Friends, Lovers and Groups: Key Relationships in Adolescence by Rutger C. M. E. Engels, Margaret Kerr, Håkan Stattin

By Rutger C. M. E. Engels, Margaret Kerr, Håkan Stattin

Lately, courting and romantic companions were well-known as very important peer family inside of early life and examine during this quarter is simply rising. Peer teams and peer strain are extra good confirmed components of study into youth, with contemporary reviews concentrating on peer teams and anti-social behaviour.The booklet stands out as the first in a sequence of 3 that examines the most recent examine in key parts of developmental psychology, edited through Rutger Engels and Hakan Stattin.This quantity will current 4 parts of peer learn: the ‘deviancy education’ mechanism of peer impression; behavioural genetic analytical innovations in realizing peer choice; romantic companions as peer relationships; and in-school and out-of-school friends reports.

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Extra resources for Friends, Lovers and Groups: Key Relationships in Adolescence (Hot Topics in Developmental Research - A Series of Three Edited Volumes)

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J. (1992). A Social Learning Approach: Vol. IV. Antisocial Boys. Eugene, OR: Castalia. Piaget, J. (1954). The Construction of Reality in the Child. New York: Basic Books. , Dishion, T. , & Andrews, D. W. (1990). Topic Code. Unpublished coding manual. (Available from Child, 195 West 12th Avenue, Eugene, OR 974013408). Rothbart, M. K. & Bates, J. E. (1998). Temperament. In W. ) & N. Eisenberg (vol. ), Handbook of Child Psychology: Vol. 3. ) New York: Wiley. Sackett, G. P. (1979). The lag sequential analysis of contingency and cyclicity in behavioral interaction and research.

The construct was developed using methods detailed by Capaldi and Patterson (1989). A score representing the time a dyad spent either talking or behaving in a rule-breaking fashion was generated using the topic coding system for the peer interaction task. Rule-breaking talk consisted of any reference to violations of legal or conventional norms, any inappropriate behavior during the taped interaction, and any activities violating the instructions given for the task. 65. The actual score used in these analyses was the average duration (in seconds) of a dyad’s rule-breaking talk.

Cillessen & Mayeux, 2004; LaFontana & Cillessen, 2002) indicates that sociometric and perceived popularity are separate dimensions of peer status with unique correlates. Whereas sociometric popularity is traditionally associated with prosocial behaviors and positive social adjustment outcomes, perceived popularity is PEER INFLUENCE 41 associated with a combination of both positive and negative behaviors (LaFontana & Cillessen, 1998, 1999, 2002). There is also evidence that perceived popularity is positively correlated with health risk behaviors in high school (Mayeux & Sandstrom, 2005).

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