open access
메뉴
open access
메뉴
ISSN : 1229-0718
The current study examined the development of prosocial and aggressive behaviors in youth as related to the selection and influence of friends, and the potential moderating role of gender and relationship with their teacher in these processes. Participants were fifth and sixth graders from 48 classrooms and were followed from the start to the end of the semester in the Mid-West of the U.S. Across the school year, there was a tendency for youth to select peers who were similar to themselves as friends and to be influenced by their friends in regard to both aggressive and prosocial behaviors. However, friend selection and influence processes were moderated by youth’s gender and relationship with their teacher. Boys were more attracted to aggressive peers and less attracted to prosocial peers as friends, and were more influenced than girls by their friends' aggressive behavior over time. Further, when youth had a more positive relationship with their teacher, they were more likely to select peers who were highly prosocial and less aggressive as friends. Overall, results indicate that youth’s gender and relationship with their teacher play an important role in friendship dynamics and social behavior development.
곽금주 (2000). N 세대의 새로운 행동 패러다임: 청소년의 사회성, 도덕성을 중심으로;또래 간 사회적 관계-부정적 측면에 관한개관, 한국심리학회지: 발달, 13(3), 77-89.
박종효 (2005). 또래 공격행동 및 피해행동에대한 이해: 선행요인 탐색과 문제행동에 미치는 영향, 한국심리학회지: 발달, 18(1), 19-35.
송경희, 이승연 (2010). 청소년의 마음읽기 능력과 또래괴롭힘의 관계: 도덕적 이탈, 도덕적 정서의 매개효과를 중심으로, 한국심리학회지: 발달, 23(3), 105-124.
Allen, J. P., & Antonishak, J. (2008). Adolescent peer influences: Beyond the dark side. In M. J. Prinstein & K. A. Dodge (Eds.), Understanding peer influence in children and adolescents (pp. 141-160). New York:Guilford Press.
Arnett, J. J. (1999). Adolescent storm and stress, reconsidered. American Psychologist, 54, 317-326.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Barry, C. M., & Wentzel, K. R. (2006). Friend influence on prosocial behavior: The role of motivational factors and friendship characteristics. Developmental Psychology, 42, 153-163.
Benenson, J. F., Roy, R., Waite, A., Goldbaum, S., Linders, L., & Simpson, A. (2002). Greater discomfort as a proximate cause of sex differences in competition. Merrill-Palmer Quarterly, 48, 225-247.
Berndt, T. J. (1982). The features and effects of friendships in early adolescence. Child Development, 53, 1447-1460.
Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61-79.
Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166-179.
Bukowski, W. M. & Cillessen, A. H. (1998). Sociometry then and now: Building on six decades of measuring children’s experiences with the peer group. New Directions for Child Development, Vol. 80. San Francisco:Jossey-Bass.
Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676-713.
Byrne, D., & Griffitt, W. (1973). Interpersonal attraction. Annual Review of Psychology, 24, 317-336.
Cairns, R. B., Leung, M. C., Gest, S. D., &Cairns, B. D. (1995). A brief method for assessing social development: Structure, reliability, stability, and developmental validity of the Interpersonal Competence Scale. Behavioral Research and Therapy, 33, 725-736.
Caravita, S. C. S., & Cillessen, A. H. N. (2011). Agentic or communal? Associations between interpersonal goals, popularity, and bullying in middle childhood and early adolescence. Social Development, 21, 376-395.
Card, N. A., Stucky, B. D., Sawalani, G. M., &Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence:A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185-1229.
Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young children. Child Development, 63, 350-365.
Choukas-Bradley, S., Giletta, M., Cohen, G., & Prinstein, M. (2015). Peer influence, peer status, and prosocial behavior: An experimental investigation of peer socialization of adolescents’ intentions to volunteer. Journal of Youth and Adolescence, 44, 2197-2210.
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147-163.
Cillessen, A. H. N., & Rose, A. J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14, 102-105.
Cohen, G. L., & Prinstein, M. J. (2006). Peer contagion of aggression and health-risk behavior among adolescent males: An experimental investigation of effects on public conduct and private attitudes. Child Development, 77, 967-983.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology:Vol. 23. Self processes in development (pp. 43-77). Chicago: University of Chicago Press.
Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67, 2317-2327.
Dawes, M., & Xie, H. (2014). The role of popularity goal in early adolescents’behaviors and popularity status. Developmental Psychology, 50(2), 489-497.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self- determination in human behavior. New York: Plenum Press.
de Cuyper, R., Weerman, F., Ruiter, S. (2009). The co-evolution of friendship and relationships delinquent behavior among Dutch youth. People & Society, 84(3), 300- 328.
Dijkstra, J. K., Berger, C., & Lindenberg, S. (2011). Do physical and relational aggression explain adolescents’ friendship selection? The competing roles of network characteristics, gender and social status. Aggressive Behavior, 37, 417-429.
Dijkstra, J. K., Cillessen, A. H. N., Lindenberg, S., & Veenstra, R. (2010). Basking in refl ected glory and its limits. Why adolescents hang out with popular peers. Journal of Research on Adolescence, 20, 942-958.
Dijkstra, J. K., Lindenberg, S., Verhulst, F. C., Ormel, J., & Veenstra, R. (2009). The relation between popularity and aggressive, destructive, and norm breaking behaviors:Moderating effects of athletic abilities, physical attractiveness, and prosociality. Journal of Research on Adolescence, 19, 401-413.
Dishion, T. J., Piehler, T. F., & Myers, M. W. (2008). Dynamics and ecology of adolescent peer contagion. In M. J. Prinstein, & K. A. Dodge (Eds.), Understanding peer influence in children and adolescents (pp. 72-93). New York, NY: Guilford.
Dishion, T. J., Patterson, G. R., & Griesler, P. C. (1994). Peer adaptations in the development of antisocial behavior: A confluence model. In L. R. Huesmann (Ed.), Plenum series in social/clinical psychology. Aggressive behavior:Current perspectives (pp. 61-95). New York, NY, US: Plenum Press.
Espelage, D. L., Holt, M. K., & Henkel, R. R. (2003). Examination of peer-group contextual effects on aggression during early adolescence. Child Development, 74, 205-220.
Farmer, T.W., Lines, M.M., & Hamm, J.V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32(5), 247-256.
Fortuin, J., van Geel, M., & Vedder, P. (2014). Peer influences on internalizing and externalizing problems among adolescents: A longitudinal social network analysis. Journal of Youth and Adolescence, 44(4), 887-897.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in child academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
Geary, D. C., Byrd-Craven, J., Hoard, M. K., Vigil, J., & Numtee, C. (2003). Evolution and development of boys’ social behavior. Developmental Review, 23, 444-470.
Hanish, L. D., Martin, C. L., Fabes, R. A., Leonard, S., & Herzog M. (2005). Exposure to externalizing peers in early childhood:Homophily and peer contagion processes. Journal of Abnormal Child Psychology, 33, 267-281.
Hawley, P. H., Little, T. D., & Rodkin, P. C. (2007). Aggression and adaptation: The bright side to bad behavior. Mahwah, NJ: Lawrence Erlbaum Associates.
Hughes, J. N., Im, M. H., & Wehrly, S. E. (2014). Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes. Journal of School Psychology, 52(3), 309-322.
Huisman, M., & Steglich, C. E. G. (2008). Treatment of non-response in longitudinal network data. Social Networks, 30, 297-309.
Huitsing,G., Veenstra, R., Sainio, M., &Salmivalli, C. (2012). “It must be me” or“It could be them?”: The impact of the social network position of bullies andvictims on victim’s adjustment. Social Networks, 34, 379-386. doi:10.1016/j.socnet.2010.07.002
Ladd, G. W. (2003). Probing the adaptive significance of children’s behavior and relationships in the school context: A child by environment perspective. In R. V. Kail (Ed.), Advances in child development and behavior (pp. 43-104). San Diego, CA: Academic Press.
Lamb, L. M., Bigler, R. S., Liben, L. S., & Green, V. A. (2009). Teaching children to confront peers’ sexist remarks: Implications for theories of gender development and educational practice. Sex Roles, 61, 361-382.
Leaper, C. (2013). Gender development during childhood. In P. D. Zelazo (Ed.), Oxford handbook of developmental psychology (Vol. 2, pp. 326-377). New York, NY: Oxford University Press.
Li, Y., & Wright, M. F. (2014). Adolescents’social status goals: Relationships to social status insecurity, aggression, and prosocial behavior. Journal of Youth and Adolescence, 43, 146-160.
Logis, H., Rodkin, P. C., Gest, S. D., & Ahn, H.-J. (2013). Popularity as an organizing factor of preadolescent friendship networks:Beyond prosocial and aggressive behavior. Journal of Research on Adolescence, 23(3), 413-423.
Luckner, A. E., & Pianta, R. C. (2011). Teacher-student interactions in fifth grade classrooms: Relations with children’s peer behavior. Journal of Applied Developmental Psychology, 32, 257-266.
Maccoby, E. (1998). The two genders. Growing up apart, coming together. Cambridge, MA:Belknap/Harvard University Press.
Marchand, G., & Skinner, E. A. (2007). Motivational dynamics of children’s academic help-seeking and concealment. Journal of Educational Psychology, 99, 65-82.
Mehta, C. M., & Strough, J. (2009). Sex segregation in friendships and normative contexts across the life span. Developmental Review, 29, 201-220.
Mercken, L., Snijders, T. A., Steglich, C., & de Vries, H. (2009). Dynamics of adolescent friendship networks and smoking behavior:Social network analyses in six European countries. Social Science & Medicine, 69(10), 1506-1514.
Newcomb, A. F., & Bagwell, C. L. (1995). Children’s friendship relations: A metaanalytic review. Psychological Bulletin, 117, 306-347.
Pellegrini, A. D., & Archer, J. (2005). Sex differences in competitive and aggressive behavior: A view from sexual selection theory. In B. J. Ellis, & D. F. Bjorklund (Eds.), Origins of the social mind: Evolutionary psychology and child development (pp. 219-244). New York, NY: The Guilford.
Poulin, F., & Pedersen, S. (2007). Developmental changes in gender composition of friendship networks in adolescent girls and boys. Developmental Psychology, 43, 1484-1496.
Ripley, R. M., Snijders, T. A. B., Boda, Z., Voros, A., & Preciado, P. (2017). Manual for RSiena, Oxford: University of Oxford.
Rose, A. J., & Asher, S. R. (1999). Children’s goals and strategies in response to conflicts within a friendship. Developmental Psychology, 35, 69-79.
Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132, 98-131.
Rose, A. J., Swenson, L. P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations. Developmental Psychology, 40, 378- 387.
Rulison, K. L., Gest, S. D., & Loken, E. (2013). Dynamic social networks and physical aggression: The moderating role of gender and social status among peers. Journal of Research on Adolescence, 23(3), 437-449.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55, 68-78.
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
Ryan, A. M. & Shin, H. (2018). Peers, academics and teachers. In W. B. Bukowski, B. Laursen & K. H. Rubin (Eds.). Handbook of Peer Interactions, Relationships and Groups, 2nd Edition. New York, NY: Guilford Press.
Shin, H., & Ryan, A. M. (2014a). Early adolescent friendships and academic adjustment:Examining selection and influence processes with longitudinal social network analysis. Developmental Psychology, 50, 2462-2472.
Shin, H. (2015a). Teachers’ emotional support affects friend influence on early adolescents’aggressive behavior. The Korean Journal of Educational Psychology, 29(2), 361-382.
Shin, H. (2015b). Examining the co-evolution of friendship networks and students’ bullying behaviors in elementary school: Applying stochastic actor-based models. Journal of Educational Evaluation, 28(3), 999-1020.
Shin, H. (2017a). Friendship dynamics of adolescent aggression, prosocial behavior, and social status: The moderating role of gender. Journal of Youth and Adolescence, 46(11), 2305-2320.
Shin, H. (2017b). Examining early adolescents’peer climate using descriptive and status norms on academic engagement and aggressive behavior in the classroom. Asia Pacific Education Review, 18(3), 309-320.
Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters. Developmental Psychology, 53(1), 114-125.
Shin, H. (2018a). The role of friends in help-seeking tendencies during early adolescence: Do classroom goal structures moderate selection and influence of friends? Contemporary Educational Psychology, 53, 135-145.
Sijtsema, J. J., Ojanen, T., Veenstra, R., Lindenberg, S., Hawley, P. H., & Little, T. D. (2010b). Forms and functions of aggression in adolescent friendship selection and influence:A longitudinal social network analysis. Social Development, 19(3), 515-534.
Sijtsema, J. J., Veenstra, R., Lindenberg, S., &Salmivalli, C. (2009). Empirical test of bullies’status goals: Assessing direct goals, aggression, and prestige. Aggressive Behavior, 35, 57-67.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
Skinner, E. A., Furrer, C., Marchand, G., &Kindermann, T. (2008). Engagement and disaffection in the classroom: part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781.
Snijders, T. A. B., van de Bunt, G. G., &Steglich, C. E. G. (2010). Introduction to stochastic actor-based models for network dynamics. Social Networks, 32, 44-60.
Veenstra, R., & Dijkstra, J. K. (2011). Transformations in adolescent peer networks. In B. Laursen & W. A. Collins (Eds.), Relationship pathways: From adolescence to young adulthood (pp. 135-154). Los Angeles, CA: Sage.
Veenstra, R., and Steglich, C. (2012). Actor-based model for network and behavior dynamics: A tool to examine selection and influence processes. In B. Laursen, T. D. Little, and N. A. Card (Eds.), Handbook of developmental research methods. New York: Guilford Press.
Zarbatany, L., McDougall, P., & Hymel, S. (2000). Gender differentiated experience in the peer culture: Links to intimacy in preadolescence. Social Development, 9, 62-79.