바로가기메뉴

본문 바로가기 주메뉴 바로가기

Korean Journal of School Psychology

Social Dominance Goals Matter in Friendship Dynamics Around Aggressive Behavior: Longitudinal Social Network Perspective

Abstract

This research investigated whether youth’s social goals moderate friend selection and influence processes on aggressive behavior during early adolescence. Two waves of data on youth’s friendship, aggressive behavior, and social goals were retrieved with fifth and sixth graders from 26 classrooms (N=736, 52% girls at wave1, N=677, 52% girls at wave 2). Longitudinal Social network analyses, conducted with stochastic actor-based models, indicated that friends were similar to each other in aggressive behavior and that this similarity was due to both friend selection and influence effects. Youth’s social dominance goals moderated friend selection based on aggressive behavior; Youth who strive for social dominance were more likely to select highly aggressive peers as friends, and became more aggressive over time. The current study underscores the importance of youth’s social goals in friendship dynamics around aggressive behavior in the classroom.

keywords
친구 관계, 사회 관계적 목표, 공격 행동, 청소년, 사회 연결망, friendship, social goals, aggressive behavior, adolescence, social network

Reference

1.

Byrne, D., & Griffitt, W. (1973). Interpersonal attraction. Annual Review of Psychology, 24(1), 317-336. doi:10.1146/annurev.ps.24.020173.0 01533

2.

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(6), 725-736. doi: 10.1016/0005-7967(95)00004-H

3.

Caravita, S. C. S., & Cillessen, A. H. N. (2012). Agentic or communal? Associations between interpersonal goals, popularity, and bullying in middle childhood and early adolescence. Social Development, 21(2), 376-395. doi:10.1111/ j.1467-9507.2011.00632.x

4.

Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75(1), 147-163. doi:10.1111/j.1467-8624.2004.00660.x

5.

Cillessen, A. H. N., & Rose, A. J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14(2), 102-105.

6.

Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information- processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74-101. doi: 10.1037/0033-2909.115.1.74

7.

Dawes, M., & Xie, H. (2014). The role of popularity goal in early adolescents’ behaviors and popularity status. Developmental Psychology, 50(2), 489-497. http://psycnet.apa.org/doi/10.1037/a0032999

8.

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. http://psycnet.apa.org/doi/10.1037/0033-295X.95.2.256

9.

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(5), 417-429. doi:10.1002 /ab.20402

10.

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.

11.

Dishion, T. J., & Tipsord, J. M. (2011). Peer contagion in child and adolescent social and emotional development. Annual Review of Psychology, 62(1), 189-214. doi: 10.1146/annure v.psych.093008.100412

12.

Erkut, S. (2010). Developing multiple language versions of instruments for intercultural research. Child Development Perspectives, 4(1), 19-24. doi: 10.1111/j.1750-8606.2009.00111.x

13.

Espelage, D. L., Holt, M. K., & Henkel, R. R. (2003). Examination of peer-group contextual effects on aggression during early adolescence. Child Development, 74(1), 205-220. doi: 10.1111/1467-8624.00531

14.

Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.

15.

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. doi: 10.1007/s10964-014-0168-x

16.

Garandeau, C. F., & Cillessen, A. H. N. (2006). From indirect aggression to invisible aggression: A conceptual view on bullying and peer group manipulation. Aggression and Violent Behavior, 11(6), 612-625. doi: 10.1016/ j.avb.2005.08.005

17.

Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A Meta-analysis. Pediatrics, 123(3), 1059-1065. doi:10.1542/peds.2008-1215.

18.

Godleski, S. A., & Ostrov, J. M. (2010). Relational aggression and hostile attribution biases: Testing multiple statistical methods and models. Journal of Abnormal Child Psychology, 38(4), 447-458. doi:10.1007/s10802-010- 9391-4

19.

Hawker, D. S. J., & Boulton, M. J. (2003). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta- analytic review of cross-sectional studies. In M. E. Hertzig & E. A. Farber (Eds.), Annual progress in child psychiatry and child development: 2000-2001 (pp. 505-534). New York: Brunner-Routledge.

20.

Jarvinen, D. W., & Nicholls, J. G. (1996). Adolescents’ social goals, beliefs about the causes of social success, and satisfaction in peer relations. Developmental Psychology, 32(3), 435-441 doi: 10.1037/0012-1649.32.3.435

21.

Karna, A., Voeten, M., Little, T., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa anti-bullying program. Child Development, 82(1), 311-330. doi: 10.1111/j.1467-8624.2010.015 57.x

22.

Kiefer, S. M., & Ryan, A. M. (2008). Striving for social dominance over peers: The implications for academic adjustment during early adolescence. Journal of Educational Psychology, 100(2), 417-428. doi:10.1037/0022-0663.100. 2.417

23.

Kiefer, S., & Wang, J. (2016). Associations of coolness and social goals with aggression and engagemenet during adolescence. Journal of Applied Developmental Psychology, 44(1), 52-62. doi:10.1016/j.appdev.2016.02.007

24.

Loeber, R., & Hay, D. (1997). Key issues in the development of aggression and violence from childhood to early adulthood. Annual Review of Psychology, 48(1), 371-410. https://doi.org/10.1146/annurev.psych.48.1.371

25.

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. doi:10.1111/jora.12033.

26.

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(5), 257-266. http://psycnet.apa.org/doi/10.1016/j.appdev.2011.02.010

27.

Maccoby, E. (1998). The two genders. Growing up apart, coming together. Cambridge, MA: Belknap/Harvard University Press.

28.

McClelland, D. C. (1985). Human motivation. New York: Cambridge University Press.

29.

Moffitt, T. E., Caspi, A., Harrington, H. and Milne, B. J. (2002). Males on the life-course-persistent and adolescence-limited antisocial pathways: follow-up at age 26 years. Development and Psychopathology, 14(1), 179-207. http://www.ncbi.nlm.nih.gov/pubmed/11893092

30.

Molano, A., Jones, S., Brown, J., & Aber, J. L. (2013). Selection and socialization of aggressive and prosocial behavior: The moderating role of social-cognitive processes. Journal of Research on Adolescence, 23(3), 424-436. doi:10.1111/jora. 12034

31.

Nicholls, J. G., Cheung, P. C., Lauer, J., & Pataschnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs and values. Learning and Individual Differences, 1(1), 63-84.

32.

Ojanen, T., Findley, D., & Fuller, S. (2012). Physical and relational aggression in early adolescence: Associations with narcissism, temperament, and social goals. Aggressive Behavior, 38(2), 99-107. doi:10.1002/ab.21413

33.

Ojanen, T., & Findley-Van Nostrand, D. (2014). Social goals, aggression, peer preference, and popularity: Longitudinal links during middle school. Developmental Psychology, 50(8), 2134- 2143. doi:10.1037/a0037137

34.

Ojanen, T., Gronroos, M., & Salmivalli, C. (2005). An interpersonal circumplex model of children’s social goals: Links with peer-reported behavior and sociometric status. Developmental Psychology, 41(5), 699-710. doi: 10.1037/0012-1649.41.5.699

35.

Parkhurst, J. T., & Hopmeyer, A. (1998). Sociometric popularity and peer-perceived popularity: Two distinct dimensions of peer status. The Journal of Early Adolescence, 18(2), 125-144. doi:10.1177/0272431698018002001.

36.

Pellegrini, A., & Long, J. (2002). A longitudinal study of bullying, dominance, and victimi- zation during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20(2), 259-280. doi: 10.1348/026151002166442

37.

Rambaran, A. J., Dijkstra, J. K., and Stark, T. H. (2013). Status-based influence processes: The role of norm salience in contagion of adolescent risk attitudes. Journal of Research on Adolescence, 23(3), 574-585. doi: 10.1111/ jora.12032

38.

Ripley, R. M., Snijders, T. A. B., Boda, Z., Voros, A., & Preciado, P. (2017). Manual for RSiena, Oxford: University of Oxford.

39.

Rodkin, P. C., Ryan, A. M., Jamison, R., & Wilson, T. (2013). Social goals, social behavior, and social status in middle childhood. Developmental Psychology, 49(6), 1139-1150. doi: 10.1037/a0029389

40.

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(1), 98-131. doi:10. 1037/0033-2909.132.1.98

41.

Rubin, K. H., Bukowski, W., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon, & R. Lerner (Series Eds.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 571- 645). New York: Wiley.

42.

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. doi:10.1111/ jora.12044

43.

Shin, H., & Ryan, A. M. (2012). How do young adolescents cope with social problems?: An examination of social goals, coping and social adjustment. Journal of Early Adolescence, 32(6), 850-874.

44.

Shin, H. (2015a). Teachers’ emotional support affects friend influence on early adolescents’ aggressive behavior. The Korean Journal of Educational Psychology, 29(2), 361-382.

45.

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. doi: 10.1007/s10964-01 7-0702-8

46.

Shin, H. (2017b). Examining early adolescents’ peer climate using descriptive and status norms on academic engagement and aggressive behaviors in the classroom. Asia Pacific Education Review, 18(3), 309-320.

47.

Shin, H. (2018b). Friendship dynamics of prosocial and aggressive behaviors in the classroom: Examining the role of gender and the relationship with the teacher. The Korean Journal of Developmental Psychology, 31(3), 1-25.

48.

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. doi:10.1037/dev0 000250.

49.

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. doi: 10.1111/j.1467-9507.2009.00566.x

50.

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(1), 44-60. doi: 10.1016/j.socnet.2009.02.004

51.

Ttofi, M. M., Farrington, D. P., Losel, F., & Loeber, R. (2011). The predictive efficiency of school bullying versus later offending: A systematic/meta-analytic review of longitudinal studies. Criminal Behavior and Mental Health, 21(2), 80-89. doi: 10.1002/cbm.808

52.

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.

53.

Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25(1), 105-115. doi:10.1006/ceps.199 9.1021

Korean Journal of School Psychology