreports were used to measure depressive symptoms. Children and their friends were more similar to one another than nonfriends across the entire data set-as the participants were rated by their classmates and as their classmates were rated by the participants. Friendship similarities varied from attribute to attribute, being greater in antisocial behavior than in the other domains. Similarities between friends in sociometric status and size of the friendship network were also greater among socially accepted than nonaccepted children.

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Section: Similarities Of Friends Versus Nonfriendssupporting

confidence: 92%

“…Significant concordances among school-aged children and their friends have also been reported for personal construct use (Erwin, 1985) and self reports of sociability and aggression (Gest, Graham-Bermann, & Hartup, 1991;Hymel & Woody, 1991). Otherwise, behavioral similarities among friends in middle childhood are not well documented.…”

Section: Introductionmentioning

confidence: 93%

Similarities between Friends and Nonfriends in Middle Childhood

et al. 1998

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“…For example, boys tend to play in larger peer groups and form friendships that are based on a mutual preference for a specific activity. Conversely, girls tend to form close, intimate relationships with one or two other girls and to engage in emotion-focused play and interpersonal role-playing (Erwin, 1985;Kraft & Vraa, 1975). In addition, parents tend to reinforce young children's sex-typed play and communication behaviors at a much greater rate than non-sex-typed play and communication behaviors (Fagot & Hagan, 1991).…”

mentioning

confidence: 99%

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Leve¹,

Fisher²,

DeGarmo³

2007

Merrill-Palmer Quarterly

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Converging research indicates that foster children with maltreatment histories have more behavior problems and poorer peer relations than biologically reared, nonmaltreated youth. However, little is known about whether such deficits in peer relations work independently or as a result of increased behavior problems, and whether outcomes for foster children differ by sex. To address these questions, multiagent methods were used to assess peer relations at school entry among maltreated foster children and a comparison sample of low-income, nonmaltreated, biologically reared children (N = 121). Controlling for caregiver-reported behavior problems prior to school entry, results from a multigroup SEM analysis suggested that there were significant relationships between foster care status and poor peer relations at school entry and between foster care status and the level of behavior problems prior to school entry for girls only. These Sex × Foster care status interactions suggest the need for gender-sensitive interventions with maltreated foster children. Keywordsfoster care; maltreatment; peer relations; sex differences; school entry When children enter formal educational settings, they are expected to possess competencies that make it possible for them to respond to the demands of the school environment. Children who lack basic social skills and fail to develop successful peer relations during school entry are at greater risk for conduct problems, peer rejection, and academic failure throughout childhood and adolescence (Brendgen, Vitaro, Bukowski, Doyle, & Markiewicz, 2001;Dishion 1990;Snyder et al., 2005). Foster children are at particularly high risk for difficulties in this area. There are currently more than 500,000 foster care children in the United States, with more than 230,000 children entering foster care yearly (U.S. Department of Health & Human Services, 2000). Beginning in early childhood, foster children show deficits on indicators of behavioral and mental health (Pilowsky, 1995). Early placement in foster careprior to age 5-appears to be particularly detrimental to later outcomes (Keiley, Howe, Dodge, Bates, & Pettit, 2001). Once foster children enter school, they show more behavior problems than nonmaltreated, biologically reared children and fare worse than their peers on indicators of school performance, including achievement, peer competence, high school completion rates, and special education service needs (Wodarski, Kurtz, Gaudin, & Howing, 1990). Though extensive behavioral and educational disparities among foster children have been well documented, few studies have examined whether behavior problems that emerge during the preschool period lead to subsequent poor outcomes or whether foster care elicits unique effects on peer relations over and above those associated with behavior problems.Correspondence regarding this paper should be addressed to Dr. Leslie D. Leve, Oregon Social Learning Center, 160 East 4 th Avenue, Eugene, OR 97401-2426. E-mail: lesliel@oslc.org. Landsverk, Ganger, ...

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“…By observing the isolated in uence of each of domains of observed social support, the observed social support of close friends had the greatest in uence on strenuous physical activity among boys. Positive in uence of close friends on strenuous physical activity of boys can be explained by the fact da boys have a greater tendency to form friendships based on mutual interests, including physical activity, in contrast to girls which form even closer and more intimate friendships that are based on trust (Erwin, 1985). Perhaps during participation in di erent activities, competitive relationships with peers are more important to boys, while girls tend to develop more intimate relationships, group interaction and communication, and therefore social support and understanding of parents and friends is more important to them (Brajša, Žganec, Raboteg, Šarić, & Franc, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…Посматрајући изоловани утицај сваког од домена опажене социјалне подршке, код ученика најзначајнији утицај на интензивну физичку ак-тивност има опажена социјална подршка блиских пријатеља. Позитиван утицај блиских пријатеља на интензивну физичку активност ученика може се објаснити чињеницом да ученици имају тен-денцију да формирају пријатељства базирана на заједничким интересима, укључујући и физичку активност, насупрот ученицама које формирају блискија и интимнија пријатељства заснована на поверењу (Erwin, 1985). Дечацима су можда ва-жнији такмичарски односи са вршњацима током учешћа у различитим активностима, док девојчи-це више развијају интимне односе, групну интер-акцију и комуникацију, те им је и битнија подр-шка и разумевање родитеља и пријатеља (Brajša, Žganec, Raboteg, Šarić, & Franc, 2000).…”

Section: дискусијаunclassified

Social support and physical activity level of elementary school students

Milošević¹,

Tubić²

2018

Fizička kultura

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Abstracte aim of this research was to determine whether di erences among elementary school students of both genders in levels of physical activity in relation to their individual perception of di erent social support domains are present. 165 h graders participated in this research (88 girls and 77 boys). Social Support Scale for Children, SSSC (Harter, 1985) which consists of four subscales: 1. social support of parents; 2. social support of peers; 3. social support of teachers; and 4. social support of close friends, was administered and used. Evaluation of the level of physical activity has been assessed via the questionnaire method which was based on self-evaluation and self-perception of levels of physical activity by applying the International Physical Activity Questionnaire (Craig et al., 2003). Results of multiple regression analysis show that the system of prediction variables of speci c domain of social support has a statistically signi cant in uence on strenuous physical activity levels of boys. Social support of close friends has displayed itself as the absolute best predictor on their strenuous and total physical activity. Statistically signi cant in uence of system of prediction variables on any type and level of physical activity hasn't been noticed among girls. By observing the in uence of certain variables of social support social support from parents has the strongest in uence on moderate level of physical activity among girls. is research paper contributes to the identi cation of factors which in uence the participation level of students in physical activity programs. e goal of this research paper was to contribute to the development of fruitful strategies and interventions which will ensure motivation and enjoyment in physical activity participation.

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Similarity of attitudes and constructs in children's friendships

Cited by 27 publications

References 32 publications

Similarities between Friends and Nonfriends in Middle Childhood

Similarities between Friends and Nonfriends in Middle Childhood

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Social support and physical activity level of elementary school students

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