Comparing acceptance and rejection in the classroom interaction of students who stutter and their peers: A social network analysis.

PubMed

Adriaensens, Stefanie; Van Waes, Sara; Struyf, Elke

2017-06-01

Recent work has reported adverse effects of students' stuttering on their social and emotional functioning at school. Yet, few studies have provided an in-depth examination of classroom interaction of students who stutter (SWS). The current study uses a network perspective to compare acceptance and rejection in the classroom interaction between SWS and their peers in secondary education. The sample comprised 22 SWS and 403 non-stuttering peers (22 classes) of secondary education in Flanders (Belgium). Students' nominations regarding three acceptance and three rejection criteria were combined. Social network analysis offered procedures that considered direct and indirect interaction between all classmates. We found few significant differences: SWS and their peers were distributed similarly across positive and negative status groups. Both considered and were considered by, on average, six or seven classmates as 'a friend', who they liked and could count on, and nominated or were nominated by one or two classmates as 'no friend', somebody who they disliked and could not count on. On average, SWS and their classmates also did not differ in terms of structural position in the class group (degree, closeness and betweenness), reciprocated rejection, and clique size. However, SWS do tend to be slightly more stringent or more careful in nominating peers, which led to fewer reciprocated friendships. Our results suggest that SWS are quite accepted by peers in secondary education in Flanders. Such positive peer interaction can create a supportive and encouraging climate for SWS to deal with specific challenges. Copyright © 2017 Elsevier Inc. All rights reserved.

Adolescent-Peer Relationships, Separation and Detachment from Parents, and Internalizing and Externalizing Behaviors: Linkages and Interactions

PubMed Central

Jager, Justin; Yuen, Cynthia X.; Putnick, Diane L.; Hendricks, Charlene; Bornstein, Marc H.

2018-01-01

Most research exploring the interplay between context and adolescent separation and detachment has focused on the family; in contrast, this investigation directs its attention outside of the family to peers. Utilizing a latent variable approach for modeling interactions and incorporating reports of behavioral adjustment from 14-year-old adolescents (N = 190) and their mothers, we examine how separation and detachment relate to adolescent peer relationships, and whether peer relationships moderate how separation and detachment relate to adolescent internalizing and externalizing behaviors. Positive peer relationships were both associated with lower detachment and sharply attenuated relations between detachment and higher adolescent internalizing and externalizing. Separation from parents was unrelated to peer relationships, and regardless of whether peer relationships were positive, separation was not related to adolescent internalizing and externalizing. We integrate these findings with those from family-focused investigations and discuss their substantive and clinical implications. PMID:29527086

Training mildly handicapped peers to facilitate changes in the social interaction skills of autistic children.

PubMed Central

Shafer, M S; Egel, A L; Neef, N A

1984-01-01

We evaluated the effects of a peer-training strategy, consisting of direct prompting and modeling, on the occurrence and duration of interactions between autistic students and nonautistic peer-trainers. Data were obtained in both training and generalization settings. The results of a multiple-baseline design across students demonstrated that:the direct prompting procedure produced immediate and substantial increases in the occurrences and durations of positive social interactions between the peer-trainers and autistic students; these increases were maintained across time at levels above baseline during subsequent free-play probes; these findings were judged by teachers to be socially valid; untrained peers increased their interactions with the autistic students in three of the four groups; generalization of behavior change across settings occurred only after specific programming; and interactions between untrained peers and peer-trainers decreased following training. Variables that may account for the results and the implications of these findings for peer-mediated interventions are discussed. PMID:6526767

Effects of a Peer Engagement Program on Socially Withdrawn Children with a History of Maltreatment

ERIC Educational Resources Information Center

Mathews, Therese L.; Fawcett, Stephen B.; Sheldon, Jan B.

2009-01-01

Children with a history of child maltreatment often have limited social interactions with other children and adults. This study examined the effects of a Peer Engagement Program, consisting of peer mentoring and social skills training with positive reinforcement, in three children with low levels of oral and social interaction. A multiple…

Suspicion of Motives Predicts Minorities' Responses to Positive Feedback in Interracial Interactions.

PubMed

Major, Brenda; Kunstman, Jonathan W; Malta, Brenna D; Sawyer, Pamela J; Townsend, Sarah S M; Mendes, Wendy Berry

2016-01-01

Strong social and legal norms in the United States discourage the overt expression of bias against ethnic and racial minorities, increasing the attributional ambiguity of Whites' positive behavior to ethnic minorities. Minorities who suspect that Whites' positive overtures toward minorities are motivated more by their fear of appearing racist than by egalitarian attitudes may regard positive feedback they receive from Whites as disingenuous. This may lead them to react to such feedback with feelings of uncertainty and threat. Three studies examined how suspicion of motives relates to ethnic minorities' responses to receiving positive feedback from a White peer or same-ethnicity peer (Experiment 1), to receiving feedback from a White peer that was positive or negative (Experiment 2), and to receiving positive feedback from a White peer who did or did not know their ethnicity (Experiment 3). As predicted, the more suspicious Latinas were of Whites' motives for behaving positively toward minorities in general, the more they regarded positive feedback from a White peer who knew their ethnicity as disingenuous and the more they reacted with cardiovascular reactivity characteristic of threat/avoidance, increased feelings of stress, heightened uncertainty, and decreased self-esteem. We discuss the implications for intergroup interactions of perceptions of Whites' motives for nonprejudiced behavior.

Negative parenting behavior and childhood oppositional defiant disorder: differential moderation by positive and negative peer regard.

PubMed

Tung, Irene; Lee, Steve S

2014-01-01

Although negative parenting behavior and peer status are independently associated with childhood conduct problems (e.g., oppositional defiant disorder (ODD)), relatively little is known about their interplay, particularly in relation to differentiated measures of positive and negative peer regard. To improve the specificity of the association of negative parenting behavior and peer factors with ODD, we explored the potential interaction of parenting and peer status in a sample of 169 five-to ten-year-old ethnically diverse children with and without attention-deficit/hyperactivity disorder (ADHD) assessed using multiple measures (i.e., rating scales, interview) and informants (i.e., parents, teachers). Controlling for children's age, sex, number of ADHD symptoms, and parents' race-ethnicity, peer acceptance inversely predicted and inconsistent discipline, harsh punishment, and peer rejection were each positively associated with ODD symptom severity. Interactive influences were also evident such that inconsistent discipline and harsh punishment each predicted elevated ODD but only among children experiencing low peer acceptance or high peer rejection. These findings suggest that supportive environments, including peer acceptance, may protect children from negative outcomes associated with inconsistent discipline and harsh punishment. Findings are integrated with theories of social support, and we additionally consider implications for intervention and prevention. © 2013 Wiley Periodicals, Inc.

The Effect of Partner Reauditorization on Undergraduates' Attitudes Toward a Peer Who Communicates With Augmentative and Alternative Communication.

PubMed

Hyppa-Martin, Jolene; Reichle, Joe

2018-03-28

This study compared college students' attitudes toward a peer who used a nonelectronic augmentative and alternative communication (AAC) system with and without a partner reauditorization strategy and also examined the effect of reauditorization on reported (a) ease of understanding the peer who used AAC, (b) willingness to engage in interactions with the peer who used AAC, and (c) preferences regarding AAC systems. Sixty-four participants completed surveys after viewing each of 2 counterbalanced conditions involving a video of a peer who communicated using AAC. Mean survey ratings were compared between conditions. Participants reported (a) more positive attitudes toward, (b) a greater ease in understanding, and (c) an increased willingness to interact with the peer who used nonelectronic AAC with partner reauditorization. Participants indicated that reauditorization contributed positively to the observed conversation. Reported preferences for nonelectronic AAC systems did not vary as a function of reauditorization, and most participants reported a preference for an electronic speech-generating device when compared with a nonelectronic system. Partner reauditorization may play a role in improving attitudes that individuals hold about peers who use nonelectronic AAC and may contribute to ease of understanding the aided message and increased likelihood of peer interactions.

Comparing the Effectiveness of Peer Instruction to Individual Learning during a Chromatography Course

ERIC Educational Resources Information Center

Morice, J.; Michinov, N.; Delaval, M.; Sideridou, A.; Ferrières, V.

2015-01-01

Peer instruction has been recognized as an instructional method having a positive impact on learning compared to traditional lectures in science. This method has been widely supported by the socio-constructivist approach to learning giving a positive role to interaction between peers in the construction of knowledge. As far as we know, no study…

Collective and Individual Dimensions in Peer Positioning in Early Childhood Education

ERIC Educational Resources Information Center

Kultti, Anne; Odenbring, Ylva

2015-01-01

The present study will shed light on peer interaction and children's positioning in preschool. Theoretically, the study takes its point of departure from the concept of interpretive reproduction, which stresses the importance of children's collective actions and participation in cultural production and reproduction. Positioning refers to how…

Peer play, emotion understanding, and socio-moral explanation: the role of gender.

PubMed

Mathieson, Kay; Banerjee, Robin

2011-06-01

Engagement in peer play is an important factor in young children’s adjustment as they make the transition to school. We evaluated individual differences in peer play within a sample of 58 children aged 4–5 years. Among boys, but not among girls, emotion understanding and verbal ability independently served as positive predictors of interactive peer play and negative predictors of disconnected play. Among girls, but not among boys, interactive peer play and socio-moral reasoning about peer conflict situations independently predicted sociometric most-like nominations. The results provide a foundation for further research on divergence in the early peer play of girls and boys.

The Associations of Self-Reported and Peer-Reported Relational Aggression with Narcissism and Self-Esteem among Adolescents in a Residential Setting

ERIC Educational Resources Information Center

Golmaryami, Farrah N.; Barry, Christopher T.

2010-01-01

The present study investigated the relations of self-reported and peer-nominated relational aggression (RA) with self-esteem and narcissism among 43 at-risk 16- to 18-year-olds. Self-reported and peer-nominated RA were positively intercorrelated, and each was positively correlated with narcissism. An interaction between self-esteem and narcissism…

Metaperception in Adolescents With and Without Autism Spectrum Disorder

PubMed Central

Burrows, Catherine A.; Messinger, Daniel S.; Henderson, Heather A.

2018-01-01

This study compared how adolescents with and without autism spectrum disorder (ASD) evaluated unfamiliar peers (i.e., perceptions), as well as how adolescents believed they were evaluated by peers (i.e., metaperceptions). The Perceptions and Metaperceptions Questionnaire was designed to quantify perceptions and metaperceptions following a live interaction. For all adolescents, more positive perceptions of the peer were associated with more positive metaperceptions. Adolescents with ASD exhibited more accurate metaperceptions than did typically developing adolescents. More positive perceptions and metaperceptions were associated with higher levels of observed social competence across groups. Findings extend our understanding of typically and atypically developing adolescents' impressions of unfamiliar peers and their ability to discern what peers think of them. PMID:29080926

Using a Dialogical Approach to Examine Peer Feedback During Chemistry Investigative Task Discussion

NASA Astrophysics Data System (ADS)

Gan Joo Seng, Mark; Hill, Mary

2014-10-01

Peer feedback is an inherent feature of classroom collaborative learning. Students invariably turn to their peers for feedback when carrying out an investigative task, and this feedback is usually implicit, unstructured and may positively or negatively influence students' learning when they work on a task. This study explored the characteristics of verbal peer feedback during a collaborative investigative chemistry task involving New Zealand Year 13 students. During the planning stage of the students' investigation, the discussions of five pairs of students were recorded and then transcribed. Analysis of transcribed verbal data focused on interactions that involved peer feedback along two dimensions, interactive/non-interactive and dialogic/authoritative (Mortimer and Scott, 2003). The findings indicated that although students adopted a predominantly interactive/authoritative communicative approach, with peer feedback as confirmation or evaluation, they are also capable of a more interactive/dialogic exchange, characterised by elaborative peer feedback. We discuss how this dialogic perspective on peer feedback provides an alternative approach to the analysis and study of student-student interactions during science investigations. The findings should be interpreted in light of the limitations in terms of sample size, grouping and specificity of the coding scheme. Implications for teacher practice are discussed in relation to facilitating peer feedback discourse in the science classroom.

Peer relationships of deaf children with cochlear implants: predictors of peer entry and peer interaction success.

PubMed

Martin, Daniela; Bat-Chava, Yael; Lalwani, Anil; Waltzman, Susan B

2011-01-01

This study investigated factors that affect the development of positive peer relationships among deaf children with cochlear implants. Ten 5- to 6-year-old deaf children with implants were observed under conditions varying peer context difficulty in a Peer Entry task. Results revealed better outcomes for deaf children interacting in one-on-one situations compared to interactions including two other hearing children and better performance among girls than boys. In addition, longer duration of implant use and higher self-esteem were associated with better performance on the Peer Task, which was in turn related to parental reports of children's social functioning outside the experimental situation. These findings contribute to the growing literature describing the benefits of cochlear implantation in the areas of communication and socialization, while pointing to interventions that may enhance deaf children's social competence.

The Development of Shyness and Social Withdrawal

ERIC Educational Resources Information Center

Rubin, Kenneth H., Ed.; Coplan, Robert J., Ed.

2010-01-01

While both positive and negative peer interactions have long been a focus of scientific interest, much less attention has been given to children who tend to refrain from interacting with peers. This volume brings together leading authorities to review progress in understanding the development, causes, and consequences of shyness and social…

The Use of Individualized Video Modeling to Enhance Positive Peer Interactions in Three Preschool Children

ERIC Educational Resources Information Center

Green, Vanessa A.; Prior, Tessa; Smart, Emily; Boelema, Tanya; Drysdale, Heather; Harcourt, Susan; Roche, Laura; Waddington, Hannah

2017-01-01

The study described in this article sought to enhance the social interaction skills of 3 preschool children using video modeling. All children had been assessed as having difficulties in their interactions with peers. Two were above average on internalizing problems and the third was above average on externalizing problems. The study used a…

Using Music To Develop Peer Interaction: An Examination of the Response of Two Subjects with a Learning Disability.

ERIC Educational Resources Information Center

Hooper, Jeff

2002-01-01

A study examined the response of two adults who attended a music activity therapy program in which music activities encouraged peer interaction. Music activity therapy was compared with a control condition (i.e., ball and target games). Both conditions increased the level of positive interaction, however, music therapy was least effective.…

The Interaction of Conduct Problems and Depressed Mood in Relation to Adolescent Substance Involvement and Peer Substance Use

PubMed Central

Hitchings, Julia E.; Spoth, Richard L.

2010-01-01

Conduct problems are strong positive predictors of substance use and problem substance use among teens, whereas predictive associations of depressed mood with these outcomes are mixed. Conduct problems and depressed mood often co-occur, and such co-occurrence may heighten risk for negative outcomes. Thus, this study examined the interaction of conduct problems and depressed mood at age 11 in relation to substance use and problem use at age 18, and possible mediation through peer substance use at age 16. Analyses of multirater longitudinal data collected from 429 rural youths (222 girls) and their families were conducted using a methodology for testing latent variable interactions. The link between the conduct problems X depressed mood interaction and adolescent substance use was negative and statistically significant. Unexpectedly, positive associations of conduct problems with substance use were stronger at lower levels of depressed mood. A significant negative interaction in relation to peer substance use also was observed, and the estimated indirect effect of the interaction on adolescent use through peer use as a mediator was statistically significant. Findings illustrate the complexity of multiproblem youth. PMID:18455886

How Peer Communication and Engagement Motivations Influence Social Media Shopping Behavior: Evidence from China and the United States.

PubMed

Muralidharan, Sidharth; Men, Linjuan Rita

2015-10-01

Based on consumer socialization theory, this study proposes and tests a conceptual model of social media shopping behavior, which links the antecedents of user motivations of engagement and peer communication about products to shopping behavior through social media. A cross-cultural survey was conducted with social media users in two culturally distinct markets with the largest Internet population: China (n=304) and the United States (n=328). Findings showed that social interaction, information, and remuneration were positive antecedents of peer communication for users from both countries. Peer communication positively impacted social media shopping behavior, and cultural differences were observed, with social interaction being important to Chinese users' shopping behavior, while remuneration was more important to American users. Implications are discussed.

The role of parent, teacher, and peer events in maintaining depressive symptoms during early adolescence.

PubMed

Herres, Joanna; Kobak, Roger

2015-02-01

Negative interpersonal events have been consistently identified as both antecedents and sequalae of adolescent depressive symptoms. However, little is known about the relative contributions of specific domains of interpersonal events (parents, peers or teachers) to the maintenance of depressive symptoms during early adolescence or whether a lack of positive interpersonal interactions plays a direct role in maintaining depressive symptoms. Further, few studies have examined whether positive interpersonal events moderate associations between negative events and adolescents' depressive symptoms. This study combined stress generation and exposure models to evaluate the contribution of daily events to the maintenance of depressive symptoms in a sample of 132 adolescents (53 % female) followed from ages 13 to 15. Daily phone diaries collected at age 14 assessed adolescents' negative and positive interactions with parents, teachers, and peers in a sample of adolescents from economically disadvantaged families. Negative peer events uniquely accounted for the maintenance of depressive symptoms over the 2 years period. Results did not differ by gender; however, positive parent events buffered the effects of negative parent events for females but not for males. Findings highlight the significance of peer relationships during a period of vulnerability for depressive symptoms.

Independent Contributions of Early Positive Parenting and Mother-Son Coercion on Emerging Social Development.

PubMed

Akcinar, Berna; Shaw, Daniel S

2018-06-01

In the current study, we explored associations between parent-child coercion and positive parenting in the toddler period in relation to children's social-behavioral development during the school-age period. The data were drawn from the Pitt Mother & Child Project, a sample of 310 low-income, ethnically diverse boys. Drawing on tenets of both attachment and social learning theory, it was hypothesized that coercive mother-son interaction would lead to reductions in positive maternal parenting in the toddler period, and that both positive parenting and mother-son coercion in the toddler period would contribute to children's conduct problems at school entry and lower social skills and peer rejection in middle childhood. The results were largely confirmed, such that mother-son coercive interaction at 18 months was related to decreases in positive parenting at 24 months. Additionally, mother-son coercive interaction and positive parenting at 24 months were linked to child conduct problems at age 5, which in turn predicted child social skills and peer rejection during middle childhood. In addition to indirect effects through child conduct problems, mother-son coercion continued to be independently related to school-age peer rejection. The findings are discussed with respect to the importance of early coercive interactions in the growth of child social-behavioral development from early to middle childhood.

Predictions From Early Adolescent Emotional Repair Abilities to Functioning in Future Relationships

PubMed Central

Hessel, Elenda T.; Loeb, Emily L.; Szwedo, David E.; Allen, Joseph P.

2015-01-01

This study examined adolescents’ ability to utilize emotional repair—to actively change negative moods to more positive moods—as a predictor of the quality of their developing peer and romantic relationships over time. Utilizing observational data and partners’ reports, adolescents (N = 184), their close peers, and their romantic partners were followed from ages 15–19. Adolescents with initially stronger emotional repair abilities were rated as increasingly socially competent over time, and both displayed and experienced increasingly positive interactive behaviors with close peers over time. These adolescents’ romantic partners also reported more positive relationships, with enhanced communication, and fewer critical, blaming, or hostile interactions. Implications for the role of emotional repair abilities in the development of successful relationships during adolescence are discussed. PMID:28042228

Effects of Peer Networks on the Social Interactions of High School Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Gardner, Karen F.; Carter, Erik W.; Gustafson, Jenny R.; Hochman, Julia M.; Harvey, Michelle N.; Mullins, Teagan S.; Fan, Hannah

2014-01-01

Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer…

Affection Activities: Procedures for Encouraging Young Children with Handicaps to Interact with Their Peers.

ERIC Educational Resources Information Center

McEvoy, Mary A.; And Others

1990-01-01

Affection activities (such as hugging, smiling, and saying positive things) can be added to typical preschool games and songs to encourage interaction between handicapped children and nonhandicapped peers. The intervention can be adapted for use with children with diverse handicapping conditions. Typical activities, modified directions for…

The impact of peer mentor communication with older adults on depressive symptoms and working alliance: A pilot study.

PubMed

Joo, Jin Hui; Hwang, Seungyoung; Gallo, Joseph J; Roter, Debra L

2018-04-01

The objective of this pilot study was to describe peer communication in meetings with depressed elders, associate their relationship with working alliance and depression and assess congruence of communication with training. Three peers with a history of depression, in recovery, received 20h of training in peer mentoring for depression as part of an 8-week pilot program for 23 depressed older adults. Each peer-client meeting was recorded; a sample of 69 recorded meetings were chosen across the program period and coded with the Roter Interaction Analysis System, a validated medical interaction analysis system. Generalized linear mixed models were used to examine peer talk during meetings in relation to working alliance and client depression. Peers used a variety of skills congruent with their training including client-centered talk, positive rapport building and emotional responsiveness that remained consistent or increased over time. Client-centered communication and positive rapport were associated with increased working alliance and decreased depressive symptoms (all p<0.001). Trained peer mentors can use communication behaviors useful to older adults with depression. Specifically, client-centered talk may be important to include in peer training. Peer mentors can be a valuable resource in providing depression counseling to older adults. Copyright © 2017 Elsevier B.V. All rights reserved.

The negative effects of prejudice on interpersonal relationships within adolescent peer groups.

PubMed

Poteat, V Paul; Mereish, Ethan H; Birkett, Michelle

2015-04-01

Social development theories highlight the centrality of peer groups during adolescence and their role in socializing attitudes and behaviors. In this longitudinal study, we tested the effects of group-level prejudice on ensuing positive and negative interpersonal interactions among peers over a 7-month period. We used social network analysis to identify peer groups based on sociometric nominations, followed by multilevel modeling of the effects of sexual prejudice at the group level on interpersonal interactions among individuals in these groups. As hypothesized, the interpersonal interactions in peer groups with stronger group-level sexual prejudice were distinct from and poorer than those in groups with weaker group-level sexual prejudice. Moreover, longitudinal models indicated that adolescents in groups with stronger initial sexual prejudice reported worse interpersonal interactions with their peers seven months later. These findings provide a contextual understanding of prejudice and its negative effects on how adolescents come to relate with one another over time. (c) 2015 APA, all rights reserved).

Evidence of reactive gene-environment correlation in preschoolers' prosocial play with unfamiliar peers.

PubMed

DiLalla, Lisabeth Fisher; Bersted, Kyle; John, Sufna Gheyara

2015-10-01

The development of prosocial behaviors during the preschool years is essential for children's positive interactions with peers in school and other social situations. Although there is some evidence of genetic influences on prosocial behaviors, very little is known about how genes and environment, independently and in concert, affect prosocial behaviors in young children. This study of 126 twin and sibling pairs examined 5-year-old preschool children's positive behaviors (prosocial and easy-going) while playing freely with an unfamiliar, same-age, same-sex peer. Children were randomly paired, allowing us to rule out passive (parent-influenced environment) and active (child-driven peer choices) gene-environment correlations as potential influences on the results. We found evidence of reactive gene-environment correlation, demonstrating that children who are genetically more likely to act prosocially and to be temperamentally outgoing appear to evoke more prosocial and easy-going behaviors from an unfamiliar peer. We also found that both dominant genetic and nonshared environmental factors were significant influences on preschoolers' prosocial play behaviors, but that neither genetic nor shared environmental factors were significant for easy-going play behaviors. These findings shed important light on influences of prosocial behaviors in preschoolers. Via inherited tendencies, preschool children's positive behaviors evoke similar positive behaviors from their play peers. Given that prosocial behaviors are preludes to a large range of important socially appropriate behaviors, prosocial children should be encouraged to interact with their peers to potentially create a more positive atmosphere within social contexts. (c) 2015 APA, all rights reserved).

The Interactions between Facilitator Identity, Conflictual Presence, and Social Presence in Peer-Moderated Online Collaborative Learning

ERIC Educational Resources Information Center

Xie, Kui; Lu, Lin; Cheng, Sheng-Lun; Izmirli, Serkan

2017-01-01

Research has focused on the significance of social presence in online learning. However, peer interaction does not always result in positive emotions and feelings; it can trigger tension, distress, and anger within a learning community. Therefore, conflictual presence, as a carrier of negative valence within presence, is also a critical element…

The Negative Effects of Prejudice on Interpersonal Relationships within Adolescent Peer Groups

ERIC Educational Resources Information Center

Poteat, V. Paul; Mereish, Ethan H.; Birkett, Michelle

2015-01-01

Social development theories highlight the centrality of peer groups during adolescence and their role in socializing attitudes and behaviors. In this longitudinal study, we tested the effects of group-level prejudice on ensuing positive and negative interpersonal interactions among peers over a 7-month period. We used social network analysis to…

Delinquency in Adolescent Girls: Using a Confluence Approach to Understand the Influences of Parents and Peers

PubMed Central

Henneberger, Angela K.; Tolan, Patrick H.; Hipwell, Alison E.; Keenan, Kate

2014-01-01

Determining the interdependence of family and peer influences on the development of delinquency is critical to defining and implementing effective interventions. This study explored the longitudinal relationship among harsh punishment, positive parenting, peer delinquency, and adolescent delinquency using data from a sub-sample of the Pittsburgh Girls Study. Participants were 622 adolescent girls (42% European American, 53% African American); families living in low-income neighborhoods were oversampled. After controlling for the effects of race, living in a single parent household, and receipt of public assistance, harsh punishment and peer delinquency in early adolescence were positively related to delinquency in mid-adolescence. No significant main effects of positive parenting or interaction effects between parenting and peer delinquency were observed. Thus, the effects of harsh parenting and peer delinquency are independent and perhaps additive, rather than interdependent. Results indicate the continued importance of targeting both parenting and peer relationships to prevent delinquency in adolescent girls. PMID:25419013

Delinquency in Adolescent Girls: Using a Confluence Approach to Understand the Influences of Parents and Peers.

PubMed

Henneberger, Angela K; Tolan, Patrick H; Hipwell, Alison E; Keenan, Kate

2014-11-01

Determining the interdependence of family and peer influences on the development of delinquency is critical to defining and implementing effective interventions. This study explored the longitudinal relationship among harsh punishment, positive parenting, peer delinquency, and adolescent delinquency using data from a sub-sample of the Pittsburgh Girls Study. Participants were 622 adolescent girls (42% European American, 53% African American); families living in low-income neighborhoods were oversampled. After controlling for the effects of race, living in a single parent household, and receipt of public assistance, harsh punishment and peer delinquency in early adolescence were positively related to delinquency in mid-adolescence. No significant main effects of positive parenting or interaction effects between parenting and peer delinquency were observed. Thus, the effects of harsh parenting and peer delinquency are independent and perhaps additive, rather than interdependent. Results indicate the continued importance of targeting both parenting and peer relationships to prevent delinquency in adolescent girls.

The Long-Term Effectiveness of the Family Check-up on Peer Preference: Parent-Child Interaction and Child Effortful Control as Sequential Mediators.

PubMed

Chang, Hyein; Shaw, Daniel S; Shelleby, Elizabeth C; Dishion, Thomas J; Wilson, Melvin N

2017-05-01

We examined the longitudinal effects of the Family Check-Up (FCU) intervention beginning in toddlerhood on children's peer preference at school-age. Specifically, a sequential mediational model was proposed in which the FCU was hypothesized to promote peer preference (i.e., higher acceptance and lower rejection by peers) in middle childhood through its positive effects on parent-child interaction and child effortful control in early childhood. Participants were 731 low-income families (49 % female). Qualities of parent-child interaction were observed during structured activities at 2 to 5 years, child effortful control was assessed using behavioral tasks at 5 years, and peer acceptance and rejection were rated by teachers at 7.5 to 10.5 years. Results indicated that the FCU indirectly predicted peer preference by sequentially improving parent-child interaction and child effortful control. The findings are discussed with respect to implications for understanding mechanisms by which early parenting-focused programs may enhance child functioning across time and context.

The Long-Term Effectiveness of the Family Check-up on Peer Preference: Parent-Child Interaction and Child Effortful Control as Sequential Mediators

PubMed Central

Shaw, Daniel S.; Shelleby, Elizabeth C.; Dishion, Thomas J.; Wilson, Melvin N.

2018-01-01

We examined the longitudinal effects of the Family Check-Up (FCU) intervention beginning in toddlerhood on children’s peer preference at school-age. Specifically, a sequential mediational model was proposed in which the FCU was hypothesized to promote peer preference (i.e., higher acceptance and lower rejection by peers) in middle childhood through its positive effects on parent-child interaction and child effortful control in early childhood. Participants were 731 low-income families (49 % female). Qualities of parent-child interaction were observed during structured activities at 2 to 5 years, child effortful control was assessed using behavioral tasks at 5 years, and peer acceptance and rejection were rated by teachers at 7.5 to 10.5 years. Results indicated that the FCU indirectly predicted peer preference by sequentially improving parent-child interaction and child effortful control. The findings are discussed with respect to implications for understanding mechanisms by which early parenting-focused programs may enhance child functioning across time and context. PMID:27558394

Socially Constituting Middle Childhood Students as Struggling Readers in Peer Interactions

ERIC Educational Resources Information Center

Grigorenko, Margaret Crook

2010-01-01

This study investigates how students in third-, fourth- and fifth-grade classes at a rural school are socially constituted as "struggling readers," and how this social status impacts reading achievement. It examines the ways that some students are positioned as inferior readers in relation to their classmates during peer-to-peer literacy events.…

Sensitivity to Peer Evaluation and Its Genetic and Environmental Determinants: Findings from a Population-Based Twin Study.

PubMed

Klippel, Annelie; Reininghaus, Ulrich; Viechtbauer, Wolfgang; Decoster, Jeroen; Delespaul, Philippe; Derom, Cathérine; de Hert, Marc; Jacobs, Nele; Menne-Lothmann, Claudia; Rutten, Bart; Thiery, Evert; van Os, Jim; van Winkel, Ruud; Myin-Germeys, Inez; Wichers, Marieke

2018-02-23

Adolescents and young adults are highly focused on peer evaluation, but little is known about sources of their differential sensitivity. We examined to what extent sensitivity to peer evaluation is influenced by interacting environmental and genetic factors. A sample of 354 healthy adolescent twin pairs (n = 708) took part in a structured, laboratory task in which they were exposed to peer evaluation. The proportion of the variance in sensitivity to peer evaluation due to genetic and environmental factors was estimated, as was the association with specific a priori environmental risk factors. Differences in sensitivity to peer evaluation between adolescents were explained mainly by non-shared environmental influences. The results on shared environmental influences were not conclusive. No impact of latent genetic factors or gene-environment interactions was found. Adolescents with lower self-rated positions on the social ladder or who reported to have been bullied more severely showed significantly stronger responses to peer evaluation. Not genes, but subjective social status and past experience of being bullied seem to impact sensitivity to peer evaluation. This suggests that altered response to peer evaluation is the outcome of cumulative sensitization to social interactions.

The Relations between Infant Negative Reactivity, Non-Maternal Childcare, and Children’s Interactions with Familiar and Unfamiliar Peers

PubMed Central

Almas, Alisa N.; Phillips, Deborah A.; Henderson, Heather A.; Hane, Amie Ashley; Degnan, Kathryn Amey; Moas, Olga L.; Fox, Nathan A.

2012-01-01

The present study examined the influence of children’s experiences during non-maternal childcare on their behavior towards unfamiliar peers. Participants included children classified as negatively reactive at 4 months of age (n = 52) and children not negatively reactive (n = 61), who were further divided into those who experienced non-maternal care and those who did not. Children were observed during childcare at 24 months of age and in the laboratory with an unfamiliar peer at 24 and 36 months of age, where their wariness, dysregulation and social engagement were assessed. Within the negatively reactive childcare group, children’s positive interactions with peers during childcare at 24 months predicted lower levels of wariness towards an unfamiliar peer at 36 months. This relation was not significant for children not classified as negatively reactive. The findings suggest that the influence of non-maternal childcare is dependent on a child’s temperament and the nature of peer interactions during care. PMID:22563147

Anticipation of peer evaluation in anxious adolescents: divergence in neural activation and maturation

PubMed Central

Jarcho, Johanna M.; Dahl, Ronald E.; Pine, Daniel S.; Ernst, Monique; Nelson, Eric E.

2015-01-01

Adolescence is the time of peak onset for many anxiety disorders, particularly Social Anxiety Disorder. Research using simulated social interactions consistently finds differential activation in several brain regions in anxious (vs non-anxious) youth, including amygdala, striatum and medial prefrontal cortex. However, few studies examined the anticipation of peer interactions, a key component in the etiology and maintenance of anxiety disorders. Youth completed the Chatroom Task while undergoing functional magnetic resonance imaging. Patterns of neural activation were assessed in anxious and non-anxious youth as they were cued to anticipate social feedback from peers. Anxious participants evidenced greater amygdala activation and rostral anterior cingulate (rACC)↔amygdala coupling than non-anxious participants during anticipation of feedback from peers they had previously rejected; anxious participants also evidenced less nucleus accumbens activation during anticipation of feedback from selected peers. Finally, anxiety interacted with age in rACC: in anxious participants, age was positively associated with activation to anticipated feedback from rejected peers and negatively for selected peers, whereas the opposite pattern emerged for non-anxious youth. Overall, anxious youth showed greater reactivity in anticipation of feedback from rejected peers and thus may ascribe greater salience to these potential interactions and increase the likelihood of avoidance behavior. PMID:25552568

How nursing home residents develop relationships with peers and staff: a grounded theory study.

PubMed

Roberts, Tonya; Bowers, Barbara

2015-01-01

Social support and social relationships have been repeatedly identified as essential to nursing home resident quality of life. However, little is known about ways residents develop relationships with peers or staff. This study was conducted to explore the ways resident develop relationships with peers and staff in nursing homes. Fifteen cognitively intact nursing home residents from two facilities were interviewed for this grounded theory study. Sampling, interviewing, and analysis occurred in a cyclical process with results at each stage of the study informing decisions about data collection and analysis in the next. Unstructured interviews and field observations were conducted. Data were analyzed with open, axial, and selective coding. Residents developed relationships with peers and staff largely as an unintended consequence of trying to have a life in the nursing home. Having a life was a two-step process. First, life motivations (Being Self and Creating a Positive Atmosphere) influenced resident preferences for daily activities and interaction goals and subsequently their strategies for achieving and establishing both. Second, the strategies residents used for achieving their required daily activities (Passing Time and Getting Needs Met) and interaction goals then influenced the nature of interaction and the subsequent peer or staff response to these interactions. Residents defined relationships as friendly or unfriendly depending on whether peers or staff responded positively or negatively. There was considerable overlap in the ways peer and staff relationships developed and the results highlight the role of peer and staff responsiveness in relationship development. The results provide possible explanations for the success of interventions in the literature designed to improve staff responsiveness to residents. The results suggest that adapting these kinds of interventions for use with peers may also be successful. The conceptual model also presents a number of opportunities for developing interventions for residents. Published by Elsevier Ltd.

Social Anxiety and Cannabis-Related Impairment: The Synergistic Influences of Peer and Parent Descriptive and Injunctive Normative Perceptions.

PubMed

Foster, Dawn W; Garey, Lorra; Buckner, Julia D; Zvolensky, Michael J

2016-06-06

Cannabis users, especially socially anxious cannabis users, are influenced by perceptions of other's use. The present study tested whether social anxiety interacted with perceptions about peer and parent beliefs to predict cannabis-related problems. Participants were 148 (36.5% female, 60.1% non-Hispanic Caucasian) current cannabis users aged 18-36 (M = 21.01, SD = 3.09) who completed measures of perceived descriptive and injunctive norms, social anxiety, and cannabis use behaviors. Hierarchical multiple regressions were employed to investigate the predictive value of the social anxiety X parent injunctive norms X peer norms interaction terms on cannabis use behaviors. Higher social anxiety was associated with more cannabis problems. A three-way interaction emerged between social anxiety, parent injunctive norms, and peer descriptive norms, with respect to cannabis problems. Social anxiety was positively related to more cannabis problems when parent injunctive norms were high (i.e., perceived approval) and peer descriptive norms were low. Results further showed that social anxiety was positively related to more cannabis problems regardless of parent injunctive norms. The present work suggests that it may be important to account for parent influences when addressing normative perceptions among young adult cannabis users. Additional research is needed to determine whether interventions incorporating feedback regarding parent norms impacts cannabis use frequency and problems.

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

PubMed Central

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

2012-01-01

We investigated the effects of My Teaching Partner—Secondary (MTP-S), a teacher professional development intervention, on students’ peer relationships in middle and high school classrooms. MTP-S targets increasing teachers’ positive interactions with students and sensitive instructional practices and has demonstrated improvements in students’ academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain—that is, the ecology of teachers’ behaviors towards students should also influence the ecology of students’ behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed. PMID:22736890

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms.

PubMed

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P; Pianta, Robert C; Lun, Janetta

2011-01-01

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain-that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.

Testing differential susceptibility: Plasticity genes, the social environment, and their interplay in adolescent response inhibition.

PubMed

Richards, Jennifer S; Arias Vásquez, Alejandro; van Rooij, Daan; van der Meer, Dennis; Franke, Barbara; Hoekstra, Pieter J; Heslenfeld, Dirk J; Oosterlaan, Jaap; Faraone, Stephen V; Hartman, Catharina A; Buitelaar, Jan K

2017-06-01

Impaired inhibitory control is a key feature of attention-deficit/hyperactivity disorder (ADHD). We investigated gene-environment interaction (GxE) as a possible contributing factor to response inhibition variation in context of the differential susceptibility theory. This states individuals carrying plasticity gene variants will be more disadvantaged in negative, but more advantaged in positive environments. Behavioural and neural measures of response inhibition were assessed during a Stop-signal task in participants with (N = 197) and without (N = 295) ADHD, from N = 278 families (age M = 17.18, SD =3.65). We examined GxE between candidate plasticity genes (DAT1, 5-HTT, DRD4) and social environments (maternal expressed emotion, peer affiliation). A DRD4 × Positive peer affiliation interaction was found on the right fusiform gyrus (rFG) activation during successful inhibition. Further, 5-HTT short allele carriers showed increased rFG activation during failed inhibitions. Maternal warmth and positive peer affiliation were positively associated with right inferior frontal cortex activation during successful inhibition. Deviant peer affiliation was positively related to the error rate. While a pattern of differential genetic susceptibility was found, more clarity on the role of the FG during response inhibition is warranted before firm conclusions can be made. Positive and negative social environments were related to inhibitory control. This extends previous research emphasizing adverse environments.

Estimating peer density effects on oral health for community-based older adults.

PubMed

Chakraborty, Bibhas; Widener, Michael J; Mirzaei Salehabadi, Sedigheh; Northridge, Mary E; Kum, Susan S; Jin, Zhu; Kunzel, Carol; Palmer, Harvey D; Metcalf, Sara S

2017-12-29

As part of a long-standing line of research regarding how peer density affects health, researchers have sought to understand the multifaceted ways that the density of contemporaries living and interacting in proximity to one another influence social networks and knowledge diffusion, and subsequently health and well-being. This study examined peer density effects on oral health for racial/ethnic minority older adults living in northern Manhattan and the Bronx, New York, NY. Peer age-group density was estimated by smoothing US Census data with 4 kernel bandwidths ranging from 0.25 to 1.50 mile. Logistic regression models were developed using these spatial measures and data from the ElderSmile oral and general health screening program that serves predominantly racial/ethnic minority older adults at community centers in northern Manhattan and the Bronx. The oral health outcomes modeled as dependent variables were ordinal dentition status and binary self-rated oral health. After construction of kernel density surfaces and multiple imputation of missing data, logistic regression analyses were performed to estimate the effects of peer density and other sociodemographic characteristics on the oral health outcomes of dentition status and self-rated oral health. Overall, higher peer density was associated with better oral health for older adults when estimated using smaller bandwidths (0.25 and 0.50 mile). That is, statistically significant relationships (p < 0.01) between peer density and improved dentition status were found when peer density was measured assuming a more local social network. As with dentition status, a positive significant association was found between peer density and fair or better self-rated oral health when peer density was measured assuming a more local social network. This study provides novel evidence that the oral health of community-based older adults is affected by peer density in an urban environment. To the extent that peer density signifies the potential for social interaction and support, the positive significant effects of peer density on improved oral health point to the importance of place in promoting social interaction as a component of healthy aging. Proximity to peers and their knowledge of local resources may facilitate utilization of community-based oral health care.

Anticipation of peer evaluation in anxious adolescents: divergence in neural activation and maturation.

PubMed

Spielberg, Jeffrey M; Jarcho, Johanna M; Dahl, Ronald E; Pine, Daniel S; Ernst, Monique; Nelson, Eric E

2015-08-01

Adolescence is the time of peak onset for many anxiety disorders, particularly Social Anxiety Disorder. Research using simulated social interactions consistently finds differential activation in several brain regions in anxious (vs non-anxious) youth, including amygdala, striatum and medial prefrontal cortex. However, few studies examined the anticipation of peer interactions, a key component in the etiology and maintenance of anxiety disorders. Youth completed the Chatroom Task while undergoing functional magnetic resonance imaging. Patterns of neural activation were assessed in anxious and non-anxious youth as they were cued to anticipate social feedback from peers. Anxious participants evidenced greater amygdala activation and rostral anterior cingulate (rACC)↔amygdala coupling than non-anxious participants during anticipation of feedback from peers they had previously rejected; anxious participants also evidenced less nucleus accumbens activation during anticipation of feedback from selected peers. Finally, anxiety interacted with age in rACC: in anxious participants, age was positively associated with activation to anticipated feedback from rejected peers and negatively for selected peers, whereas the opposite pattern emerged for non-anxious youth. Overall, anxious youth showed greater reactivity in anticipation of feedback from rejected peers and thus may ascribe greater salience to these potential interactions and increase the likelihood of avoidance behavior. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Dental, Dental Hygiene, and Graduate Students' and Faculty Perspectives on Dental Hygienists' Professional Role and the Potential Contribution of a Peer Teaching Program.

PubMed

McComas, Martha J; Inglehart, Marita R

2016-09-01

The changing role of dental hygienists deserves dental and dental hygiene educators' attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students' and faculty members' perceptions of dental hygienists' roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students' experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (p<0.001). Dental students also had the least positive attitudes about clinical interactions between dental hygiene and dental students (p<0.001) and perceived the fewest benefits of dental hygiene student peer teaching (p<0.001) before experiencing peer teaching. After experiencing dental hygiene student peer teaching, the dental students' perceptions of dental hygienists' roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students' perceptions of dental hygienists' roles and attitudes about intraprofessional care.

Are peer specialists happy on the job?

PubMed

Jenkins, Sarah; Chenneville, Tiffany; Salnaitis, Christina

2018-03-01

This study was designed to examine the impact of role clarity and job training on job satisfaction among peer specialists. A 3-part survey assessing job training, job satisfaction, and role clarity was administered online to 195 peer specialists who are members of the International Association of Peer Specialists. Data was analyzed using descriptive statistics, correlational analyses to include multiple linear regressions and analysis of variance. Self-study and online training methods were negatively correlated with job satisfaction while job shadowing was positively correlated with job satisfaction. Role clarity was positively correlated with job satisfaction and job training satisfaction as well as job shadowing and one-on-one training. The use of self-study and online training for peer specialists is contraindicated by current findings, which suggest the need to utilize job shadowing or training methods that allow for personal interaction between peer specialists and their colleagues. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Peer Contagion in Child and Adolescent Social and Emotional Development

PubMed Central

Dishion, Thomas J.; Tipsord, Jessica M.

2012-01-01

In this article, we examine the construct of peer contagion in childhood and adolescence and review studies of child and adolescent development that have identified peer contagion influences. Evidence suggests that children's interactions with peers are tied to increases in aggression in early and middle childhood and amplification of problem behaviors such as drug use, delinquency, and violence in early to late adolescence. Deviancy training is one mechanism that accounts for peer contagion effects on problem behaviors from age 5 through adolescence. In addition, we discuss peer contagion relevant to depression in adolescence, and corumination as an interactive process that may account for these effects. Social network analyses suggest that peer contagion underlies the influence of friendship on obesity, unhealthy body images, and expectations. Literature is reviewed that suggests how peer contagion effects can undermine the goals of public education from elementary school through college and impair the goals of juvenile corrections systems. In particular, programs that “select” adolescents at risk for aggregated preventive interventions are particularly vulnerable to peer contagion effects. It appears that a history of peer rejection is a vulnerability factor for influence by peers, and adult monitoring, supervision, positive parenting, structure, and self-regulation serve as protective factors. PMID:19575606

Looks and linguistics: Impression formation in online exchange marketplaces.

PubMed

Ciuchta, Michael P; O'Toole, Jay

2016-01-01

This study advances theories of impression formation by focusing on two factors that generate emotional responses: physical attractiveness and positive word use. Although considerable research on impression formation exists, most studies consider factors in isolation and neglect possible interactions. Our theory introduces competing mechanisms regarding possible interaction effects, and we empirically test them in an online marketplace. Results from the analysis of 729 loan requests from a leading online peer-to-peer lending market suggest that physical attractiveness and positive word use work together to influence the likelihood of acquiring resources and establish an important boundary condition to the general "beauty is good" effect.

Social anxiety and cannabis-related impairment: The synergistic influences of peer and parent descriptive and injunctive normative perceptions

PubMed Central

Foster, Dawn W.; Garey, Lorra; Buckner, Julia D.; Zvolensky, Michael J.

2016-01-01

Objectives Cannabis users, especially socially anxious cannabis users, are influenced by perceptions of other’s use. The present study tested whether social anxiety interacted with perceptions about peer and parent beliefs to predict cannabis-related problems. Methods Participants were 148 (36.5% female, 60.1% non-Hispanic Caucasian) current cannabis users aged 18–36 (M = 21.01, SD = 3.09) who completed measures of perceived descriptive and injunctive norms, social anxiety, and cannabis use behaviors. Hierarchical multiple regressions were employed to investigate the predictive value of the social anxiety × parent injunctive norms × peer norms interaction terms on cannabis use behaviors. Results Higher social anxiety was associated with more cannabis problems. A three-way interaction emerged between social anxiety, parent injunctive norms, and peer descriptive norms, with respect to cannabis problems. Social anxiety was positively related to more cannabis problems when parent injunctive norms were high (i.e., perceived approval) and peer descriptive norms were low. Results further showed that social anxiety was positively related to more cannabis problems regardless of parent injunctive norms. Conclusions The present work suggest that it may be important to account for parent influences when addressing normative perceptions among young adult cannabis users. Additional research is needed to determine whether interventions incorporating feedback regarding parent norms impacts cannabis use frequency and problems. PMID:27144526

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

ERIC Educational Resources Information Center

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

2011-01-01

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students'…

The Effects of Social Skills Training on Students with Exceptionalities.

ERIC Educational Resources Information Center

Ciechalski, Joseph C.; Schmidt, Mary W.

1995-01-01

Outlines a year-long study which sought to determine the effectiveness of social skills training on peer acceptance, self-esteem, social attraction, and self-confidence of students with disabilities. Social skills training with these students positively affected their social interactions and involvement with their nondisabled peers. (RJM)

(Re)Defining Masculinity through Peer Interactions: Latino Men in Texas Community Colleges

ERIC Educational Resources Information Center

Sáenz, Victor B.; Mayo, Jeff R.; Miller, Ryan A.; Rodriguez, Sarah L.

2015-01-01

This study uses a phenomenological approach to examine how Latino male students at community colleges engage with their male peers. The analysis utilizes a male gender role conflict (MGRC) framework and employs cultural conceptions of masculinity, specifically machismo and caballerismo. Practitioners and researchers might leverage positive aspects…

Assessing Student Perceptions of Positive and Negative Social Interactions in Specific School Settings

ERIC Educational Resources Information Center

Zumbrunn, Sharon; Doll, Beth; Dooley, Kadie; LeClair, Courtney; Wimmer, Courtney

2013-01-01

This study explored the use of student-marked school maps, a practitioner-friendly method for assessing student perceptions of positive and negative peer interactions in specific school settings. Two hundred eighty-two third- through fifth-grade students from a Midwestern U.S. elementary school participated. Descriptive analyses were used to…

How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal Identity

ERIC Educational Resources Information Center

Kickett-Tucker, Cheryl S.

2008-01-01

This ethnographic study tested the hypothesis that positive social interactions in sport will contribute positively to the Aboriginal identity of urban, Australian Aboriginal children. Nine male and female children aged 11-12 years were observed and interviewed. Significant responses were extracted and meanings were identified and grouped into…

Preschool children's behavioral tendency toward social indirect reciprocity.

PubMed

Kato-Shimizu, Mayuko; Onishi, Kenji; Kanazawa, Tadahiro; Hinobayashi, Toshihiko

2013-01-01

Social indirect reciprocity seems to be crucial in enabling large-scale cooperative networks among genetically unrelated individuals in humans. However, there are relatively few studies on social indirect reciprocity in children compared to adults. Investigating whether young children have a behavioral tendency toward social indirect reciprocity will help us understand how and when the fundamental ability to form cooperative relationships among adults is acquired. Using naturalistic observation at a nursery school, this study examined whether 5- to 6-year-olds show a behavioral tendency to engage in social indirect reciprocity in response to their peers' prosocial behavior toward a third party. The results revealed that bystander children tended to display prosocial behavior toward their peers more frequently after observing these peers' prosocial behavior toward third-party peers, compared with control situations; this suggests that 5- to 6-year-olds may have an essential behavioral tendency to establish social indirect reciprocity when interacting with peers in their daily lives. In addition, bystanders tended to display affiliative behavior after observing focal children's prosocial behavior. In other words, observing peers' prosocial behavior toward third-party peers evoked bystanders' positive emotions toward the helpers. Considering both the present results and previous findings, we speculate that in preschoolers, such positive emotions might mediate the increase in the bystander's prosocial behavior toward the helper. In addition, an intuitional emotional process plays an important role in the preschooler's behavioral tendency toward social indirect reciprocity in natural interactions with peers.

Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

PubMed Central

Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2014-01-01

This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers were higher in teacher-structured settings, such as large group. On average, children’s interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions. PMID:25717282

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

PubMed

Booren, Leslie M; Downer, Jason T; Vitiello, Virginia E

2012-07-01

This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children's interactions with teachers were higher in teacher-structured settings, such as large group. On average, children's interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions.

Behavioral and neural properties of social reinforcement learning

PubMed Central

Jones, Rebecca M.; Somerville, Leah H.; Li, Jian; Ruberry, Erika J.; Libby, Victoria; Glover, Gary; Voss, Henning U.; Ballon, Douglas J.; Casey, BJ

2011-01-01

Social learning is critical for engaging in complex interactions with other individuals. Learning from positive social exchanges, such as acceptance from peers, may be similar to basic reinforcement learning. We formally test this hypothesis by developing a novel paradigm that is based upon work in non-human primates and human imaging studies of reinforcement learning. The probability of receiving positive social reinforcement from three distinct peers was parametrically manipulated while brain activity was recorded in healthy adults using event-related functional magnetic resonance imaging (fMRI). Over the course of the experiment, participants responded more quickly to faces of peers who provided more frequent positive social reinforcement, and rated them as more likeable. Modeling trial-by-trial learning showed ventral striatum and orbital frontal cortex activity correlated positively with forming expectations about receiving social reinforcement. Rostral anterior cingulate cortex activity tracked positively with modulations of expected value of the cues (peers). Together, the findings across three levels of analysis - social preferences, response latencies and modeling neural responses – are consistent with reinforcement learning theory and non-human primate electrophysiological studies of reward. This work highlights the fundamental influence of acceptance by one’s peers in altering subsequent behavior. PMID:21917787

Peer Influence, Peer Status, and Prosocial Behavior: An Experimental Investigation of Peer Socialization of Adolescents' Intentions to Volunteer.

PubMed

Choukas-Bradley, Sophia; Giletta, Matteo; Cohen, Geoffrey L; Prinstein, Mitchell J

2015-12-01

Peer influence processes have been documented extensively for a wide range of maladaptive adolescent behaviors. However, peer socialization is not inherently deleterious, and little is known about whether adolescents influence each other's prosocial behaviors, or whether some peers are more influential than others towards positive youth outcomes. This study addressed these questions using an experimental "chat room" paradigm to examine in vivo peer influence of prosocial behavior endorsement. A school-based sample of 304 early adolescents (55% female, 45% male; M(age) = 12.68) believed they were interacting electronically with same-gender grademates (i.e., "e-confederates"), whose peer status was experimentally manipulated. The participants' intent to engage in prosocial behaviors was measured pre-experiment and in subsequent "public" and "private" experimental sessions. Overall, the adolescents conformed to the e-confederates' prosocial responses in public; yet, these peer influence effects were moderated by the peer status of the e-confederates, such that youth more strongly conformed to the high-status e-confederates than to the low-status ones. There also was some evidence that these peer influence effects were maintained in the private session, indicating potential internalization of prosocial peer norms. These findings help bridge the positive youth development and peer influence literatures, with potential implications for campaigns to increase prosocial behaviors.

Maternal and peer influences on drinking among Latino college students.

PubMed

Varvil-Weld, Lindsey; Turrisi, Rob; Hospital, Michelle M; Mallett, Kimberly A; Bámaca-Colbert, Mayra Y

2014-01-01

Previous research on college drinking has paid little attention to Latino students. Social development models (Catalano, Hawkins, & Miller, 1992) suggest that protective influences in one domain (e.g., mothers) can offset negative influences from other domains (e.g., peers) though this possibility has not been explored with respect to Latino college student drinking. The present study had two aims: 1) to determine whether four specific maternal influences (monitoring, positive communication, permissiveness, and modeling) and peer descriptive norms were associated with college drinking and consequences among Latino students, and 2) to determine whether maternal influences moderated the effect of peer norms on college drinking and consequences. A sample of 362 first-year students (69.9% female) completed an online assessment regarding their mothers' monitoring, positive communication, permissiveness, and modeling, peer descriptive norms, and drinking and related consequences. Main effects and two-way interactions (mother×peer) were assessed using separate hierarchical regression models for three separate outcomes: peak drinking, weekly drinking, and alcohol-related consequences. Maternal permissiveness and peer descriptive norms were positively associated with drinking and consequences. Maternal communication was negatively associated with consequences. Findings indicate that previously identified maternal and peer influences are also relevant for Latino students and highlight future directions that would address the dearth of research in this area. © 2013.

Peer-based control in self-managing teams: linking rational and normative influence with individual and group performance.

PubMed

Stewart, Greg L; Courtright, Stephen H; Barrick, Murray R

2012-03-01

The authors use a multilevel framework to introduce peer-based control as a motivational state that emerges in self-managing teams. The authors specifically describe how peer-based rational control, which is defined as team members perceiving the distribution of economic rewards as dependent on input from teammates, extends and interacts with the more commonly studied normative control force of group cohesion to explain both individual and collective performance in teams. On the basis of data from 587 factory workers in 45 self-managing teams at 3 organizations, peer-based rational control corresponded with higher performance for both individuals and collective teams. Results further demonstrated that the rational and normative mechanism of peer-based control interacted to explain performance at both the individual and team levels. Increased peer-based rational control corresponded with higher individual and collective performance in teams with low cohesion, but the positive effects on performance were attenuated in cohesive teams.

Learning Together: The Instinct to Do Good and Peer-Assisted Strategies That Work

ERIC Educational Resources Information Center

Jellison, Judith A.; Draper, Ellary A.; Brown, Laura S.

2017-01-01

Children have a natural proclivity to teach, help, cooperate, and empathize with others, and these interactions can have positive benefits for children's emotional, social, and cognitive development. This article is about ways music teachers can design peer-assisted music learning activities that will benefit everyone in the class and ultimately…

Evidence of Reactive Gene-Environment Correlation in Preschoolers' Prosocial Play with Unfamiliar Peers

ERIC Educational Resources Information Center

DiLalla, Lisabeth Fisher; Bersted, Kyle; John, Sufna Gheyara

2015-01-01

The development of prosocial behaviors during the preschool years is essential for children's positive interactions with peers in school and other social situations. Although there is some evidence of genetic influences on prosocial behaviors, very little is known about how genes and environment, independently and in concert, affect prosocial…

Peer effects in adolescent BMI: evidence from Spain.

PubMed

Mora, Toni; Gil, Joan

2013-05-01

This paper extends the recent literature on the influence of peers on adolescent weight on three new fronts. First, based on a survey of secondary school students in Spain in which peers are formed by nominated classmate friends, we find a more powerful positive and significant causal effect of friends' mean BMI on adolescent BMI than previous US-based research. These results are in line with international data, which show that peer group contact tends to vary across countries. Our findings cover a large set of controls, fixed effects, the testing of correlated unobservables, contextual influences and instrumental variables. Second, social interactions are identified through the property of intransitivity in network relationships. Finally, we report evidence of a strong, positive effect of peer pressure on several subgroups of adolescents in an attempt to study their vulnerability to social influences. Copyright © 2012 John Wiley & Sons, Ltd.

Associations of group level popularity with observed behavior and influence in a dyadic context.

PubMed

Lansu, Tessa A M; Cillessen, Antonius H N

2015-12-01

This study examined the association between popularity in the peer group and adolescents' behavior in a dyadic context. After collecting peer nominations for popularity, 218 early adolescents (M(age) = 11.0 years) in 109 randomly composed same-sex dyads participated in a discussion task where they planned a party for their classroom. From digital recordings of the sessions, each participant's influence, involvement, skillful leadership, coercive resource control, submissiveness, positivity, and negativity were observed. Analyses with the actor-partner interdependence model (APIM) demonstrated that for girls high group level popularity was associated with a socially sensitive interaction style and influence in the dyadic context. For both boys and girls, the interaction partner's group level popularity negatively predicted their use of coercive resource control strategies and negative behavior in the dyad. For girls, in addition, the interaction partner's group level popularity also positively predicted their submissiveness and negatively predicted their task influence. These results indicate that, in particular for girls, adolescents' group level popularity plays an important role in the behavior of both peers in a cooperative dyadic context. Copyright © 2015 Elsevier Inc. All rights reserved.

The Influence of Self-Ratings versus Peer Ratings on Supervisors' Performance Judgments.

PubMed

Makiney; Levy

1998-06-01

This study investigated the extent to which supervisors use feedback from outside sources in making performance judgments. A simulation was conducted in which participants with organizational supervisory experience made an initial performance judgment about a profiled employee. Participants then received additional information that was discrepant from their initial judgment (positive or negative) from one of two sources (the profiled employee himself or one of his peers). The direction of the discrepant information and its source interacted in determining final ratings, such that, participants were more likely to use discrepant information to alter their performance judgments in a consistent direction when the source was a peer than when the source was the employee himself. Furthermore, participants' opinions about the usefulness of peer information for performance judgments moderated this interaction. Specifically, participants who believed that information from an employee's peers was useful, were more likely to use discrepant information provided by a peer when making final performance judgments than were participants who did not believe that information from an employee's peers was useful. Copyright 1998 Academic Press.

Systematic review of interventions to promote social-emotional development in young children with or at risk for disability.

PubMed

Case-Smith, Jane

2013-01-01

This systematic review synthesized the research on interventions used by occupational therapy practitioners to promote social-emotional development in young children (birth-5 yr) with or at risk for disabilities. After a comprehensive search of the research literature, 23 studies were reviewed and then synthesized into five themes: (1) touch-based interventions to enhance calming and parent-infant bonding, (2) relationship-based interventions to promote positive caregiver-child interactions, (3) joint attention interventions, (4) naturalistic preschool interventions to promote peer-to-peer engagement, and (5) instruction-based interventions to teach children appropriate social behaviors. The interventions for infants primarily involved coaching parents in specific strategies to promote positive interactions; interventions for preschool-age children typically involved encouraging peer support, instructing children, and applying naturalistic behavioral techniques to develop higher-level social competence. The studies demonstrated low to moderate positive effects for interventions used by occupational therapy practitioners to improve social-emotional development across ages, diagnoses, and settings. Copyright © 2013 by the American Occupational Therapy Association, Inc.

Peer Influence, Peer Status, and Prosocial Behavior: An Experimental Investigation of Peer Socialization of Adolescents’ Intentions to Volunteer

PubMed Central

Giletta, Matteo; Cohen, Geoffrey L.

2018-01-01

Peer influence processes have been documented extensively for a wide range of maladaptive adolescent behaviors. However, peer socialization is not inherently deleterious, and little is known about whether adolescents influence each other’s prosocial behaviors, or whether some peers are more influential than others towards positive youth outcomes. This study addressed these questions using an experimental “chat room” paradigm to examine in vivo peer influence of prosocial behavior endorsement. A school-based sample of 304 early adolescents (55 % female, 45 % male; Mage = 12.68) believed they were interacting electronically with same-gender grademates (i.e., “e-confederates”), whose peer status was experimentally manipulated. The participants’ intent to engage in prosocial behaviors was measured pre-experiment and in subsequent “public” and “private” experimental sessions. Overall, the adolescents conformed to the e-confederates’ prosocial responses in public; yet, these peer influence effects were moderated by the peer status of the e-confederates, such that youth more strongly conformed to the high-status e-confederates than to the low-status ones. There also was some evidence that these peer influence effects were maintained in the private session, indicating potential internalization of prosocial peer norms. These findings help bridge the positive youth development and peer influence literatures, with potential implications for campaigns to increase prosocial behaviors. PMID:26525387

Project K.I.C.K., A School-Based Drug Education Research Project--Peers, Parents and Kids.

ERIC Educational Resources Information Center

Rollin, Stephen A.; And Others

1994-01-01

Evaluated first phase of three-phase research project, Project KICK (Kids in Cooperation with Kids) by examining interaction between parent education, positive peer role modeling, and drug education for third graders. Hypothesized that intervention would lead to increase in self-esteem, improved attitudes, increased knowledge regarding drugs, and…

Rough and Tumble Play Quality: Theoretical Foundations for a New Measure of Father-Child Interaction

ERIC Educational Resources Information Center

Fletcher, Richard; StGeorge, Jennifer; Freeman, Emily

2013-01-01

Energetic, competitive, body-contact play (rough and tumble play (RTP)) is commonly observed among young children and is reported as an important feature of father-child relationships. Animal studies have demonstrated positive developmental effects of peer-peer play-wrestling, influencing cognitive and social outcomes. The purpose of this paper is…

Winning or Losing against an Opposite-Sex Peer on a Gender-Based Competitive Task.

ERIC Educational Resources Information Center

Gilbert, Stefanie; Thompson, J. Kevin

1999-01-01

Explored the effects on college students' mood and body image of a negative versus positive outcome in an opposite-sex, competitive peer interaction. Used one gender-neutral and one gender stereotypical task. There were no gender differences in reactions to winning or losing gender-neutral competitions, except marginally for depression. The…

The intersection of antiretroviral therapy, peer support programmes, and economic empowerment with HIV stigma among HIV-positive women in West Nile Uganda.

PubMed

Kellett, Nicole Coffey; Gnauck, Katherine

2016-12-01

HIV stigma remains a major problem of the AIDS epidemic in sub-Saharan Africa. Women fear impending social stigma including blame, isolation and abuse. HIV infection and HIV stigma interact cyclically, creating and reinforcing economic and social exclusion for individuals living with HIV. Evidence suggests that interventions for people living with HIV infection that include, in combination, antiretroviral therapy (ART), peer support and economic empowerment are likely to be more effective than if used alone. We report a qualitative study in West Nile Uganda that explored perceptions of HIV stigma among fifty-four HIV-positive women who had similar access to ART and HIV peer support programmes, but varying levels of participation (full-time, intermittent, none) in economic empowerment programmes. Our study found that access to ART, peer support groups, and economic empowerment programmes helped to curb perceptions of deep-seated HIV stigma for participants. More expressions of usefulness, hope and psychological well-being prevailed with participants who had increased participation in economic empowerment programmes. Our findings underscore the value of HIV outreach programmes which combine ART, peer support and economic empowerment to alleviate HIV stigma. Further research to quantify the interaction of these factors is warranted.

Child-Child and Adult-Child Interaction in a Preschool for Physically-Abused and Neglected Children.

ERIC Educational Resources Information Center

And Others; Strain, Phillip S.

1979-01-01

Reports that physically abused and neglected children most frequently responded to positive overtures by adults by ignoring them and that they regularly responded in positive ways to overtures by peers. (FL)

An Online, Moderated Peer-to-Peer Support Bulletin Board for Depression: User-Perceived Advantages and Disadvantages

PubMed Central

Reynolds, Julia; Vassallo, Sara

2015-01-01

Background Online, peer-to-peer support groups for depression are common on the World Wide Web and there is some evidence of their effectiveness. However, little is known about the mechanisms by which Internet support groups (ISGs) might work. Objective This study aimed to investigate consumer perceptions of the benefits and disadvantages of online peer-to-peer support by undertaking a content analysis of the spontaneous posts on BlueBoard, a well-established, moderated, online depression bulletin board. Methods The research set comprised all posts on the board (n=3645) for each of 3 months selected at 4 monthly intervals over 2011. The data were analyzed using content analysis and multiple coders. Results A total of 586 relevant posts were identified, 453 (77.3%) reporting advantages and 133 (22.7%) reporting disadvantages. Positive personal change (335/453, 74.0%) and valued social interactions and support (296/453, 65.3%) emerged as perceived advantages. Other identified benefits were valued opportunities to disclose/express feelings or views (29/453, 6.4%) and advantages of the BlueBoard environment (45/453, 9.9%). Disadvantages were negative personal change (50/133, 37.6%), perceived disadvantages of board rules/moderation (42/133, 31.6%), unhelpful social interactions/contact with other members (40/133, 30.1%), and technical obstacles to using the board (14/133, 10.5%). Conclusions Consumers value the opportunity to participate in an online mutual support group for mental health concerns. Further research is required to better understand how and if these perceived advantages translate into positive outcomes for consumers, and whether the perceived disadvantages of such boards can be addressed without compromising the safety and positive outcomes of the board. PMID:26543919

An Online, Moderated Peer-to-Peer Support Bulletin Board for Depression: User-Perceived Advantages and Disadvantages.

PubMed

Griffiths, Kathleen Margaret; Reynolds, Julia; Vassallo, Sara

2015-01-01

Online, peer-to-peer support groups for depression are common on the World Wide Web and there is some evidence of their effectiveness. However, little is known about the mechanisms by which Internet support groups (ISGs) might work. This study aimed to investigate consumer perceptions of the benefits and disadvantages of online peer-to-peer support by undertaking a content analysis of the spontaneous posts on BlueBoard, a well-established, moderated, online depression bulletin board. The research set comprised all posts on the board (n=3645) for each of 3 months selected at 4 monthly intervals over 2011. The data were analyzed using content analysis and multiple coders. A total of 586 relevant posts were identified, 453 (77.3%) reporting advantages and 133 (22.7%) reporting disadvantages. Positive personal change (335/453, 74.0%) and valued social interactions and support (296/453, 65.3%) emerged as perceived advantages. Other identified benefits were valued opportunities to disclose/express feelings or views (29/453, 6.4%) and advantages of the BlueBoard environment (45/453, 9.9%). Disadvantages were negative personal change (50/133, 37.6%), perceived disadvantages of board rules/moderation (42/133, 31.6%), unhelpful social interactions/contact with other members (40/133, 30.1%), and technical obstacles to using the board (14/133, 10.5%). Consumers value the opportunity to participate in an online mutual support group for mental health concerns. Further research is required to better understand how and if these perceived advantages translate into positive outcomes for consumers, and whether the perceived disadvantages of such boards can be addressed without compromising the safety and positive outcomes of the board.

Peer-Mediated AAC Instruction for Young Children with Autism and other Developmental Disabilities

PubMed Central

Thiemann-Bourque, Kathy

2013-01-01

Many young children with developmental disabilities (DD) have significant delays in social, communication, and play skills. For those children learning to use augmentative and alternative communication (.AAC% successful social interactions with peers will require explicit instruction on the same system for both communication partners. Peer-mediated (PM) interventions are recommended best practice based on more than 30 years of research with young children with autism and other DDs. Integrating direct AAC instruction within PM programs to advance social reciprocity in typical preschool routines is a necessary and important next step for young AAC users. In this article, I will summarize the design and outcomes of two PM AAC studies documenting positive social outcomes for preschool children with severe autism. I will also teach} peer partners how to use AAC highlight strategies to recruit peers without disabilities systems (e.g., Picture Exchange Communication System [PECS], Speech Generating Devices [SGDs]), and engineer the preschool classroom for successful AAC communication. I will describe data collection procedures for measuring changes in reciprocal child and peer social communication interactions. PMID:24392179

Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines.

PubMed

Trottier, Nadine; Kamp, Lorraine; Mirenda, Pat

2011-03-01

Supporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD's general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.

The Two Faces Of Adolescents’ Success With Peers: Adolescent Popularity, Social Adaptation, and Deviant Behavior

PubMed Central

Allen, Joseph P.; Porter, Maryfrances R.; McFarland, F. Christy; Marsh, Penny; McElhaney, Kathleen Boykin

2006-01-01

This study assessed the hypothesis that popularity in adolescence takes on a twofold role, both marking high levels of concurrent psychosocial adaptation, but also predicting increases over time in both positive and negative behaviors sanctioned by peer norms. This hypothesis was tested with multi-method, longitudinal data obtained on a diverse community sample of 185 adolescents. Sociometric popularity data were examined in relation to data from interview-based assessments of attachment security and ego development, observations of mother-adolescent interactions, and repeated self- and peer-report assessments of delinquency and alcohol use. Results indicated that popular adolescents displayed higher concurrent levels of ego development, secure attachment and more adaptive interactions with mothers and best friends. Longitudinal analyses supported a “popularity-socialization” hypothesis, however, in which popular adolescents were more likely to increase in behaviors that receive approval in the peer group (e.g., minor levels of drug use and delinquency) and decrease in behaviors unlikely to be well-received by peers (e.g., hostile behavior with peers). PMID:15892790

Peer-Mediated AAC Instruction for Young Children with Autism and other Developmental Disabilities.

PubMed

Thiemann-Bourque, Kathy

2012-12-01

Many young children with developmental disabilities (DD) have significant delays in social, communication, and play skills. For those children learning to use augmentative and alternative communication (.AAC% successful social interactions with peers will require explicit instruction on the same system for both communication partners. Peer-mediated (PM) interventions are recommended best practice based on more than 30 years of research with young children with autism and other DDs. Integrating direct AAC instruction within PM programs to advance social reciprocity in typical preschool routines is a necessary and important next step for young AAC users. In this article, I will summarize the design and outcomes of two PM AAC studies documenting positive social outcomes for preschool children with severe autism. I will also teach } peer partners how to use AAC highlight strategies to recruit peers without disabilities systems (e.g., Picture Exchange Communication System [PECS], Speech Generating Devices [SGDs]), and engineer the preschool classroom for successful AAC communication. I will describe data collection procedures for measuring changes in reciprocal child and peer social communication interactions.

Parenting Behaviors, Association with Deviant Peers, and Delinquency in African American Adolescents: A Mediated-Moderation Model

ERIC Educational Resources Information Center

Bowman, Marvella A.; Prelow, Hazel M.; Weaver, Scott R.

2007-01-01

The aim of the present study was to examine a model positing that association with deviant peers mediates the relation between adolescent perceived parenting behaviors (maternal monitoring and involvement), the interaction of these parenting behaviors, and delinquency in a sample of 135 urban African American adolescents (13-19 years of age).…

Developmental links between disobedient behavior and social classroom relationships in boys with psychiatric disorders in special education.

PubMed

Breeman, L D; van Lier, P A C; Wubbels, T; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

2015-05-01

In mainstream education, positive relationships with teachers and peers have been found to positively influence children's behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from mainstream education cannot be generalized to special education. The present study investigated the developmental links between disobedience and positive as well as negative relationships with teachers and peers among boys in restrictive special educational settings. At three assessment waves across one school year, teacher-reports of teacher-child closeness and conflict, and peer-reports of peer acceptance, rejection and disobedience were collected among 340 boys (mean age = 10.1 years, SD = 1.58, range = 5-13) with psychiatric disorders receiving special education. Autoregressive cross-lagged models were fitted to explore the nature of these developmental links. The impact of boys' age was examined using multiple group analyses. Findings supported the importance of teacher-child conflict, but not closeness, and positive and negative peer relationships for the development of boys' disobedience, with a stronger effect of negative than positive relationships. However, teacher-child and peer relationships were not longitudinally related and the effect of boys' age was minimal. This study extends prior research by suggesting that, despite differences in educational setting and severity of behavior problems between children in mainstream and special education, reducing negative classroom interactional patterns is most important in preventing the development of problematic classroom behavior in boys with severe social-emotional and behavioral difficulties.

Poly-Victimization and Peer Harassment Involvement in a Technological World.

PubMed

Mitchell, Kimberly J; Segura, Anna; Jones, Lisa M; Turner, Heather A

2018-03-01

This article explores the ways poly-victimized youth (those experiencing multiple different types of victimization over the course of 1 year) use technology to interact with peers. Particular attention is given to the peer harassment victimization and perpetration experiences of poly-victimized youth compared with less victimized and non-victimized youth-both overall and through technology. Data were collected as part of the Technology Harassment Victimization (THV) study; a national survey of 791 youth, ages 10 to 20 across the United States. Study results document the heightened risks that poly-victimized youth experience when interacting with peers. Low and high poly-victimized youth were both at significantly greater risk of being dual victims and perpetrators of peer harassment when compared with non-victimized youth even after taking into account other potentially explanatory factors. This was not found to be the case for less victimized youth. This was true for high poly-victims and technology-involved harassment risk as well. There were indications that poly-victimized youth were interacting with peers in more intense and risky ways in general using new technology. The increase in attention to poly-victimization in recent years has importantly identified the detrimental role that experiencing different forms of victimization have on youth. This study not only adds to that literature but suggests that there is an opportunity to interrupt additional victimization by understanding how poly-victimized youth interact with peers before and during adolescence. Although preliminary, the differences in technology use by poly-victimized youth versus others suggest that more information is needed to understand how they are relating to peers in both positive and risky ways in this environment.

Neural Activation during Anticipated Peer Evaluation and Laboratory Meal Intake in Overweight Girls with and without Loss of Control Eating

PubMed Central

Jarcho, Johanna; Tanofsky-Kraff, Marian; Nelson, Eric E.; Engel, Scott G.; Vannucci, Anna; Field, Sara E.; Romer, Adrienne; Hannallah, Louise; Brady, Sheila M.; Demidowich, Andrew P.; Shomaker, Lauren B.; Courville, Amber B.; Pine, Daniel S.; Yanovski, Jack A.

2015-01-01

The interpersonal model of loss of control (LOC) eating proposes that socially distressing situations lead to anxious states that trigger excessive food consumption. Self-reports support these links, but the neurobiological underpinnings of these relationships remain unclear. We therefore examined brain regions associated with anxiety in relation to LOC eating and energy intake in the laboratory. Twenty-two overweight and obese (BMIz: 1.9±0.4) adolescent (15.8±1.6y) girls with LOC eating (LOC+, n=10) and without LOC eating (LOC−, n=12) underwent functional magnetic resonance imaging (fMRI) during a simulated peer interaction chatroom paradigm. Immediately after the fMRI scan, girls consumed lunch ad libitum from a 10,934-kcal laboratory buffet meal with the instruction to “let yourself go and eat as much as you want.” Pre-specified hypotheses regarding activation of five regions of interest were tested. Analysis of fMRI data revealed a significant group by peer feedback interaction in the ventromedial prefrontal cortex (vmPFC), such that LOC+ had less activity following peer rejection (vs. acceptance), while LOC− had increased activity (p <.005). Moreover, functional coupling between vmPFC and striatum for peer rejection (vs. acceptance) interacted with LOC status: coupling was positive for LOC+, but negative in LOC− (p <.005). Activity of fusiform face area (FFA) during negative peer feedback from high-value peers also interacted with LOC status (p < .005). A positive association between FFA activation and intake during the meal was observed among only those with LOC eating. In conclusion, overweight and obese girls with LOC eating may be distinguished by a failure to engage regions of prefrontal cortex implicated in emotion regulation in response to social distress. The relationship between FFA activation and food intake supports the notion that heightened sensitivity to incoming interpersonal cues and perturbations in socio-emotional neural circuits may lead to overeating in order to cope with negative affect elicited by social discomfort in susceptible youth. PMID:25550068

Using Perseverative Interests to Improve Interactions Between Adolescents with Autism and their Typical Peers in School Settings

PubMed Central

Koegel, Robert; Fredeen, Rosy; Kim, Sunny; Danial, John; Rubinstein, Derek; Koegel, Lynn

2013-01-01

The literature suggests that adolescents with ASD typically are not socially engaged during unstructured school activities and do not initiate social activities with typically developing peers. This study assessed whether implementing socialization opportunities in the form of lunch clubs based around aspects of the adolescents with ASD’s perseverative interests would promote positive direct and generalized social interaction between the target adolescent and their typically developing peers. A repeated measures multiple baseline experimental design (with two reversals) was implemented across participants. During baseline measures, the participants did not show social engagement or initiations. During intervention, results showed large increases in both social engagement and initiations. Generalization measures also showed that the target adolescents improved their social engagements and initiations with typically developing peers throughout unstructured lunchtime activities. These results have implications for understanding variables related to social development in autism. PMID:24163577

Toddlers’ Understanding of Peers’ Emotions

PubMed Central

Nichols, Sara R.; Svetlova, Margarita; Brownell, Celia

2012-01-01

The second year of life sees dramatic developments in infants’ ability to understand emotions in adults alongside their growing interest in peers. In this study, a social referencing paradigm was employed to examine whether 12-, 18-, and 24-month-old children can use a peer’s positive or negative emotion messages about toys to regulate their own behavior with the toys. Twelve-month-olds decreased their play with toys toward which a peer had expressed either positive or negative emotion compared to play following a peer’s neutral attention toward a toy. Eighteen-month-olds did not respond systematically, but 24-month-old children increased their toy play after watching a peer display negative affect toward the toy. Regardless of their age, children with siblings decreased their play with toys toward which they had seen a peer display fear, the typical social referencing response. Results are discussed in the context of developmental changes in social understanding and peer interaction over the second year of life. PMID:20333894

Developmentally Sensitive Interaction Effects of Genes and the Social Environment on Total and Subcortical Brain Volumes.

PubMed

Richards, Jennifer S; Arias Vásquez, Alejandro; Franke, Barbara; Hoekstra, Pieter J; Heslenfeld, Dirk J; Oosterlaan, Jaap; Faraone, Stephen V; Buitelaar, Jan K; Hartman, Catharina A

2016-01-01

Smaller total brain and subcortical volumes have been linked to psychopathology including attention-deficit/hyperactivity disorder (ADHD). Identifying mechanisms underlying these alterations, therefore, is of great importance. We investigated the role of gene-environment interactions (GxE) in interindividual variability of total gray matter (GM), caudate, and putamen volumes. Brain volumes were derived from structural magnetic resonance imaging scans in participants with (N = 312) and without ADHD (N = 437) from N = 402 families (age M = 17.00, SD = 3.60). GxE effects between DAT1, 5-HTT, and DRD4 and social environments (maternal expressed warmth and criticism; positive and deviant peer affiliation) as well as the possible moderating effect of age were examined using linear mixed modeling. We also tested whether findings depended on ADHD severity. Deviant peer affiliation was associated with lower caudate volume. Participants with low deviant peer affiliations had larger total GM volumes with increasing age. Likewise, developmentally sensitive GxE effects were found on total GM and putamen volume. For total GM, differential age effects were found for DAT1 9-repeat and HTTLPR L/L genotypes, depending on the amount of positive peer affiliation. For putamen volume, DRD4 7-repeat carriers and DAT1 10/10 homozygotes showed opposite age relations depending on positive peer affiliation and maternal criticism, respectively. All results were independent of ADHD severity. The presence of differential age-dependent GxE effects might explain the diverse and sometimes opposing results of environmental and genetic effects on brain volumes observed so far.

Developmentally Sensitive Interaction Effects of Genes and the Social Environment on Total and Subcortical Brain Volumes

PubMed Central

Arias Vásquez, Alejandro; Franke, Barbara; Hoekstra, Pieter J.; Heslenfeld, Dirk J.; Oosterlaan, Jaap; Faraone, Stephen V.

2016-01-01

Smaller total brain and subcortical volumes have been linked to psychopathology including attention-deficit/hyperactivity disorder (ADHD). Identifying mechanisms underlying these alterations, therefore, is of great importance. We investigated the role of gene-environment interactions (GxE) in interindividual variability of total gray matter (GM), caudate, and putamen volumes. Brain volumes were derived from structural magnetic resonance imaging scans in participants with (N = 312) and without ADHD (N = 437) from N = 402 families (age M = 17.00, SD = 3.60). GxE effects between DAT1, 5-HTT, and DRD4 and social environments (maternal expressed warmth and criticism; positive and deviant peer affiliation) as well as the possible moderating effect of age were examined using linear mixed modeling. We also tested whether findings depended on ADHD severity. Deviant peer affiliation was associated with lower caudate volume. Participants with low deviant peer affiliations had larger total GM volumes with increasing age. Likewise, developmentally sensitive GxE effects were found on total GM and putamen volume. For total GM, differential age effects were found for DAT1 9-repeat and HTTLPR L/L genotypes, depending on the amount of positive peer affiliation. For putamen volume, DRD4 7-repeat carriers and DAT1 10/10 homozygotes showed opposite age relations depending on positive peer affiliation and maternal criticism, respectively. All results were independent of ADHD severity. The presence of differential age-dependent GxE effects might explain the diverse and sometimes opposing results of environmental and genetic effects on brain volumes observed so far. PMID:27218681

The Peer Social Networks of Young Children with Down Syndrome in Classroom Programmes

PubMed Central

Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

2010-01-01

Background The nature and characteristics of the peer social networks of young children with Down syndrome in classroom settings were examined within a developmental framework. Method Comparisons were made with younger typically developing children matched on mental age and typically developing children matched on chronological age. Results Similar patterns were found for all three groups for most peer social network measures. However, group differences were obtained for measures of teacher assistance and peer interactions in unstructured situations. Conclusions Positive patterns appeared to be related to the social orientation of children with Down syndrome and the special efforts of teachers to support children’s peer social networks. Findings also suggested that fundamental peer competence problems for children with Down syndrome remain and may best be addressed within the framework of contemporary models of peer-related social competence. PMID:21765644

Internet peer support for individuals with psychiatric disabilities: A randomized controlled trial.

PubMed

Kaplan, Katy; Salzer, Mark S; Solomon, Phyllis; Brusilovskiy, Eugene; Cousounis, Pamela

2011-01-01

Despite the prevalence of Internet support groups for individuals with mental illnesses little is known about the potential benefits, or harm, of participating in such groups. Therefore, this randomized controlled trial sought to determine the impact of unmoderated, unstructured Internet peer support, similar to what is naturally occurring on the Internet, on the well-being of individuals with psychiatric disabilities. Three hundred individuals resident in the USA diagnosed with a Schizophrenia Spectrum or an Affective Disorder were randomized into one of three conditions: experimental Internet peer support via a listserv, experimental Internet peer support via a bulletin board, or a control condition. Three measurement time points, baseline, 4- and 12 months post-baseline, assessed well-being by examining measures of recovery, quality of life, empowerment, social support, and distress. Time × group interactions in the repeated measures ANOVA showed no differences between conditions on the main outcomes. Post-hoc repeated measures ANOVAs found that those individuals who participated more in Internet peer support reported higher levels of distress than those with less or no participation (p = 0.03). Those who reported more positive experiences with the Internet peer support group also reported higher levels of psychological distress than those reporting less positive experiences (p = 0.01). Study results therefore do not support the hypothesis that participation in an unmoderated, unstructured Internet listserv or bulletin board peer support group for individuals with psychiatric disabilities enhances well-being. Counterintuitive findings demonstrating those who report more positive experiences also experienced higher levels of distress are discussed but we also point to the need for additional research. Future research should explore the various structures, formats, and interventions of Internet support, as well as the content and quality of interactions. Knowledge generated from such research can help to inform policies and guidelines for safely navigating online resources and supports to gain maximum benefit. Copyright © 2010 Elsevier Ltd. All rights reserved.

The relationship between school multiculturalism and interpersonal violence: an exploratory study.

PubMed

Le, Thao N; Johansen, Samantha

2011-11-01

Multiculturalism has been purported to be supportive of positive youth development and outcomes. This study examined the relationship between perceived school multiculturalism-whether youth felt and thought that their school and teachers supported and provided activities for diverse intergroup interactions-and serious interpersonal violence, and explored whether this relation was mediated by civic engagement, ethnic identity, ethnocultural empathy, and positive peers. An ethnically diverse sample of 324 middle-school youth (mean age: 12.5 years; range: 11-15 years; sex: 50% female) from a city in northern California participated in the study. Analyses consisted of structural equation modeling with bootstrapping. The results revealed a negative association between school multiculturalism and interpersonal violence that was fully mediated by positive peers and civic engagement. Although school multiculturalism was positively associated with ethnic identity, ethnic identity, in turn, was not significantly associated with interpersonal violence. School multiculturalism is an important protective factor against youth violence by facilitating positive peer relationships and community engagement among youth. Teachers, administrators, and health officials need to consider the ways in which they can facilitate and encourage greater understanding, openness, and respect for diversity, and promote harmonious interactions among different groups at schools. Greater institutional support for school multiculturalism through implementation of tolerance curriculum and activities, for example, could in turn facilitate favorable youth outcomes. © 2011, American School Health Association.

Fostering interprofessional teamwork in an academic medical center: Near-peer education for students during gross medical anatomy.

PubMed

Shields, Richard K; Pizzimenti, Marc A; Dudley-Javoroski, Shauna; Schwinn, Debra A

2015-01-01

The purpose of this report is to describe student satisfaction with a near-peer interprofessional education (IPE) session for physical therapy and medical students. Ten senior physical therapy students worked in peer-groups to develop a musculoskeletal anatomy demonstration for first-semester medical students. Together with their classmates, they demonstrated observation, palpation, and musculoskeletal assessment of the shoulder and scapular-thoracic articulation to medical student dissection groups in the Gross Anatomy laboratory. The medical students were encouraged to consider the synergistic function of shoulder structures and the potential impact of a selected pathology: rotator cuff injury. The session provided the medical students with an opportunity to integrate their new anatomical knowledge into a framework for clinical musculoskeletal evaluation. The experience offered senior physical therapy students an opportunity to work in teams with their peers, internalize and adapt to constructive feedback, and seek common ground with members of another profession. Both student groups reported a high degree of satisfaction with the sessions and expressed a desire for further interaction. These positive perceptions by student stakeholders have prompted us to consider additional IPE exchanges for the anatomy course in the upcoming school year. Given the positive outcome of this descriptive study, we now plan to systematically test whether near-peer IPE interactions can enhance the degree that students learn key anatomical concepts. © 2014 American Association of Anatomists.

Physiological Reactivity Moderates the Association between Parental Directing and Young Adolescent Friendship Adjustment

PubMed Central

Tu, Kelly M.; Erath, Stephen A.; Pettit, Gregory S.; El-Sheikh, Mona

2014-01-01

This study examined whether the longitudinal association between parental directing of friendships (i.e., encouraging or discouraging certain friendships) and young adolescents’ friendship adjustment (i.e., friendship quality and friends’ positive characteristics) was moderated by skin conductance level reactivity (SCLR) to peer stress. Participants included 123 young adolescents (M age = 12.03 years at T1; 50% boys; 58.5% European Americans). At T1 (summer before the transition to middle school), parents reported on the extent to which they directed adolescents toward or away from certain peers, and adolescents’ SCLR was assessed during a lab-based peer evaluation task. At T1 and T2 (spring of the first year of middle school), adolescents reported on the quality of their friendships and positive peer affiliations. Controlling for T1 friendship adjustment, parental directing predicted higher friendship quality and more positive peer affiliations, but only among young adolescents with lower SCLR, which was conceptualized as a marker of under-arousal and insensitivity to stress. Results are discussed with reference to the developmental period of early adolescence and related research on interactions between parental control and child characteristics as predictors of adolescent adjustment. PMID:25365119

Children's attitudes toward interaction with an unfamiliar peer with complex communication needs: comparing high- and low-technology devices.

PubMed

Dada, Shakila; Horn, Tenille; Samuels, Alecia; Schlosser, Ralf W

2016-12-01

This study examined the attitudes of children with typical development towards an unfamiliar peer with complex communication needs using augmentative and alternative communication (AAC) systems. Specifically, the study aimed to compare attitudes when the peer used mobile technology (i.e., iPad © 1 ) with an AAC-specific application (Proloquo2Go™ 2 ) versus a low-technology communication board. A within-group crossover design was utilized involving 78 children. Half of the participants (i.e., Group 1) viewed Video 1 of an unfamiliar peer with complex communication needs in a scripted communication interaction using an iPad with Proloquo2Go followed by Video 2 of the same interaction using a communication board. The other half of the participants (Group 2) viewed these videos in the reverse sequence. The Communication Aid/Device Attitudinal Questionnaire (CADAQ) was completed after watching each video. Results indicated that both groups were more positive towards Video 1 (iPad with Prologuo2Go) on certain dimensions of the CADAQ. The results are discussed and recommendations for future research provided.

"Make It Explicit!": Improving Collaboration through Increase of Script Coercion

ERIC Educational Resources Information Center

Papadopoulos, P. M.; Demetriadis, S. N.; Weinberger, A.

2013-01-01

This paper investigates the impact of the proposed "Make It Explicit!" technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent…

Emotional Identification with Teacher Identities in Student Teachers' Narrative Interaction

ERIC Educational Resources Information Center

Karlsson, Marie

2013-01-01

The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis…

Child-Child Interactions and Positive Social Focus among Preschool Children

ERIC Educational Resources Information Center

Naerland, Terje; Martinsen, Harald

2011-01-01

This study is based on video-recorded observations of 64 children during free play at their nursery. A measure of "social focus" in the preschool, regarded as an indicator of social status, was constructed from the amount of positive and neutral contacts children received from their peers. Only six children often received positive or…

Friend versus foe: Neural correlates of prosocial decisions for liked and disliked peers.

PubMed

Schreuders, Elisabeth; Klapwijk, Eduard T; Will, Geert-Jan; Güroğlu, Berna

2018-02-01

Although the majority of our social interactions are with people we know, few studies have investigated the neural correlates of sharing valuable resources with familiar others. Using an ecologically valid research paradigm, this functional magnetic resonance imaging study examined the neural correlates of prosocial and selfish behavior in interactions with real-life friends and disliked peers in young adults. Participants (N = 27) distributed coins between themselves and another person, where they could make selfish choices that maximized their own gains or prosocial choices that maximized outcomes of the other. Participants were more prosocial toward friends and more selfish toward disliked peers. Individual prosociality levels toward friends were associated negatively with supplementary motor area and anterior insula activity. Further preliminary analyses showed that prosocial decisions involving friends were associated with heightened activity in the bilateral posterior temporoparietal junction, and selfish decisions involving disliked peers were associated with heightened superior temporal sulcus activity, which are brain regions consistently shown to be involved in mentalizing and perspective taking in prior studies. Further, activation of the putamen was observed during prosocial choices involving friends and selfish choices involving disliked peers. These findings provide insights into the modulation of neural processes that underlie prosocial behavior as a function of a positive or negative relationship with the interaction partner.

Peer-group affiliation and adolescent self-esteem: an integration of ego-identity and symbolic-interaction theories.

PubMed

Brown, B B; Lohr, M J

1987-01-01

To evaluate expectations derived from ego-identity theory and symbolic-interaction theories about the association between self-concept and peer-group affiliations in adolescence, we examined the self-esteem of 221 7th through 12th graders associated by peers with one of five major school crowds and 106 students relatively unknown by classmates and not associated with any school crowd. Among crowd members, self-esteem was directly related to the position of one's crowd in the peer-group status hierarchy (based on both peer-rated and self-perceived crowd affiliation). Outsiders' self-esteem differed in relation to the accuracy of their reflected appraisal of and the salience they attached to crowd affiliation. Crowd members as a whole exhibited higher self-esteem than outsiders as a whole. Differences, however, were mediated by crowd status, salience of crowd affiliation, and the accuracy of reflected appraisals. An adequate interpretation of the findings required an integration of Festinger's (1954, 1957) social comparisons and cognitive-dissonance theories, Cooley's (1902) notions of reflected appraisal, and Newman and Newman's (1976) extrapolations from ego-identity theory.

Joint Rhythmic Movement Increases 4-Year-Old Children's Prosocial Sharing and Fairness Toward Peers.

PubMed

Rabinowitch, Tal-Chen; Meltzoff, Andrew N

2017-01-01

The allocation of resources to a peer partner is a prosocial act that is of fundamental importance. Joint rhythmic movement, such as occurs during musical interaction, can induce positive social experiences, which may play a role in developing and enhancing young children's prosocial skills. Here, we investigated whether joint rhythmic movement, free of musical context, increases 4-year-olds' sharing and sense of fairness in a resource allocation task involving peers. We developed a precise procedure for administering joint synchronous experience, joint asynchronous experience, and a baseline control involving no treatment. Then we tested how participants allocated resources between self and peer. We found an increase in the generous allocation of resources to peers following both synchronous and asynchronous movement compared to no treatment. At a more theoretical level, this result is considered in relation to previous work testing other aspects of child prosociality, for example, peer cooperation, which can be distinguished from judgments of fairness in resource allocation tasks. We draw a conceptual distinction between two types of prosocial behavior: resource allocation (an other-directed individual behavior) and cooperation (a goal-directed collaborative endeavor). Our results highlight how rhythmic interactions, which are prominent in joint musical engagements and synchronized activity, influence prosocial behavior between preschool peers.

Joint Rhythmic Movement Increases 4-Year-Old Children’s Prosocial Sharing and Fairness Toward Peers

PubMed Central

Rabinowitch, Tal-Chen; Meltzoff, Andrew N.

2017-01-01

The allocation of resources to a peer partner is a prosocial act that is of fundamental importance. Joint rhythmic movement, such as occurs during musical interaction, can induce positive social experiences, which may play a role in developing and enhancing young children’s prosocial skills. Here, we investigated whether joint rhythmic movement, free of musical context, increases 4-year-olds’ sharing and sense of fairness in a resource allocation task involving peers. We developed a precise procedure for administering joint synchronous experience, joint asynchronous experience, and a baseline control involving no treatment. Then we tested how participants allocated resources between self and peer. We found an increase in the generous allocation of resources to peers following both synchronous and asynchronous movement compared to no treatment. At a more theoretical level, this result is considered in relation to previous work testing other aspects of child prosociality, for example, peer cooperation, which can be distinguished from judgments of fairness in resource allocation tasks. We draw a conceptual distinction between two types of prosocial behavior: resource allocation (an other-directed individual behavior) and cooperation (a goal-directed collaborative endeavor). Our results highlight how rhythmic interactions, which are prominent in joint musical engagements and synchronized activity, influence prosocial behavior between preschool peers. PMID:28694786

Using Positive Education to Enliven the Teaching of Reading

ERIC Educational Resources Information Center

Jacobs, George M.; Renandya, Willy A.

2017-01-01

Positive education is a relatively new, student centred approach which takes an optimistic view of learning, seeks to build on students' individual and collective strengths and encourages students to take responsibility for collaboratively interacting with peers for the benefit of themselves and others. This article begins by explaining some of…

The interaction of social networks and child obesity prevention program effects: the pathways trial.

PubMed

Shin, Hee-Sung; Valente, Thomas W; Riggs, Nathaniel R; Huh, Jimi; Spruijt-Metz, Donna; Chou, Chih-Ping; Ann Pentz, Mary

2014-06-01

Social network analysis was used to examine whether peer influence from one's social networks moderates obesity prevention program effects on obesity-related behaviors: healthful and unhealthful. Participants included 557 children residing in Southern California. The survey assessed health-promoting behaviors (i.e., physical activity at school, physical activity outside of school, and fruit and vegetable intake), as well as unhealthful behaviors (high-calorie, low-nutrient intake and sedentary activity), and peer exposure calculated from social network nominations as indicators of peer influence. Multilevel models were conducted separately on outcomes predicted by program participation, peer exposure, and program participation by peer exposure. Results indicated that peer exposure was positively associated with one's own healthful and unhealthful behaviors. Program participation effects were moderated by peer influence, but only when unhealthful peer influence was present. Results suggest that peer influence can diminish or amplify prevention programs Future interventions should consider peer-led components to promote healthful influence of peers on healthful and unhealthful behaviors, and programs should be mindful that their effects are moderated by social networks. Copyright © 2014 The Obesity Society.

Children’s Engagement within the Preschool Classroom and Their Development of Self-Regulation

PubMed Central

Williford, Amanda P.; Vick Whittaker, Jessica E.; Vitiello, Virginia E.; Downer, Jason T.

2013-01-01

This study used an observational measure to examine how individual children’s engagement with teachers, peers, and tasks was associated with gains in self-regulation. A sample of 341 preschoolers was observed and direct assessments and teacher reports of self- regulation were obtained in the fall and spring of the preschool year. Research Findings Children’s positive engagement with teachers was related to gains in compliance/executive function and children’s active engagement with tasks was associated with gains in emotion regulation across the year. Engaging positively with teachers or peers was especially supportive of children’s gains in task orientation and reductions in dysregulation. Practice & Policy Results are discussed in relation to Vygotsky’s developmental theory, emphasizing that psychological processes are developed in the context of socially embedded interactions. Systematically observing how a child interacts with peers, teachers, and learning tasks in the preschool classroom holds potential to inform the creation of professional development aimed at supporting teachers in fostering individual children’s development within the early education environment. PMID:23441104

Laughter and the Management of Divergent Positions in Peer Review Interactions

PubMed Central

Raclaw, Joshua; Ford, Cecilia E.

2017-01-01

In this paper we focus on how participants in peer review interactions use laughter as a resource as they publicly report divergence of evaluative positions, divergence that is typical in the give and take of joint grant evaluation. Using the framework of conversation analysis, we examine the infusion of laughter and multimodal laugh-relevant practices into sequences of talk in meetings of grant reviewers deliberating on the evaluation and scoring of high-level scientific grant applications. We focus on a recurrent sequence in these meetings, what we call the score-reporting sequence, in which the assigned reviewers first announce the preliminary scores they have assigned to the grant. We demonstrate that such sequences are routine sites for the use of laugh practices to navigate the initial moments in which divergence of opinion is made explicit. In the context of meetings convened for the purposes of peer review, laughter thus serves as a valuable resource for managing the socially delicate but institutionally required reporting of divergence and disagreement that is endemic to meetings where these types of evaluative tasks are a focal activity. PMID:29170594

Online Peer-to-Peer Support for Young People With Mental Health Problems: A Systematic Review.

PubMed

Ali, Kathina; Farrer, Louise; Gulliver, Amelia; Griffiths, Kathleen M

2015-01-01

Adolescence and early adulthood are critical periods for the development of mental disorders. Online peer-to-peer communication is popular among young people and may improve mental health by providing social support. Previous systematic reviews have targeted Internet support groups for adults with mental health problems, including depression. However, there have been no systematic reviews examining the effectiveness of online peer-to-peer support in improving the mental health of adolescents and young adults. The aim of this review was to systematically identify available evidence for the effectiveness of online peer-to peer support for young people with mental health problems. The PubMed, PsycInfo, and Cochrane databases were searched using keywords and Medical Subject Headings (MeSH) terms. Retrieved abstracts (n=3934) were double screened and coded. Studies were included if they (1) investigated an online peer-to-peer interaction, (2) the interaction discussed topics related to mental health, (3) the age range of the sample was between 12 to 25 years, and (4) the study evaluated the effectiveness of the peer-to-peer interaction. Six studies satisfied the inclusion criteria for the current review. The studies targeted a range of mental health problems including depression and anxiety (n=2), general psychological problems (n=1), eating disorders (n=1), and substance use (tobacco) (n=2). The majority of studies investigated Internet support groups (n=4), and the remaining studies focused on virtual reality chat sessions (n=2). In almost all studies (n=5), the peer support intervention was moderated by health professionals, researchers or consumers. Studies employed a range of study designs including randomized controlled trials (n=3), pre-post studies (n=2) and one randomized trial. Overall, two of the randomized controlled trials were associated with a significant positive outcome in comparison to the control group at post-intervention. In the remaining four studies, peer-to-peer support was not found to be effective. This systematic review identified an overall lack of high-quality studies examining online peer-to-peer support for young people. Given that peer support is frequently used as an adjunct to Internet interventions for a variety of mental health conditions, there is an urgent need to determine the effectiveness of peer support alone as an active intervention.

Effects of the Caregiver Interaction Profile Training on Caregiver-Child Interactions in Dutch Child Care Centers: A Randomized Controlled Trial.

PubMed

Helmerhorst, Katrien O W; Riksen-Walraven, J Marianne A; Fukkink, Ruben G; Tavecchio, Louis W C; Gevers Deynoot-Schaub, Mirjam J J M

2017-01-01

Previous studies underscore the need to improve caregiver-child interactions in early child care centers. In this study we used a randomized controlled trial to examine whether a 5-week video feedback training can improve six key interactive skills of caregivers in early child care centers: Sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions. A total of 139 caregivers from 68 early child care groups for 0- to 4-year-old children in Dutch child care centers participated in this RCT, 69 in the intervention condition and 70 in the control condition. Caregiver interactive skills during everyday interactions with the children were rated from videotape using the Caregiver Interaction Profile (CIP) scales at pretest, posttest, and follow-up 3 months after the posttest. Results at posttest indicate a significant positive training effect on all six caregiver interactive skills. Effect sizes of the CIP training range between d  = 0.35 and d  = 0.79. Three months after the posttest, caregivers in the intervention group still scored significantly higher on sensitive responsiveness, respect for autonomy, verbal communication, and fostering positive peer interactions than caregivers in the control group with effect sizes ranging between d  = 0.47 and d  = 0.70. This study shows that the quality of caregiver-child interactions can be improved for all six important caregiver skills, with a relatively short training program. Possible ways to further improve the training and to implement it in practice and education are discussed.

Efficient and Effective Use of Peer Teaching for Medical Student Simulation.

PubMed

House, Joseph B; Choe, Carol H; Wourman, Heather L; Berg, Kristin M; Fischer, Jonathan P; Santen, Sally A

2017-01-01

Simulation is increasingly used in medical education, promoting active learning and retention; however, increasing use also requires considerable instructor resources. Simulation may provide a safe environment for students to teach each other, which many will need to do when they enter residency. Along with reinforcing learning and increasing retention, peer teaching could decrease instructor demands. Our objective was to determine the effectiveness of peer-taught simulation compared to physician-led simulation. We hypothesized that peer-taught simulation would lead to equivalent knowledge acquisition when compared to physician-taught sessions and would be viewed positively by participants. This was a quasi-experimental study in an emergency medicine clerkship. The control group was faculty taught. In the peer-taught intervention group, students were assigned to teach one of the three simulation-based medical emergency cases. Each student was instructed to master their topic and teach it to their peers using the provided objectives and resource materials. The students were assigned to groups of three, with all three cases represented; students took turns leading their case. Three groups ran simultaneously. During the intervention sessions, one physician was present to monitor the accuracy of learning and to answer questions, while three physicians were required for the control groups. Outcomes compared pre-test and post-test knowledge and student reaction between control and intervention groups. Both methods led to equally improved knowledge; mean score for the post-test was 75% for both groups (p=0.6) and were viewed positively. Students in the intervention group agreed that peer-directed learning was an effective way to learn. However, students in the control group scored their simulation experience more favorably. In general, students' response to peer teaching was positive, students learned equally well, and found peer-taught sessions to be interactive and beneficial.

Adolescent behavioral and neural reward sensitivity: a test of the differential susceptibility theory

PubMed Central

Richards, J S; Arias Vásquez, A; von Rhein, D; van der Meer, D; Franke, B; Hoekstra, P J; Heslenfeld, D J; Oosterlaan, J; Faraone, S V; Buitelaar, J K; Hartman, C A

2016-01-01

Little is known about the causes of individual differences in reward sensitivity. We investigated gene–environment interactions (GxE) on behavioral and neural measures of reward sensitivity, in light of the differential susceptibility theory. This theory states that individuals carrying plasticity gene variants will be more disadvantaged in negative, but more advantaged in positive environments. Reward responses were assessed during a monetary incentive delay task in 178 participants with and 265 without attention-deficit/hyperactivity disorder (ADHD), from N=261 families. We examined interactions between variants in candidate plasticity genes (DAT1, 5-HTT and DRD4) and social environments (maternal expressed emotion and peer affiliation). HTTLPR short allele carriers showed the least reward speeding when exposed to high positive peer affiliation, but the most when faced with low positive peer affiliation or low maternal warmth. DAT1 10-repeat homozygotes displayed similar GxE patterns toward maternal warmth on general task performance. At the neural level, DRD4 7-repeat carriers showed the least striatal activation during reward anticipation when exposed to high maternal warmth, but the most when exposed to low warmth. Findings were independent of ADHD severity. Our results partially confirm the differential susceptibility theory and indicate the importance of positive social environments in reward sensitivity and general task performance for persons with specific genotypes. PMID:27045841

Healthcare Providers’ Perceptions of Breastfeeding Peer Counselors in the Neonatal Intensive Care Unit

PubMed Central

Rossman, Beverly; Engstrom, Janet L.; Meier, Paula P.

2012-01-01

In this qualitative descriptive study we examined the perceptions of 17 neonatal intensive care unit (NICU) healthcare providers (nurses, neonatologists, lactation consultants, and dietitians) about the role of breastfeeding peer counselors who were mothers of former NICU infants and who provided primary lactation care in the NICU. Findings revealed that the healthcare providers respected the peer counselors’ lactation expertise and identified three critical elements that contributed to the effectiveness of the peer counseling program: having a champion for the program, counselors being mothers of former NICU infants, and a NICU culture supportive of using human milk. Healthcare providers thought the peer counselors enhanced care of the infant by empowering mothers to provide milk and by facilitating and modeling positive patterns of maternal-infant interactions. PMID:22753129

Healthcare providers' perceptions of breastfeeding peer counselors in the neonatal intensive care unit.

PubMed

Rossman, Beverly; Engstrom, Janet L; Meier, Paula P

2012-10-01

In this qualitative descriptive study we examined the perceptions of 17 neonatal intensive care unit (NICU) healthcare providers (nurses, neonatologists, lactation consultants, and dietitians) about the role of breastfeeding peer counselors who were mothers of former NICU infants and who provided primary lactation care in the NICU. Findings revealed that the healthcare providers respected the peer counselors' lactation expertise and identified three critical elements that contributed to the effectiveness of the peer counseling program: having a champion for the program, counselors being mothers of former NICU infants, and a NICU culture supportive of using human milk. Healthcare providers thought the peer counselors enhanced care of the infant by empowering mothers to provide milk and by facilitating and modeling positive patterns of maternal-infant interactions. Copyright © 2012 Wiley Periodicals, Inc.

Brief report: the association between peer victimization, prosocial support, and treatment adherence in children and adolescents with Inflammatory Bowel Disease.

PubMed

Janicke, David M; Gray, Wendy N; Kahhan, Nicole A; Follansbee Junger, Katherine W; Marciel, Kristen K; Storch, Eric A; Jolley, Christopher D

2009-08-01

To examine the relationship between peer victimization, prosocial support, and treatment adherence in children and adolescents with Inflammatory Bowel Disease (IBD). Thirty-eight children diagnosed with IBD, between the ages of 7-19 years, and their parents were recruited from an outpatient Gastroenterology Clinic. Each child completed the Social Experience Questionnaire. The child, parent, and treating physician completed a one-item measure of child medication adherence. Child reported positive social interactions moderated the relationship between child reported peer victimization and self-reported medication adherence (t = -2.09; p = .045). These relationships held when parent report of child adherence was substituted for child reported adherence in this model (t = -2.37; p = .024). The findings from this pilot study suggest that prosocial support may buffer children with IBD from experiencing the more negative effects of peer victimization on treatment adherence and highlight the importance of social interactions in youth with IBD. Implications for treatment are discussed.

Preschool Children’s Behavioral Tendency toward Social Indirect Reciprocity

PubMed Central

Kanazawa, Tadahiro; Hinobayashi, Toshihiko

2013-01-01

Social indirect reciprocity seems to be crucial in enabling large-scale cooperative networks among genetically unrelated individuals in humans. However, there are relatively few studies on social indirect reciprocity in children compared to adults. Investigating whether young children have a behavioral tendency toward social indirect reciprocity will help us understand how and when the fundamental ability to form cooperative relationships among adults is acquired. Using naturalistic observation at a nursery school, this study examined whether 5- to 6-year-olds show a behavioral tendency to engage in social indirect reciprocity in response to their peers’ prosocial behavior toward a third party. The results revealed that bystander children tended to display prosocial behavior toward their peers more frequently after observing these peers’ prosocial behavior toward third-party peers, compared with control situations; this suggests that 5- to 6-year-olds may have an essential behavioral tendency to establish social indirect reciprocity when interacting with peers in their daily lives. In addition, bystanders tended to display affiliative behavior after observing focal children’s prosocial behavior. In other words, observing peers’ prosocial behavior toward third-party peers evoked bystanders’ positive emotions toward the helpers. Considering both the present results and previous findings, we speculate that in preschoolers, such positive emotions might mediate the increase in the bystander’s prosocial behavior toward the helper. In addition, an intuitional emotional process plays an important role in the preschooler’s behavioral tendency toward social indirect reciprocity in natural interactions with peers. PMID:23951040

Mothers’ Reports of Play Dates and Observation of School Playground Behavior of Children Having High-Functioning Autism Spectrum Disorders

PubMed Central

Frankel, Frederick D.; Gorospe, Clarissa M.; Chang, Ya-Chih; Sugar, Catherine A.

2010-01-01

Background Children with high functioning autism spectrum disorders (ASD) are generally included with typically developing peers at school. They have difficulties interacting with peers on the school play ground. Previous literature suggests that having play dates in the home may be related to better peer acceptance at school. Methods This study examines the relationship between mother-reported play date frequency and amount of conflict, and peer interaction observed on the school playground for a sample of 27 boys and 4 girls meeting structured interview and observation criteria for ASD. Measures of intellectual functioning, adaptive behavior, and social skills were included in a stepwise regression analysis to account for their impact on relationships between maternal play date reports, general peer acceptance at school (as rated by the child’s teacher) and observations of school playground behavior. Results Results revealed that children with autism spectrum disorders who had more play dates in their home tended to spend a greater amount of time engaged in behaviors such as mutual offering of objects, conversing and other turn taking activities with peers on the school playground. They also received more positive responses to their overtures from peers. These relationships remained highly significant even after accounting for other demographic, general social, and cognitive variables. Conclusions The present results suggest that play date frequency is strongly related to school playground behavior. Due to the design of this study, future research must assess whether play dates in the home promote better peer relationships on the playground or the reverse. In either case, the assessment of play dates, as well as observation of spontaneous unsupervised social interactions are important outcome measures to consider in social skills interventions for children with high functioning ASD. PMID:20860756

Positive Social Support, Negative Social Exchanges, and Suicidal Behavior in College Students

ERIC Educational Resources Information Center

Hirsch, Jameson K.; Barton, Alison L.

2011-01-01

Objective: Risk for suicide is often higher among college students, compared to same-age noncollegiate peers, and may be exacerbated by quality of social support and interactions. The authors examined the independent contributions of positive social support and negative social exchanges to suicide ideation and attempts in college students.…

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.

PubMed

Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

2015-02-01

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Reading Buddies: A Strategy to Increase Peer Interaction in Students with Autism

ERIC Educational Resources Information Center

Simpson, Lisa A.; Bui, Yvonne

2017-01-01

Students with autism spectrum disorder (ASD) are often challenged by social interaction and may require substantial support to interact with peers even in inclusive settings. Having adults support students with ASD during peer interactions, however, may ostracize the student from peers without disabilities. Peer-mediated strategies are needed so…

The effect of peer interactions on Newtonian thinking in secondary physics: What are they saying? How does it help?

NASA Astrophysics Data System (ADS)

Crowe, Jacalyn

Many studies in the field of Physics Education Research (PER) have demonstrated that courses which include a component of interaction among peers achieve significantly higher gains in conceptual understanding. Few of those studies have closely examined the content of those interactions and the role that they play in achieving those gains. This study evaluates the role of peer interaction in children's understanding of Newtonian physics and analyzes the characteristics of peer interaction that are conducive to better learning. The current study took place in a suburban public high school, in a college-preparatory, introductory course in physics. One hundred and seventy eight students were randomly placed in the eight classes participating in the study. Two of the classes were randomly chosen to constitute the treatment group and were taught by the principal investigator. The remaining six classes were taught by five other instructors in the department and served as a control or comparison group. One class session of each instructor was videotaped to assess how class time was typically utilized. In all classes, students used the same textbook, and completed the same problem sets and laboratory investigations. Students in the treatment group participated in peer instruction activities, approximately twice per week, over the course of the semester. Results showed a significant effect of treatment on achievement from pre- to post-test, based on scores on the Force and Motion Conceptual Evaluation (FMCE). Employing peer instruction methods did not require additional instructional time overall. Analysis of classroom videotapes demonstrated that a greater portion of class time is dedicated to active student discussion in classes where peer instruction methods are employed. Conversational data revealed that, in peer discussions, students were routinely involved in conversational mechanisms such as articulating their own thinking, questioning, and explanation. Each of these behaviors is believed to support improved conceptual understanding. Correlating the quantity of total comments and number of substantive comments to achievement on the FMCE post-test produced mixed results, with some significant positive correlations and other positive but non-significant ones. Failure to reach significance for these correlations may have resulted from the small sample size. A focus on changes in students' conceptions about force and motion, as identified by analysis of clusters of FMCE questions, revealed significant differences in changes in those conceptions between the treatment and control groups. Anecdotal evidence from transcripts supports the assertion that, in their conversations, students routinely articulated and discussed their own ideas about these relationships. In conclusion, the study provided evidence that peer instruction methods are an effective and efficient method of supporting improved conceptual understanding for students in a first course in mechanics, but no specific factors present in the discussions could be identified as playing a role for every student. Instead, different aspects of the discussions' format and content may have contributed to the overall achievement of students participating in the discussions.

More normal than not: a qualitative assessment of the developmental experiences of gay male youth.

PubMed

Eccles, Thomas A; Sayegh, M A; Fortenberry, J D; Zimet, G D

2004-11-01

To examine gay youth experiences within the context of normal adolescent development. Thematic analyses of interviews with 13 self-identified gay male youth, aged 16-22 years, each reporting minimal sexual identity distress, were completed. Interviews focused on: (a) descriptions of developmental changes perceived to occur for all adolescents, (b) descriptions of the participants' developmental experience, and (c) participants' direct comparisons of their perceptions of gay and nongay developmental experience. Data were analyzed by two investigators who, after initial review of the interview transcripts, developed a unified coding template to permit systematic analysis of the transcripts for recurrent themes. (a) Few (2 of 13) participants reported overall developmental experience markedly different from nongay peers. (b) Peer interaction was seen as the domain most different from that of nongay peers. (c) Open gay self-identification altered, generally positively, all peer interaction. (d) Increased peer interaction enhanced maturity in other domains. (e) Family dynamics were not substantively altered by open gay self-identification. (f) Middle and high school were identified as relatively hostile environments in which to openly identify as gay, affecting the timing and the extent of self-disclosure. (g) Developmental progress showed asynchrony across developmental domains. General developmental dysfunction is not inevitable for gay adolescents, nor is identifiable personal or family pathology directly related to sexual identity.

Social Behaviors Increase in Children with Autism in the Presence of Animals Compared to Toys

PubMed Central

O'Haire, Marguerite E.; McKenzie, Samantha J.; Beck, Alan M.; Slaughter, Virginia

2013-01-01

Background Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys. Methods Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling. Results Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys. Conclusions These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD. PMID:23468902

Social behaviors increase in children with autism in the presence of animals compared to toys.

PubMed

O'Haire, Marguerite E; McKenzie, Samantha J; Beck, Alan M; Slaughter, Virginia

2013-01-01

Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys. Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling. Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys. These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD.

The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder.

PubMed

Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy

2007-01-01

This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play.

The Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Student with Autism Spectrum Disorder

PubMed Central

Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy

2007-01-01

This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play. PMID:17624077

Impact of Sensory Sensitivity on Physiological Stress Response and Novel Peer Interaction in Children with and without Autism Spectrum Disorder.

PubMed

Corbett, Blythe A; Muscatello, Rachael A; Blain, Scott D

2016-01-01

For many children with Autism Spectrum Disorder (ASD), social interactions can be stressful. Previous research shows that youth with ASD exhibit greater physiological stress response during peer interaction, compared to typically developing (TD) peers. Heightened sensory sensitivity may contribute to maladaptive patterns of stress and anxiety. The current study investigated between-group differences in stress response to peer interaction, as well as the role of sensory sensitivity. Participants included 80 children (40 ASD) between 8 and 12 years. Children participated in the peer interaction paradigm (PIP), an ecologically valid protocol that simulates real-world social interaction. Salivary cortisol was collected before and after the 20 min PIP. Parents completed questionnaires pertaining to child stress (Stress Survey Schedule) and sensory sensitivity (Short Sensory Profile). Statistical analyses included t-tests and ANCOVA models to examine between-group differences in cortisol and play; Pearson correlations to determine relations between cortisol, play, and questionnaire scores; and moderation analyses to investigate interactions among variables. Controlling for baseline cortisol values, children with ASD showed significantly higher cortisol levels than TD peers, in response to the PIP [F (1, 77) = 5.77, p = 0.02]. Cortisol during play was negatively correlated with scores on the SSP (r = -0.242, p = 0.03), and positively correlated with SSS (r = 0.273, p = 0.02) indicating that higher cortisol was associated with greater sensory sensitivity (lower SSP reflects more impairment) and enhanced stress in various contexts (higher SSS reflects more stress). Furthermore, diagnosis was a significant moderator of the relation between cortisol and SSP, at multiple time points during the PIP (p < 0.05). The current study extends previous findings by showing that higher physiological arousal during play is associated with heightened sensory sensitivity and a pattern of increased stress in various contexts. RESULTS are discussed in a broader context, emphasizing the need to examine relationships between social, behavioral, and physiological profiles in ASD to enhance understanding and improve treatments aimed at ameliorating stress and sensory dysfunction, while enhancing social skills.

Playing the Fertility Game at Work: An Equilibrium Model of Peer Effects.

PubMed

Ciliberto, Federico; Miller, Amalia R; Nielsen, Helena Skyt; Simonsen, Marianne

2016-08-01

We study workplace peer effects in fertility decisions using a game theory model of strategic interactions among coworkers that allows for multiple equilibria. Using register-based data on fertile-aged women working in medium sized establishments in Denmark, we uncover negative average peer effects. Allowing for heterogeneous effects by worker type, we find that positive effects dominate across worker types defined by age or education. Negative effects dominate within age groups and among low-education types. Policy simulations show that these estimated effects make the distribution of where women work an important consideration, beyond simply if they work, in predicting population fertility.

Playing the Fertility Game at Work: An Equilibrium Model of Peer Effects

PubMed Central

Ciliberto, Federico; Miller, Amalia R.; Nielsen, Helena Skyt; Simonsen, Marianne

2016-01-01

We study workplace peer effects in fertility decisions using a game theory model of strategic interactions among coworkers that allows for multiple equilibria. Using register-based data on fertile-aged women working in medium sized establishments in Denmark, we uncover negative average peer effects. Allowing for heterogeneous effects by worker type, we find that positive effects dominate across worker types defined by age or education. Negative effects dominate within age groups and among low-education types. Policy simulations show that these estimated effects make the distribution of where women work an important consideration, beyond simply if they work, in predicting population fertility. PMID:27605729

"The right help at the right time": Positive constructions of peer and professional support for breastfeeding.

PubMed

Burns, Elaine; Schmied, Virginia

2017-10-01

Support during the early establishment phase of breastfeeding is important but women report that health professionals can undermine their confidence with breastfeeding. Breastfeeding support provided in fragmented hospital based models of care predominantly reflect authoritative expert advice-giving which women describe as conflicting and unsupportive. Women show a preference for support from a known midwife, or a peer supporter, or a combination of the two. Peer support counsellors and privately practicing midwives approached breastfeeding support in a similar way. They interacted with women as a ‘knowledgeable friend’ and normalised breastfeeding challenges which enhanced women’s confidence with breastfeeding.

The effect of peer tutoring on interaction behaviors in inclusive physical education.

PubMed

Klavina, Aija; Block, Martin E

2008-04-01

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical education settings under three instructional support conditions for students with SMD: (a) teacher-directed, (b) peer-mediated, and (c) voluntary peer support. During peer-mediated and voluntary peer support conditions, the instructional and physical interaction behaviors between students with SMD and their peers increased, while social interactions remained low. The activity engagement time data increased for all target students throughout intervention sessions. Interactions between students with SMD and teachers decreased toward the end of intervention.

Multiple dimensions of peer influence in adolescent romantic and sexual relationships: a descriptive, qualitative perspective.

PubMed

Suleiman, Ahna Ballonoff; Deardorff, Julianna

2015-04-01

Adolescents undergo critical developmental transformations that increase the salience of peer influence. Peer interactions (platonic and romantic) have been found to have both a positive and negative influence on adolescent attitudes and behaviors related to romantic relationships and sexual behavior. This study used qualitative methodology to explore how peers influence romantic and sexual behavior. Forty adolescents participated in individual semi-structured interviews. All interviews were audio recorded and transcribed, and analyzed using a modified grounded theory approach. The concept of peer influence on romantic relationships and sexual behavior emerged as a key theme. Youth described that platonic peers (friends) influenced their relationships and sexual behavior including pressuring friends into relationships, establishing relationships as currency for popularity and social status, and creating relationship norm and expectations. Romantic peers also motivated relationship and sexual behavior as youth described engaging in behavior to avoid hurting and successfully pleasing their partners. Future research should explore multiple types of peer influence in order to better inform interventions to improve the quality of adolescents' romantic and sexual relationships.

Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use

ERIC Educational Resources Information Center

Biggs, Elizabeth E.; Carter, Erik W.; Gustafson, Jenny

2017-01-01

Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multiple-probe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms.…

Perceptions of intimacy and friendship reciprocity moderate peer influence on aggression.

PubMed

Meter, Diana J; Casper, Deborah M; Card, Noel A

2015-01-01

Previous research has shown that close friends' influence can exacerbate adolescents' aggressive behavior, but results of studies which examine whether friendships of greater or lesser qualities moderate peer influence effects are inconsistent. The present study tested whether the perception of the positive friendship quality of intimate exchange and friendship reciprocity moderated best friend influence on participant aggression over time. The 243 participants were approximately 12 years old and ethnically diverse. Neither intimate exchange nor reciprocity significantly moderated friend influence on aggression in a simple way, but the interaction of intimate exchange and friendship reciprocity predicted peer influence on participants' aggression over time. Specifically, highly intimate, nonreciprocal best friendships and less intimate, reciprocal best friendships showed greatest influence when friends' proportion of peer nominations for aggression was high. Reciprocity and intimacy should be considered when predicting peer influence on aggression. © 2014 Wiley Periodicals, Inc.

SOCIAL PSYCHOLOGICAL DYNAMICS OF ENHANCED HIV RISK REDUCTION AMONG PEER INTERVENTIONISTS

PubMed Central

Dickson-Gomez, Julia; Weeks, Margaret R.; Convey, Mark; Li, Jianghong

2014-01-01

The authors present a model of interactive social psychological and relational feedback processes leading to human immunodeficiency virus (HIV) risk reduction behavior change among active drug users trained as Peer Health Advocates (PHAs). The model is supported by data from qualitative interviews with PHAs and members of their drug-using networks in the Risk Avoidance Partnership (RAP) project. Results suggest three mutually reinforcing social psychological processes that motivate PHAs to provide HIV prevention intervention to their peers and to reduce their own risk behaviors: development of a prosocial identity, positive social reinforcement from drug users and community members, and cognitive dissonance associated with continued risk behavior while engaging in health advocacy. These processes directly influence peer interventionists’ motivation and efficacy to continue giving intervention to their peers, and to reduce their HIV risk behaviors. The authors discuss implications of the model for continued research on effective HIV prevention in high-risk groups. PMID:25414528

Perceptions of intimacy and friendship reciprocity moderate peer influence on aggression.

PubMed

Meter, Diana J; Casper, Deborah M; Card, Noel A

2014-12-15

Previous research has shown that close friends' influence can exacerbate adolescents' aggressive behavior, but results of studies which examine whether friendships of greater or lesser qualities moderate peer influence effects are inconsistent. The present study tested whether the perception of the positive friendship quality of intimate exchange and friendship reciprocity moderated best friend influence on participant aggression over time. The 243 participants were approximately 12 years old and ethnically diverse. Neither intimate exchange nor reciprocity significantly moderated friend influence on aggression in a simple way, but the interaction of intimate exchange and friendship reciprocity predicted peer influence on participants' aggression over time. Specifically, highly intimate, nonreciprocal best friendships and less intimate, reciprocal best friendships showed greatest influence when friends' proportion of peer nominations for aggression was high. Reciprocity and intimacy should be considered when predicting peer influence on aggression. Aggr. Behav. 9999:1-11, 2014. © 2014 Wiley Periodicals, Inc. © 2014 Wiley Periodicals, Inc.

Positive teacher and peer relations combine to predict primary school students' academic skill development.

PubMed

Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2015-04-01

This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. (c) 2015 APA, all rights reserved).

Physical Appearance Cues and Interpersonal Attraction in Children

ERIC Educational Resources Information Center

Kleck, Robert E.; And Others

1974-01-01

Two studies are reported which demonstrate a positive relationship between sociometric status (after two weeks of intense social interaction) and social acceptance judged from photographs by an independent group of peers. Acceptance was found to be related to physical attractiveness. (ST)

Positive and Negative Peer Influence in Residential Care.

PubMed

Huefner, Jonathan C; Smith, Gail L; Stevens, Amy L

2017-10-13

The potential for negative peer influence has been well established in research, and there is a growing interest in how positive peer influence also impacts youth. No research, however, has concurrently examined positive and negative peer influence in the context of residential care. Clinical records for 886 residential care youth were used in a Hierarchical Linear Model analysis to examine the impact of negative and positive peer influence on naturally occurring patterns of serious problem behavior over time. Negative peer influence, where the majority of youth in a home manifested above the average number of serious behavior problems, occurred 13.7% of the time. Positive peer influence, where the majority of youth manifested no serious problem behaviors for the month, occurred 47.7% of the time. Overall, youth problem behavior improved over time. There were significantly lower rates of serious problem behavior in target youth during positive peer influence months. Conversely, there were significantly higher rates of serious problem behaviors in target youth during negative peer influence months. Negative peer influence had a relatively greater impact on target peers' serious behavior problems than did positive peer influence. Caregiver experience significantly reduced the impact of negative peer influence, but did not significantly augment positive peer influence. Months where negative peer influence was combined with inexperienced caregivers produced the highest rates of serious problem behavior. Our results support the view that residential programs for troubled youth need to create circumstances that promote positive and control for negative peer influence.

The Two Faces of Social Interaction Reward in Animal Models of Drug Dependence.

PubMed

El Rawas, Rana; Saria, Alois

2016-03-01

Drug dependence is a serious health and social problem. Social factors can modify vulnerability to developing drug dependence, acting as risk factors or protective factors. Whereas stress and peer environment that encourage substance use may increase drug taking, strong attachments between family members and peer environment that do not experience drug use may protect against drug taking and, ultimately, drug dependence. The rewarding effects of drug abuse and social interaction can be evaluated using animal models. In this review we focus on evaluating social interaction reward in the conditioned place preference paradigm. We give an overview of how social interaction, if made available within the drug context, may facilitate, promote and interact with the drug's effects. However, social interaction, if offered alternatively outside the drug context, may have pronounced protective effects against drug abuse and relapse. We also address the importance of the weight difference parameter between the social partners in determining the positive or "agonistic" versus the hostile or "antagonistic" social interaction. We conclude that understanding social interaction reward and its subsequent effects on drug reward is sorely needed for therapeutic interventions against drug dependence.

Successful peer review of courses: a case study.

PubMed

Horowitz, S; Van Eyck, S; Albanese, M

1998-03-01

The authors describe their school's system of peer review for courses, established in 1988 to facilitate faculty evaluation and continual course and curriculum improvement. (The system has been temporarily suspended while the school's new curriculum becomes established.) They explain how the system was created and then report how faculty reviews of courses over the five-year operation of the system compared with students' reviews of the same courses. The faculty and students' ratings were in agreement 75% of the time. When not in agreement, the students' ratings tended to upgrade courses that were not very demanding, had easy grading, and emphasized clinical details, often at the expense of basic concepts and the big picture. The authors then document how the work of the peer review system favorably influenced the transformation of the school's curriculum. They also provide guidelines for the creation and operation of a course review process that uses faculty peers. The authors maintain that the peer review system worked because it was run by a committee of experienced and respected teachers who had been selected by their peers, the other faculty. Additional reasons for its success were that the school's faculty supported and respected the committee and its work, that course directors helped evaluate their courses, and that peer reviewers took their work seriously despite having no remuneration, and the clearly positive impact of the review system on faculty interaction, faculty-student interaction, and the reform of the curriculum.

Online sexual solicitation by adults and peers - Results from a population based German sample.

PubMed

Sklenarova, Halina; Schulz, Anja; Schuhmann, Petya; Osterheider, Michael; Neutze, Janina

2018-02-01

Prevalence of Internet use among adolescents is high, but little is known about the online sexual activities of German adolescents. This study aimed to describe the 12-month prevalence of German adolescents' online sexual experiences with a focus on Online Sexual Solicitation (OSS, subjectively negative online sexual experiences with a peer or any sexual online experience, positive or negative, with an adult). A sample of male and female adolescents aged 14-17 (N=2238) was recruited using online survey panel. The sample was representative for gender and education. Subjects completed an online survey reporting their online sexual activities (i.e., sexual conversation, exchanging pictures, and cybersex) with peers (14-17y.) and/or adults (≥18y.). Findings illustrated that 51.3% (n=1148) of adolescents had experienced online sexual activity, which mostly involved peers (n=969; 84.4%). In contrast, 23.2% (n=519) of the adolescents experienced OSS with 2.6% (n=57) reporting subjectively negative online sexual interactions with peers and 22.2% (n=490) reporting online sexual interactions with adults, of which 10.4% (n=51) were perceived as negative. The findings suggest that adolescents frequently engage in sexual interactions on the Internet with only a relatively small number perceiving such contacts as exploitative. In addition, females and adolescents with incomplete family situation, foreign nationality, higher education, homo- or bisexual orientation, and those without perceived social support reported OSS significantly more often. Copyright © 2017 Elsevier Ltd. All rights reserved.

Predictors of premarital sexual activity among unmarried youth in Vientiane, Lao PDR: the role of parent-youth interactions and peer influence.

PubMed

Sychareun, Vanphanom; Phengsavanh, Alongkone; Hansana, Visanou; Chaleunvong, Kongmany; Kounnavong, Sengchan; Sawhney, Monika; Durham, Jo

2013-01-01

Research indicates that adolescents in low-income countries have an early sexual debut and engage in risky sexual behaviours. Few studies in low-income countries however, have explored the factors that influence young people's sexual behaviours. This study examined individual, family and peer-level factors associated with premarital sexual behaviours in the Lao People's Democratic Republic (PDR). A cross-sectional survey was undertaken with unmarried youth aged 18 to 24 years (N = 1200) in Vientiane Capital City. Logistic regression models, controlling for confounding variables, were employed to test for the contribution of factors influencing premarital sexual activity. Most respondents held positive attitudes towards premarital sex, with males having more liberal attitudes than females (mean score of 2.68 vs. 2.32, p < 0.001). Prevalence of premarital sexual activity was higher among males than females (44.7% and 19.2%, respectively). Predictors of premarital sex for males were age, sexual attitudes, perceived parental expectations regarding sex, dating and peer influence. For females, predictors were father's level of education, parent-youth sexual communication, peer influence and liberal sexual attitudes. The results highlight the role of parent-youth interaction and peer influence. The results suggest the need for a range of strategies at the individual, peer and family level, as well as a gender-specific focus.

Mothers' reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders.

PubMed

Frankel, Frederick D; Gorospe, Clarissa M; Chang, Ya-Chih; Sugar, Catherine A

2011-05-01

Children with high-functioning autism spectrum disorders (ASD) are generally included with typically developing peers at school. They have difficulties interacting with peers on the school playground. Previous literature suggests that having play dates in the home may be related to better peer acceptance at school. This study examines the relationship between mother-reported play date frequency and amount of conflict, and peer interaction observed on the school playground for a sample of 27 boys and 4 girls meeting structured interview and observation criteria for ASD. Measures of intellectual functioning, adaptive behavior, and social skills were included in a stepwise regression analysis to account for their impact on relationships between maternal play date reports, general peer acceptance at school (as rated by the child's teacher) and observations of school playground behavior. Results revealed that children with autism spectrum disorders who had more play dates in their home tended to spend a greater amount of time engaged in behaviors such as mutual offering of objects, conversing and other turn-taking activities with peers on the school playground. They also received more positive responses to their overtures from peers. These relationships remained highly significant even after accounting for other demographic, general social, and cognitive variables. The present results suggest that play date frequency is strongly related to school playground behavior. Owing to the design of this study, future research must assess whether play dates in the home promote better peer relationships on the playground or the reverse. In either case, the assessment of play dates, as well as observation of spontaneous unsupervised social interactions, are important outcome measures to consider in social skills interventions for children with high-functioning ASD. © 2010 The Authors. Journal of Child Psychology and Psychiatry © 2010 Association for Child and Adolescent Mental Health.

Potential Benefits of Incorporating Peer-to-Peer Interactions Into Digital Interventions for Psychotic Disorders: A Systematic Review.

PubMed

Biagianti, Bruno; Quraishi, Sophia H; Schlosser, Danielle A

2018-04-01

Peer-to-peer interactions and support groups mitigate experiences of social isolation and loneliness often reported by individuals with psychotic disorders. Online peer-to-peer communication can promote broader use of this form of social support. Peer-to-peer interactions occur naturally on social media platforms, but they can negatively affect mental health. Recent digital interventions for persons with psychotic disorders have harnessed the principles of social media to incorporate peer-to-peer communication. This review examined the feasibility, acceptability, and preliminary efficacy of recent digital interventions in order to identify strategies to maximize benefits of online peer-to-peer communication for persons with psychotic disorders. An electronic database search of PubMed, EMBASE, PsycINFO, Ovid MEDLINE, Cochrane Central Register of Controlled Trials, and Health Technology Assessment Database was conducted in February 2017 and yielded a total of 1,015 results. Eight publications that reported data from six independent trials and five interventions were reviewed. The technology supporting peer-to-peer communication varied greatly across studies, from online forums to embedded social networking. When peer-to-peer interactions were moderated by facilitators, retention, engagement, acceptability, and efficacy were higher than for interventions with no facilitators. Individuals with psychotic disorders were actively engaged with moderated peer-to-peer communication and showed improvements in perceived social support. Studies involving service users in intervention design showed higher rates of acceptability. Individuals with psychotic disorders value and benefit from digital interventions that include moderated peer-to-peer interactions. Incorporating peer-to-peer communication into digital interventions for this population may increase compliance with other evidence-based therapies by producing more acceptable and engaging online environments.

Cognitive impulsivity and the development of delinquency from late childhood to early adulthood: Moderating effects of parenting behavior and peer relationships.

PubMed

Menting, Barbara; Van Lier, Pol A C; Koot, Hans M; Pardini, Dustin; Loeber, Rolf

2016-02-01

Cognitive impulsivity may increase children's risk of developing delinquent behavior. However, the influence of cognitive impulsivity may depend on social environmental risk factors. This study examined the moderating effect of late childhood parenting behaviors and peer relations on the influence of children's cognitive impulsivity on delinquency development across adolescence and early adulthood, while taking possible interactions with intelligence also into account. Delinquent behavior of 412 boys from the Pittsburgh Youth Study was measured annually from ages 13 to 29 years with official arrest records. Cognitive impulsivity (neurocognitive test scores) and intelligence were assessed at age 12-13. Parenting behaviors (persistence of discipline, positive reinforcement, and parental knowledge), peer delinquency, and peer conventional activities were assessed between ages 10 and 13 years. Results showed that, while controlling for intelligence, the influence of youths' cognitive impulsivity on delinquency depended on their parents' behaviors. An interaction was found among cognitive impulsivity, intelligence, and peer delinquency, but instead of cognitive impulsivity, the effect of intelligence on delinquency was particularly moderated. Overall, findings suggest that when there was moderation, high cognitive impulsivity and low intelligence were associated with an increased probability for engaging in delinquency predominantly among boys in a good social environment, but not in a poor social environment.

Does Sexual Self-Concept Ambiguity Moderate Relations Among Perceived Peer Norms for Alcohol Use, Alcohol-Dependence Symptomatology, and HIV Risk-Taking Behavior?

PubMed Central

Talley, Amelia E; Brown, Jennifer L; Stevens, Angela K; Littlefield, Andrew K

2014-01-01

Objective: The current study examines the relation between peer descriptive norms for alcohol involvement and alcohol-dependence symptomatology and whether this relation differs as a function of sexual self-concept ambiguity (SSA). This study also examines the associations among peer descriptive norms for alcohol involvement, alcohol-dependence symptomatology, and lifetime HIV risk-taking behavior and how these relations are influenced by SSA. Method: Women between ages 18 and 30 years (N = 351; M = 20.96, SD = 2.92) completed an online survey assessing sexual self-concept, peer descriptive norms, alcohol-dependence symptomatology, and HIV risk-taking behaviors. Structural equation modeling was used to test hypotheses of interest. Results: There was a significant latent variable interaction between SSA and descriptive norms for peer alcohol use. There was a stronger positive relationship between peer descriptive norms for alcohol and alcohol-dependence symptomatology when SSA was higher compared with when SSA was lower. Both latent variables exhibited positive simple associations with alcohol-dependence symptoms. Peer descriptive norms for alcohol involvement directly and indirectly influenced HIV risk-taking behaviors, and the indirect influence was conditional based on SSA. Conclusions: The current findings illustrate complex, nuanced associations between perceived norms, identity-related self-concepts, and risky health behaviors from various domains. Future intervention efforts may be warranted to address both problem alcohol use and HIV-risk engagement among individuals with greater sexual self-concept ambiguity. PMID:25343661

Does sexual self-concept ambiguity moderate relations among perceived peer norms for alcohol use, alcohol-dependence symptomatology, and HIV risk-taking behavior?

PubMed

Talley, Amelia E; Brown, Jennifer L; Stevens, Angela K; Littlefield, Andrew K

2014-11-01

The current study examines the relation between peer descriptive norms for alcohol involvement and alcohol-dependence symptomatology and whether this relation differs as a function of sexual self-concept ambiguity (SSA). This study also examines the associations among peer descriptive norms for alcohol involvement, alcohol-dependence symptomatology, and lifetime HIV risk-taking behavior and how these relations are influenced by SSA. Women between ages 18 and 30 years (N = 351; M = 20.96, SD = 2.92) completed an online survey assessing sexual self-concept, peer descriptive norms, alcohol-dependence symptomatology, and HIV risk-taking behaviors. Structural equation modeling was used to test hypotheses of interest. There was a significant latent variable interaction between SSA and descriptive norms for peer alcohol use. There was a stronger positive relationship between peer descriptive norms for alcohol and alcohol-dependence symptomatology when SSA was higher compared with when SSA was lower. Both latent variables exhibited positive simple associations with alcohol-dependence symptoms. Peer descriptive norms for alcohol involvement directly and indirectly influenced HIV risk-taking behaviors, and the indirect influence was conditional based on SSA. The current findings illustrate complex, nuanced associations between perceived norms, identity-related self-concepts, and risky health behaviors from various domains. Future intervention efforts may be warranted to address both problem alcohol use and HIV-risk engagement among individuals with greater sexual self-concept ambiguity.

Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships.

PubMed

Elledge, L Christian; Elledge, Allison R; Newgent, Rebecca A; Cavell, Timothy A

2016-05-01

Children not accepted or actively rejected by peers are at greater risk for peer victimization. We examined whether a positive teacher-student relationship can potentially buffer these children from the risk of peer victimization. Participants were 361 elementary school children in the 4th or 5th grade. Peer-report measures were used to assess teacher-student relationship quality (TSRQ), social preference, and rejected sociometric status; peer victimization was assessed via self-, peer-, and teacher-reports. As expected, social preference assessed in the fall semester was a significant negative predictor of self- and peer-reported victimization measured in the spring, controlling for prior levels of peer victimization. TSRQ in the fall was not a significant unique predictor of self-, peer-, or teacher-reported victimization the following spring, controlling for fall victimization and social preference scores. We found a significant interaction between social preference and TSRQ in predicting self-, peer-, and teacher-reported peer victimization: Social preference significantly predicted peer victimization, but only for those children with relatively poor student-teacher relationships. Subgroup analysis revealed that children actively rejected by peers in the fall reported significantly less peer victimization in the spring (controlling for fall victimization scores) when their fall TSRQ scores were at or above the sample mean compared to rejected children whose TSRQ scores were low (i.e., < -0.5 SD below the mean). Findings offer preliminary support for the notion that teacher-student relationship quality can buffer children at social risk for continued peer victimization.

'Living with tics': self-experience of adolescents with Tourette syndrome during peer interaction.

PubMed

Lee, Mei-Yin; Mu, Pei-Fan; Wang, Wen-Sheng; Wang, Huei-Shyong

2016-02-01

To describe the essence of the self-experience of adolescents with Tourette syndrome in the context of peer interaction. Tourette syndrome has an adverse impact on adolescents' physical, psychological and interpersonal interactions. Peers provide adolescents with social interactions that are crucial to the formation of self-identity. Studies exploring the self-experience of adolescents with Tourette syndrome in the context of peer relationships are lacking. A qualitative, phenomenological research design was used. A total of 12 adolescents with Tourette syndrome from the Taiwan Tourette Family Association were selected by purposive sampling. Data were collected using open-ended questions in one-on-one in-depth interviews that lasted 60-90 minutes. Giorgi's phenomenological methods were applied to analyse the data obtained. Four criteria were employed to evaluate methodological rigour. The findings showed that the self-experience of adolescents with Tourette syndrome during peer interaction reflected their lived experiences of peer identity, social identity and self-identity. Themes included: (1) the inexplicable onset of tics during encounters with other people, (2) sources inspiring the courage for self-acceptance and (3) strategies of self-protection in response to changes in situation. The self-experience of peer interaction among adolescents with Tourette syndrome is a dynamic and interactive process characterised by the symbolic meanings conferred on the tics by the interacting adolescents. The adolescents with Tourette syndrome obtain self-identity through peer responses and recognition, while the tolerance, respect and support of parents and teachers spark the adolescents' courage for self-acceptance. Healthcare providers who assist adolescents with Tourette syndrome must understand that tics occur in the context of peer interaction and how this affects the adolescents' relationships with their peers in various life situations. Furthermore, healthcare providers should provide support, respect and offer coping strategies regarding peer interaction based on an understanding of the social dynamics of such peer interactions. © 2016 John Wiley & Sons Ltd.

Peer-relationship difficulties in children with brain injuries: comparisons with children in mental health services and healthy controls.

PubMed

Tonks, James; Yates, Phil; Williams, W Huw; Frampton, Ian; Slater, Alan

2010-12-01

Positive peer relationships are essential in healthy development. The prevalence of peer-relationship problems in children after acquired brain injury (ABI) has yet to be explored, although ABI does inevitably impact upon peer interactions. We aimed to explore how peer-relationships and emotional distress after ABI may differ from the levels reported by healthy children or mental health controls. Parents of 214 children (137 "healthy" children, 27 children using mental health services and 40 children with ABI) aged 9-15 years participated. A questionnaire measure of peer-relationship functioning and emotional distress was completed. Children with ABI experienced a greater degree of peer-relationship difficulties and emotional distress than healthy controls. No difference was found in reported peer relationship difficulties or emotional distress between ABI children and the children accessing mental health services. We conclude that emotional distress and co-occurring peer-relationship difficulties are as prevalent in a population of children after ABI as may be expected in a population of children under the care of mental health services, yet, unlike the latter group, appropriate intervention services are not commonly available. Interventions that aim to enhance peer relationships after childhood ABI may provide an essential resource to the benefit of outcome.

Informal Peer Interaction and Practice Type as Predictors of Physician Performance on Maintenance of Certification Examinations.

PubMed

Valentine, Melissa A; Barsade, Sigal; Edmondson, Amy C; Gal, Amit; Rhodes, Robert

2014-06-01

Physicians can demonstrate mastery of the knowledge that supports continued clinical competence by passing a maintenance of certification examination (MOCEX). Performance depends on professional learning and development, which may be enhanced by informal routine interactions with colleagues. Some physicians, such as those in solo practice, may have less opportunity for peer interaction, thus negatively influencing their examination performance. To determine the relationship among level of peer interaction, group and solo practice, and MOCEX performance. Longitudinal cohort study of 568 surgeons taking the 2008 MOCEX. Survey responses reporting the level of physicians' peer interactions and their practice type were related to MOCEX scores, controlling for initial qualifying examination scores, practice type, and personal characteristics. Solo practice and amount of peer interaction. Scores on the MOCEX and pass-fail status. Of the 568 surgeons in the study sample, 557 (98.1%) passed the examination. Higher levels of peer interaction were associated with a higher score (β = 0.91 [95% CI, 0.31-1.52]) and higher likelihood of passing the examination (odds ratio, 2.58 [1.08-6.16]). Physicians in solo (vs group) practice had fewer peer interactions (β = -0.49 [95% CI, -0.64 to -0.33), received lower scores (β = -1.82 [-2.94 to -0.82]), and were less likely to pass the examination (odds ratio, 0.22 [0.06-0.77]). Level of peer interaction moderated the relationship between solo practice and MOCEX score; solo practitioners with high levels of peer interaction achieved an MOCEX performance on a par with that of group practitioners. Physicians in solo practice had poorer MOCEX performance. However, solo practitioners who reported high levels of peer interaction performed as well as those in group practice. Peer interaction is important for professional learning and quality of care.

Positive Peer Support or Negative Peer Influence? The Role of Peers among Adolescents in Recovery High Schools.

PubMed

Karakos, Holly

2014-01-01

Evidence from previous research suggests that peers at times exert negative influence and at other times exert positive influence on drug and alcohol use among adolescents in recovery. This study explores recovery high school staff members' perceptions of peer support among students in recovery high schools using qualitative interview data. Themes of peer support are discussed in terms of positive peer support, negative peer influence, peer relationships, and sense of community. In general, recovery school staff members discuss peers in the school as sources of positive support and peers outside the schools as sources of risky influence. Themes and quotes are presented to highlight the diverse ways that staff members discussed peer influence. Limitations of this study and suggestions for future research are discussed.

Peer Victimization and Depressive Symptoms Among Rural-to-Urban Migrant Children in China: The Protective Role of Resilience

PubMed Central

Ye, Zhi; Chen, Lihua; Harrison, Sayward E.; Guo, Haiying; Li, Xiaoming; Lin, Danhua

2016-01-01

Peer victimization can have a profound effect on children’s wellbeing and is a known risk factor for depression in childhood. Migrant children experience peer victimization at higher rates than non-migrant peers; however, limited research has examined psychological factors that may serve to reduce depression risk for this group. In particular, no studies have yet investigated whether resilience, including personal characteristics, and a strong social support network, may moderate the relationship between peer victimization and depressive symptoms for migrant children. This study utilized a latent interaction model to examine the effect of resilience on the relationship between peer victimization and depressive symptoms among 721 rural-to-urban migrant children in Beijing, China. Results indicated that peer victimization was positively associated with depressive symptoms. Resilience was found to be a protective factor for depressive symptoms and also mitigated the effects of peer victimization on depressive symptoms. Exploratory analyses suggest that enrollment in private migrant schools may be linked with poorer psychosocial outcomes for Chinese migrant children. Strengthening the internal resilience and social supports for all migrant children may be an effective strategy to lower their risk for depression. Implications for intervention are discussed. PMID:27757098

Peer Victimization and Depressive Symptoms Among Rural-to-Urban Migrant Children in China: The Protective Role of Resilience.

PubMed

Ye, Zhi; Chen, Lihua; Harrison, Sayward E; Guo, Haiying; Li, Xiaoming; Lin, Danhua

2016-01-01

Peer victimization can have a profound effect on children's wellbeing and is a known risk factor for depression in childhood. Migrant children experience peer victimization at higher rates than non-migrant peers; however, limited research has examined psychological factors that may serve to reduce depression risk for this group. In particular, no studies have yet investigated whether resilience, including personal characteristics, and a strong social support network, may moderate the relationship between peer victimization and depressive symptoms for migrant children. This study utilized a latent interaction model to examine the effect of resilience on the relationship between peer victimization and depressive symptoms among 721 rural-to-urban migrant children in Beijing, China. Results indicated that peer victimization was positively associated with depressive symptoms. Resilience was found to be a protective factor for depressive symptoms and also mitigated the effects of peer victimization on depressive symptoms. Exploratory analyses suggest that enrollment in private migrant schools may be linked with poorer psychosocial outcomes for Chinese migrant children. Strengthening the internal resilience and social supports for all migrant children may be an effective strategy to lower their risk for depression. Implications for intervention are discussed.

Who is the competent physics student? A study of students' positions and social interaction in small-group discussions

NASA Astrophysics Data System (ADS)

Due, Karin

2014-06-01

This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of "skilled physics student" were constructed in the context of the interviews. These discourses were reconstructed in the students' discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.

Identifying Perceived Barriers along the HIV Care Continuum: Findings from Providers, Peer Educators, and Observations of Provider–Patient Interactions in Ethiopia

PubMed Central

Kulkarni, Sarah; Hoffman, Susie; Gadisa, Tsigereda; Melaku, Zenebe; Fantehun, Mesganaw; Yigzaw, Muluneh; El-Sadr, Wafaa; Remien, Robert; Tymejczyk, Olga; Nash, Denis; Elul, Batya

2015-01-01

Increasing the proportion of HIV-positive individuals who link promptly to and are retained in care remains challenging in sub- Saharan Africa, but little evidence is available from the provider perspective. In 4 Ethiopian health facilities, we (1) interviewed providers and peer educators about their perceptions of service delivery- and patient-level barriers and (2) observed provider–patient interactions to characterize content and interpersonal aspects of counseling. In interviews, providers and peer educators demonstrated empathy and identified nonacceptance of HIV status, anticipated stigma from unintended disclosure, and fear of antiretroviral therapy as patient barriers, and brusque counseling and insufficient counseling at provider-initiated testing sites as service delivery-related. However, observations from the same clinics showed that providers often failed to elicit patients’ barriers to retention, making it unlikely these would be addressed during counseling. Training is needed to improve interpersonal aspects of counseling and ensure providers elicit and address barriers to HIV care experienced by patients. PMID:26173944

Effects of a videotape feedback package on the peer interactions of children with serious behavioral and emotional challenges.

PubMed Central

Kern-Dunlap, L; Dunlap, G; Clarke, S; Childs, K E; White, R L; Stewart, M P

1992-01-01

Peer interactions are among the greatest challenges experienced by children who have severe emotional and behavioral problems. This study evaluated an intervention package designed to increase the ratio of these children's desirable to undesirable interactions. The package included three principal components: (a) observation of videotapes following regularly scheduled peer activity sessions; (b) self-evaluation of the children's peer interactions observed on the videotapes; and (c) delayed feedback and reinforcement for desirable peer interactions. Five students from two elementary schools participated. Multiple baseline designs and one reversal were used to evaluate the effects of the intervention package. The results showed that the intervention produced lower levels of undesirable peer interactions and higher ratios of desirable to undesirable interactions for all participants. The results are discussed in regard to their conceptual and applied implications and in terms of specific directions for future research. PMID:1634428

The Role of Social Relationships in the Association between Adolescents' Depressive Symptoms and Academic Achievement

PubMed Central

Maurizi, Laura K.; Grogan-Kaylor, Andrew; Granillo, M. Teresa; Delva, Jorge

2013-01-01

While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed. PMID:23667282

Paternal/maternal attachment, peer support, social expectations of peer interaction, and depressive symptoms.

PubMed

Liu, Yih-Lan

2006-01-01

The aim of this study was to investigate how paternal and maternal attachment might relate to adolescents' peer support, social expectations of peer interaction, and depressive symptoms; 1,144 8th graders in Taiwan participated in the study. The relationships were examined through a structural equating modeling. Consistent with theoretical formulations, adolescents with secure attachments to parents reported higher peer support, fewer negative expectations, and fewer depressive symptoms. Paternal and maternal attachment contribute almost equally to adolescents' social expectations of peer interaction and depressive symptoms. Attachment to the same-sex parent was related to adolescents' perceived peer support.

Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria.

PubMed

Schwab, Susanne

2015-01-01

Positive peer relationships play a significant role in the development of students. They are beneficial for learning and psychological outcomes. This article draws upon an important distinction between the four main themes of social participation (friendships, interactions, peer acceptance and self-perception of social participation) and examines these aspects in inclusive and regular classes. Especially, differences in social participation of students with and without special educational needs (SEN) in inclusive classes and between students without SEN in inclusive and regular classes are examined. In this study, data from 1115 pupils in primary and secondary schools in Austria were analysed, of which 129 were diagnosed as having SEN. The results showed that in inclusive classes, students with SEN had lower scores on all four subthemes of social participation (friendships, interactions, peer acceptance and self-perception of social integration) than students without SEN. Regarding students without SEN, friendships and peer acceptance were significantly higher in inclusive classes than in regular classes. Differences were neither found for gender, nor between primary and secondary school students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Risk, Vulnerability, and Protective Processes of Parental Expressed Emotion for Children's Peer Relationships in Contexts of Parental Violence

PubMed Central

Narayan, Angela J.; Sapienza, Julianna K.; Monn, Amy R.; Lingras, Katherine A.; Masten, Ann S.

2014-01-01

Objective This study examined risk, vulnerability, and protective processes of parental expressed emotion for children's peer relationships in families living in emergency shelters with high rates of exposure to parental violence (EPV). Parental criticism and negativity were hypothesized to exacerbate the association between EPV and poorer peer relations, while parental warmth was expected to buffer this association. Method Participants included 138 homeless parents (M = 30.77 years, SD = 6.33, range = 20.51-57.32 years; 64% African-American, 12% Caucasian, 24% other) and their 4-6-year-old children (43.5% male; M = 4.83, SD = .58, range = 4.83-6.92 years; 67% African-American, 2% Caucasian, 31% other). Families were assessed during the summer at three urban shelters, with parents completing the Five-Minute Speech Sample (FMSS), later scored for criticism, negativity, and warmth, and interview items about EPV. Teachers were subsequently contacted in the fall about children's classroom behavior, and they provided ratings of peer relations. Demographic factors, parental internalizing symptoms, and observed parental harshness were examined as covariates. Results Regression analyses indicated an interaction of EPV and warmth, consistent with a moderating effect of expressed emotion for EPV and peer relations, although no interactions were found for criticism or negativity. Observed harshness also directly predicted worse peer relations. Conclusions Parental warmth may be protective for positive peer relations among impoverished families with high levels of EPV. The FMSS is discussed as an efficient tool with potential for both basic clinical research and preventative interventions designed to target or assess change in parental expressed emotion. PMID:24635645

Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction.

PubMed

King, Kevin M; McLaughlin, Katie A; Silk, Jennifer; Monahan, Kathryn C

2017-11-21

Adolescence is a critical period for the development of self-regulation, and peer interactions are thought to strongly influence regulation ability. Simple exposure to peers has been found to alter decisions about risky behaviors and increase sensitivity to rewards. The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction (e.g., rejection or acceptance). Little is known about how the nature of interactions with peers influences different dimensions of self-regulation. We examined how randomization to acceptance or rejection by online "virtual" peers influenced multiple dimensions of self-regulation in a multisite community sample of 273 adolescents aged 16-17 years. Compared to a neutral condition, exposure to peers produced increases in cold cognitive control, but decreased hot cognitive control. Relative to peer acceptance, peer rejection reduced distress tolerance and increased sensitivity to losses. These findings suggest that different dimensions of adolescent self-regulation are influenced by the nature of the peer context: basic cognitive functions are altered by mere exposure to peers, whereas more complex decision making and emotion regulation processes are influenced primarily by the quality of that exposure.

Internet chameleons: an experimental study on imitating smoking peers through digital interaction.

PubMed

Harakeh, Zeena; Vollebergh, Wilma A M

2012-03-01

Existing experimental studies indicate that young adults are more likely to smoke in the company of real-life smoking peers. However, it is still unclear whether imitation can explain these findings or whether alternatively the mere smell and not the smoking behavior may have been the trigger to smoke. One way to study this issue is by analyzing the exposure to real-life smoking peers without the possibility of smelling the smoker's cigarette, for example, during digital interaction on the Internet. Although many youngsters meet and interact with each other online, research on exposure to smoking peers through the Internet has not yet been investigated. This experiment was conducted among 36 daily smoking young people aged 16-24 years. Smoking behavior was observed during a 30-min joint music assignment. During this assignment, the confederate and participant sat in 2 separate rooms and interacted with each other online and via webcam. The findings show that young adults interacting with heavy-smoking peers on the Internet and via webcam smoked significantly more cigarettes than those who interacted with nonsmoking peers. Young adult smokers strongly imitate smoking in interaction with peers in online communication via webcam, without smelling the smoker's cigarette. Antismoking policies and smoking cessation programs should focus on (raising awareness of) avoiding smoking peers, even during digital interaction.

Permissive norms and young adults' alcohol and marijuana use: the role of online communities.

PubMed

Stoddard, Sarah A; Bauermeister, Jose A; Gordon-Messer, Deborah; Johns, Michelle; Zimmerman, Marc A

2012-11-01

Young adults are increasingly interacting with their peer groups online through social networking sites. These online interactions may reinforce or escalate alcohol and other drug (AOD) use as a result of more frequent and continuous exposure to AOD promotive norms; however, the influence of young adults' virtual networks on AOD use remains untested. The purpose of this study was to examine the association between the presence of AOD use content in online social networking, perceived norms (online norms regarding AOD use and anticipated regret with AOD use postings), and alcohol and marijuana use in a sample of 18- to 24-year-olds. Using an adapted web version of respondent-driven sampling (webRDS), we recruited a sample of 18- to 24-year-olds (N = 3,448) in the United States. Using multivariate regression, we explored the relationship between past-30-day alcohol and marijuana use, online norms regarding AOD use, peer substance use, and online and offline peer support. Alcohol use was associated with more alcohol content online. Anticipated regret and online peer support were associated with less alcohol use. Anticipated regret was negatively associated with marijuana use. Peer AOD use was positively associated with both alcohol and marijuana use. Peers play an important role in young adult alcohol and marijuana use, whether online or in person. Our findings highlight the importance of promoting online network-based AOD prevention programs for young adults in the United States.

Postpartum depression peer support: maternal perceptions from a randomized controlled trial.

PubMed

Dennis, Cindy-Lee

2010-05-01

Peer support in the early postpartum period is effective in the prevention of postpartum depression among women identified as high-risk. To describe maternal perceptions of peer support received while participating in a trial. Cross-sectional survey of women participating in a randomized controlled trial to evaluate the effect of peer support in the prevention of postpartum depression. Seven health regions across Ontario Canada. 701 women were recruited between November 2004 and September 2006. Women eligible for the study were all mothers with an Edinburgh Postnatal Depression Scale score >9 who were within 2 weeks postpartum, at least 18 years of age, able to speak English, had a live birth, and had been discharged home from the hospital. Exclusion criteria included an infant not discharged home with the mother and current use of antidepressant or antipsychotic medication. Two hundred and twenty-one mothers completed the mailed questionnaire. Women were randomly allocated to receive usual postpartum care (control group) or usual postpartum care plus telephone-based peer support (intervention group). Maternal perceptions of peer support were evaluated at 12 weeks postpartum using the validated Peer Support Evaluation Inventory. Interactions provided by the peer volunteer included the provision of emotional (92.7%), informational (72.4%), and appraisal (72.0%) support. Mothers reported high levels of positive relationship qualities such as trust (83.6%) and perceived acceptance (79.1%). Most (80.5%) mothers indicated they were very satisfied with their peer support experience. Maternal satisfaction was associated with the number and duration of peer volunteer contacts. The majority of mothers perceived their peer volunteer experience positively lending further support to telephone-based peer support as a preventative strategy for postpartum depression. The following program modifications were suggested: (a) adapt training to enhance the provision of appraisal support; (b) improve matching of volunteers to participants based on age, number of children, and breastfeeding status; and (c) ensure participating mothers want to receive peer support in order to facilitate the development of relationships with their assigned peers. Copyright 2009 Elsevier Ltd. All rights reserved.

The Link between Peer Relations, Prosocial Behavior, and ODD/ADHD Symptoms in 7-9-Year-Old Children.

PubMed

Paap, Muirne C S; Haraldsen, Ira R; Breivik, Kyrre; Butcher, Phillipa R; Hellem, Frøydis M; Stormark, Kjell M

2013-01-01

Oppositional defiant disorder (ODD) and attention-deficit/hyperactivity disorder (ADHD) are characterized by symptoms that hinder successful positive interaction with peers. The main goal of this study was to examine if the presence of symptoms of ODD and ADHD affects the relationship between positive social behavior and peer status found in 7-9-year-old children who show symptoms typical of ADHD and/or ODD. Furthermore, the possible interaction with sex was investigated. We used data collected in the first wave of The Bergen Child Study of mental health (BCS), a prospective longitudinal total population study of children's developmental and mental health. The target population consisted of children in the second to the fourth, in all public, private, and special schools in Bergen, Norway, in the fall of 2002 (N = 9430). All 79 primary schools in Bergen participated in the study. Both teacher (8809 complete cases) and parent (6253 complete cases) report were used in the analyses. ADHD and ODD scores were estimated using the Swanson Noland and Pelham rating scale version IV (SNAP-IV), and peer problems and prosocial behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ). We replicated the relationship between peer problems and prosocial behavior found previously in typically developing children. Our results showed that the relationship between peer problems and prosocial behavior became weaker as the ODD symptoms increased in number and severity. For ADHD this effect was only found in the teacher report of the children. A sex effect for ODD symptoms was found only using the parent report: boys with ODD symptoms showed less prosocial behavior than girls with similar levels of ODD symptoms. Since this effect was not found using the teacher data, it may imply a situational effect (school/home) for girls with high levels of ODD. The moderator effect of ODD/ADHD was comparable for boys and girls. Our findings suggest that even if children with ADHD/ODD symptoms have the opportunity to practice their social skills in peer relationships, this is not necessarily accompanied by an increase in prosocial behavior.

The Link between Peer Relations, Prosocial Behavior, and ODD/ADHD Symptoms in 7–9-Year-Old Children

PubMed Central

Paap, Muirne C. S.; Haraldsen, Ira R.; Breivik, Kyrre; Butcher, Phillipa R.; Hellem, Frøydis M.; Stormark, Kjell M.

2013-01-01

Oppositional defiant disorder (ODD) and attention-deficit/hyperactivity disorder (ADHD) are characterized by symptoms that hinder successful positive interaction with peers. The main goal of this study was to examine if the presence of symptoms of ODD and ADHD affects the relationship between positive social behavior and peer status found in 7–9-year-old children who show symptoms typical of ADHD and/or ODD. Furthermore, the possible interaction with sex was investigated. We used data collected in the first wave of The Bergen Child Study of mental health (BCS), a prospective longitudinal total population study of children's developmental and mental health. The target population consisted of children in the second to the fourth, in all public, private, and special schools in Bergen, Norway, in the fall of 2002 (N = 9430). All 79 primary schools in Bergen participated in the study. Both teacher (8809 complete cases) and parent (6253 complete cases) report were used in the analyses. ADHD and ODD scores were estimated using the Swanson Noland and Pelham rating scale version IV (SNAP-IV), and peer problems and prosocial behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ). We replicated the relationship between peer problems and prosocial behavior found previously in typically developing children. Our results showed that the relationship between peer problems and prosocial behavior became weaker as the ODD symptoms increased in number and severity. For ADHD this effect was only found in the teacher report of the children. A sex effect for ODD symptoms was found only using the parent report: boys with ODD symptoms showed less prosocial behavior than girls with similar levels of ODD symptoms. Since this effect was not found using the teacher data, it may imply a situational effect (school/home) for girls with high levels of ODD. The moderator effect of ODD/ADHD was comparable for boys and girls. Our findings suggest that even if children with ADHD/ODD symptoms have the opportunity to practice their social skills in peer relationships, this is not necessarily accompanied by an increase in prosocial behavior. PMID:24286065

Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science.

PubMed

Smith, Michelle K; Annis, Seanna L; Kaplan, Jennifer J; Drummond, Frank

2012-01-01

Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions.

Using Peer Discussion Facilitated by Clicker Questions in an Informal Education Setting: Enhancing Farmer Learning of Science

PubMed Central

Smith, Michelle K.; Annis, Seanna L.; Kaplan, Jennifer J.; Drummond, Frank

2012-01-01

Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions. PMID:23077638

Productive whole-class discussions: A qualitative analysis of peer leader behaviors in general chemistry

NASA Astrophysics Data System (ADS)

Eckart, Teresa Mcclain

The intention of this research was to describe behaviors and characteristics of General Chemistry I peer leaders using a pedagogical reform method referred to as Peer-led Guided Inquiry (PLGI), and to discuss the ways in which these peer leaders created productive whole-class discussions. This reform technique engaged students to work on guided inquiry activities while working cooperatively in small groups, led by undergraduate peer leaders. These sessions were video recorded and transcribed. The data was evaluated using grounded theory methods of analysis. This study examined the dialog between students and peer leaders, paying specific attention to question types and observed patterns of interactions. The research took shape by examining the kinds of questions asked by peer leaders and the purposes these questions served. In addition to looking at questions, different kinds of behaviors displayed by peer leaders during their small group sessions were also observed. A close examination of peer leader questions and behaviors aided in developing an answer to the overall research question regarding what factors are associated with productive whole-class discussions. Five major categories of peer leader behaviors evolved from the data and provided a means to compare and contrast productive whole-class discussions. While no category single-handedly determined if a discussion was good or bad, there was a tendency for peer leaders who exhibited positive traits in at least three of the following categories to have consistently better whole-class discussions: Procedural Practices, Supervisory Qualities, Questioning Techniques, Feedback/Responses, and Interpersonal Skills. Furthermore, each of the major categories is tied directly to Interpersonal, Communication, and Leadership skills and their interactions with each other. This study also addressed applications that each of these categories has on instructional practices and their need in peer leader training. In addition, a scale was developed for rating the relative effectiveness of whole-class discussions in terms of student participation. This study provides a tool for measuring productive whole-class discussions, as well as practical applications for peer leader (or teacher) training.

Measuring Changes in Social Behavior during a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder

PubMed Central

McMahon, Camilla M.; Vismara, Laurie A.; Solomon, Marjorie

2013-01-01

The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants’ vocalizations were coded as initiating, responding, or other (e.g., self-talk). Participants’ interactions were coded as dyadic peer interactions, dyadic leader interactions, interactions with a group of peers, interactions with a group of peer(s) and leader(s), or time spent by self. Over the course of the intervention, participants made fewer initiating and other vocalizations, more responding vocalizations, spent more time interacting with a group of peers, and spent marginally less time interacting with a leader. Gender, age, and intervention attendance effects on social behavior are also noted. PMID:23239098

The Two Faces of Social Interaction Reward in Animal Models of Drug Dependence

PubMed Central

Rawas, Rana El

2016-01-01

Drug dependence is a serious health and social problem. Social factors can modify vulnerability to developing drug dependence, acting as risk factors or protective factors. Whereas stress and peer environment that encourage substance use may increase drug taking, strong attachments between family members and peer environment that do not experience drug use may protect against drug taking and, ultimately, drug dependence. The rewarding effects of drug abuse and social interaction can be evaluated using animal models. In this review we focus on evaluating social interaction reward in the conditioned place preference paradigm. We give an overview of how social interaction, if made available within the drug context, may facilitate, promote and interact with the drug’s effects. However, social interaction, if offered alternatively outside the drug context, may have pronounced protective effects against drug abuse and relapse. We also address the importance of the weight difference parameter between the social partners in determining the positive or “agonistic” versus the hostile or “antagonistic” social interaction. We conclude that understanding social interaction reward and its subsequent effects on drug reward is sorely needed for therapeutic interventions against drug dependence. PMID:26088685

Peer Interaction in Three Collaborative Learning Environments

ERIC Educational Resources Information Center

Staarman, Judith Kleine; Krol, Karen; Meijden, Henny van der

2005-01-01

The aim of the study was to gain insight into the occurrence of different types of peer interaction and particularly the types of interaction beneficial for learning in different collaborative learning environments. Based on theoretical notions related to collaborative learning and peer interaction, a coding scheme was developed to analyze the…

A Test of Biosocial Models of Adolescent Cigarette and Alcohol Involvement

ERIC Educational Resources Information Center

Foshee, Vangie A.; Ennett, Susan T.; Bauman, Karl E.; Granger, Douglas A.; Benefield, Thad; Suchindran, Chirayath; Hussong, Andrea M.; Karriker-Jaffe, Katherine J.; DuRant, Robert H.

2007-01-01

The authors test biosocial models that posit interactions between biological variables (testosterone, estradiol, pubertal status, and pubertal timing) and social context variables (family, peer, school, and neighborhood) in predicting adolescent involvement with cigarettes and alcohol in a sample of 409 adolescents in Grades 6 and 8. Models…

The Fair Play Game: Promoting Social Skills in Physical Education

ERIC Educational Resources Information Center

Vidoni, Carla; Ulman, Jerome D.

2012-01-01

The implementation of social skills into teaching helps students achieve such important affective outcomes as peer recognition or popularity, respect for others, acceptance of rules, pro-social values, communication skills, and positive social interactions. Within physical education, many professionals believe that students who engage in games and…

Preservice Teachers' Learning among Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Power, Anne; Costley, Debra

2014-01-01

This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs…

Improving Age Appropriate Social Skills To Enhance Interpersonal Relationships.

ERIC Educational Resources Information Center

DuBois, Connie; Endsley, Ammie; West, Dianna

This paper describes a program designed to increase students' social skill development in order to improve positive peer interactions. The target population was elementary school students in one middle-to-upper class, rural community in central Illinois. Evidence for the existence of the problem of inappropriate social behaviors that interfere…

Childhood educational experiences of women with cerebral palsy.

PubMed

Freeborn, Donna; Mandleco, Barbara

2010-08-01

The purpose of this study was to examine the childhood experiences of women with cerebral palsy (CP), from the perspectives of these women. Using the feminist biographical method, eight women with CP participated in two in-depth interviews. Participants ranged in age from 22 to 55 years and had moderate to severe athetoid or spastic CP. Four themes emerged: (a) academic experiences, (b) experiences with teachers, (c) experiences with peers, and (d) coping methods, with both positive and negative subthemes for each theme. Participants with positive academic experiences and positive interactions with teachers and peers were able to develop better ways of dealing with the negative experiences they encountered in education and attained higher levels of education. Participants who primarily had poorer educational experiences developed negative coping mechanisms that continued to affect their lives. Findings support ways in which school nurses can support the educational experiences of students with CP.

Preschool Interpersonal Relationships Predict Kindergarten Achievement: Mediated by Gains in Emotion Knowledge

PubMed Central

Torres, Marcela M.; Domitrovich, Celene E.; Bierman, Karen L.

2016-01-01

Using longitudinal data, this study tested a model in which preschool interpersonal relationships promoted kindergarten achievement in a pathway mediated by growth in emotion knowledge. The sample included 164 children attending Head Start (14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Preschool interpersonal relationships were indexed by student-teacher relationship closeness and positive peer interactions. Two measures of emotion knowledge (identifying emotions in photographs, recognizing emotions in stories) were assessed at the start and end of the preschool year. Structural equation models revealed that positive interpersonal relationships (with teachers and peers) predicted gains in emotion knowledge (identification, recognition) during the preschool year. Positive interpersonal relationships in preschool also predicted kindergarten achievement (controlling for initial preschool achievement); however, this association was mediated by gains in emotion knowledge during the preschool year. Implications are discussed for school readiness programs serving economically-disadvantaged children. PMID:27630379

Children with PIMD in interaction with peers with PIMD or siblings.

PubMed

Nijs, S; Vlaskamp, C; Maes, B

2016-01-01

The complex disabilities of children with profound intellectual and multiple disabilities (PIMD) impede their presentation of peer directed behaviours. Interactions with typically developing peers have been observed to be more frequent than those with peers with PIMD. The typically developing peers with whom people with PIMD have frequent contact are their siblings. In this study, the amount of peer directed behaviours was compared between an interaction with a sibling and an interaction with a peer with PIMD. In addition, the attention directing strategies of the siblings, and how these affect the presentation of peer directed behaviours, were examined. Thirteen children and young people with PIMD, who had a typically developing sibling, were identified. For each of these thirteen children, a peer with PIMD and a sibling were selected. The child with PIMD was observed together with a peer with PIMD and together with a sibling. In both conditions, video observations were conducted. A coding scheme for the peer directed behaviours of the children and young people with PIMD and a coding scheme for the attention directing behaviours of the siblings were used. Descriptive, comparative and sequential analyses were conducted. Significantly, more peer directed behaviours of the children with PIMD were observed in the condition with the sibling (30.76%) compared with that of the condition with the peer with PIMD (13.73%). The siblings presented attention directing behaviours in 30% of the time; the most frequently used was nonverbal behaviour. When the siblings presented a combination of verbal and nonverbal attention directing behaviours, they elicited multiple peer directed behaviours in the children and young people with PIMD. Persons with PIMD interact more with their siblings compared with their peers with PIMD. Interacting with siblings may probably be more motivating and encouraging. Presenting a combination of verbal and nonverbal behaviours attracts more attention of the persons with PIMD. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Peer deviance, parental divorce, and genetic risk in the prediction of drug abuse in a nationwide Swedish sample: evidence of environment-environment and gene-environment interaction.

PubMed

Kendler, Kenneth S; Ohlsson, Henrik; Sundquist, Kristina; Sundquist, Jan

2014-04-01

Peer deviance (PD) strongly predicts externalizing psychopathologic conditions but has not been previously assessable in population cohorts. We sought to develop such an index of PD and to clarify its effects on risk of drug abuse (DA). To examine how strongly PD increases the risk of DA and whether this community-level liability indicator interacts with key DA risk factors at the individual and family levels. Studies of future DA registration in 1,401,698 Swedish probands born from January 1, 1970, through December 31, 1985, and their adolescent peers in approximately 9200 small community areas. Peer deviance was defined as the proportion of individuals born within 5 years of the proband living in the same small community when the proband was 15 years old who eventually were registered for DA. Drug abuse recorded in medical, legal, or pharmacy registry records. Peer deviance was associated with future DA in the proband, with rates of DA in older and male peers more strongly predictive than in younger or female peers. The predictive power of PD was only slightly attenuated by adding measures of community deprivation, collective efficacy, or family socioeconomic status. Probands whose parents were divorced were more sensitive to the pathogenic effects of high PD environments. A robust positive interaction was also seen between genetic risk of DA (indexed by rates of DA in first-, second-, and third-degree relatives) and PD exposure. With sufficient data, PD can be measured in populations and strongly predicts DA. In a nationwide sample, risk factors at the level of the individual (genetic vulnerability), family (parental loss), and community (PD) contribute substantially to risk of DA. Individuals at elevated DA risk because of parental divorce or high genetic liability are more sensitive to the pathogenic effects of PD. Although the effect of our PD measure on DA liability cannot be explained by standard measures of community or family risk, we cannot, with available data, discriminate definitively between the effect of true peer effects and other unmeasured risk factors.

Positive Outcome Expectancy Mediates the Relationship Between Peer Influence and Internet Gaming Addiction Among Adolescents in Taiwan.

PubMed

Wu, Jo Yung Wei; Ko, Huei-Chen; Wong, Tsui-Yin; Wu, Li-An; Oei, Tian Po

2016-01-01

The present study examined the role of positive outcome expectancy in the relationship between peer/parental influence and Internet gaming addiction (IGA) among adolescents in Taiwan. Two thousand, one hundred and four junior high students completed the Chen Internet Addiction Scale for IGA, Parental Influence for IGA, peer influence for IGA, and Positive Outcome Expectancy of Internet Gaming Questionnaire. Results showed that the three types of peer influences (positive attitudes toward Internet gaming, frequency of Internet game use, and invitation to play) and positive outcome expectancy were significantly and positively correlated with IGA. Moreover, peer influence was also positively correlated with positive outcome expectancy. On the other hand, positive outcome expectancy and parental influences had a low correlation. Structural equation modeling analysis revealed that positive outcome expectancy did not mediate the relationship between either type of parental influences and IGA, and only the parent's invitation to play Internet games directly predicted IGA severity. However, peers' positive attitude or the frequency of peers' Internet game use positively predicted IGA and was fully mediated through positive outcome expectancy of Internet gaming. In addition, the frequency of peers' invitation to play Internet games directly and indirectly predicted IGA severity through a partial mediation of positive outcome expectancy of Internet gaming. The overall fit of the model was adequate and was able to explain 25.0 percent of the variance. The findings provide evidence in illuminating the role of peer influences and positive outcome expectancy of Internet gaming in the process of why adolescents may develop IGA.

Bids for joint attention by parent-child dyads and by dyads of young peers in interaction.

PubMed

Ninio, Anat

2016-01-01

Before they are 3;0-3;6, children typically do not engage with peers in focused interaction, although they do with adults. With parents, children interact around the 'here-and-now'. We hypothesize that young peers do not attempt to establish joint attention to present objects. Using the CHILDES database, we compared attention-directives produced by parents to children, children to peers, and children to parents. Of 391 English-speaking parents, 88% generated attention-directives, mostly Look!, See!, and Watch! Of 15 children (2;10-3;7) engaging in dyadic peer-interaction, only 26% produced such utterances. By comparison, 62% of 268 children (1;2-3;3) addressed such directives to parents. Interaction with peers in young children does not involve joint attention to a shared environmental focus, although it does with parents. The reason may be pragmatic: shared attention in parent-child dyads is a means to get information or help; it may seem pointless for a child to address such directives to a peer.

Using the Q-Connectivity Method to Study Frequency of Interaction with Multiple Peer Triads: Do Preschoolers' Peer Group Interactions at School Relate to Academic Skills?

ERIC Educational Resources Information Center

Hanish, Laura D.; Barcelo, Helene; Martin, Carol Lynn; Fabes, Richard A.; Holmwall, Jennifer; Palermo, Francisco

2007-01-01

How, when, and under what conditions do peer interactions contribute to variations in developmental trajectories along dimensions that are important to children's well-being? These compelling and fundamental questions have piqued the interest of developmental scientists and led to studies of the ways in which peers socialize and affect such…

The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools

ERIC Educational Resources Information Center

Petry, Katja

2018-01-01

Students with a disability in inclusive classes often face problems with peer acceptance, friendships and peer interactions. In this paper, the relationship between these difficulties in social participation and the attitudes that typically developing adolescents hold towards peers with a disability at the level of the class was explored. A…

An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic study.

PubMed

Carey, Matthew C; Chick, Anna; Kent, Bridie; Latour, Jos M

2018-06-01

Peer-assisted leaning relates to the acquisition of knowledge and skills through shared learning of matched equals. The concept has been explored within the field of nurse education across a range of learning environments, but its impact in practice is still relatively unknown. This paper reports on findings when observing paediatric undergraduate nursing students who engage in PAL within the clinical practice setting. The aim of this paper is to report the findings of a study undertaken to explore peer-assisted learning in undergraduate nursing students, studying children's health, in the clinical practice setting. A qualitative ethnographic study using non-participant observations. A range of inpatient paediatric clinical settings across two teaching hospitals. First, second and third year paediatric student nurses enrolled on a Bachelor of Nursing Programme. Non-participant observations were used to observe a range of interactions between the participants when engaging in peer-assisted learning within the same clinical area. A total of 67 h of raw data collected across all observations was analysed using framework analysis to draw together key themes. Of the 20 identified students across two hospitals, 17 agreed to take part in the study. Findings were aggregated into three key themes; 1. Peers as facilitators to develop learning when engaging in peer-assisted learning, 2. Working together to develop clinical practice and deliver care, 3. Positive support and interaction from peers to enhance networking and develop working structure. Peer-assisted learning in undergraduate children's nursing students stimulates students in becoming engaged in their learning experiences in clinical practice and enhance collaborative support within the working environment. The benefits of peer-assisted learning in current clinical practice settings can be challenging. Therefore, education and practice need to be aware of the benefits and their contribution towards future strategies and models of learning. Copyright © 2018 Elsevier Ltd. All rights reserved.

Economic models for management of resources in peer-to-peer and grid computing

NASA Astrophysics Data System (ADS)

Buyya, Rajkumar; Stockinger, Heinz; Giddy, Jonathan; Abramson, David

2001-07-01

The accelerated development in Peer-to-Peer (P2P) and Grid computing has positioned them as promising next generation computing platforms. They enable the creation of Virtual Enterprises (VE) for sharing resources distributed across the world. However, resource management, application development and usage models in these environments is a complex undertaking. This is due to the geographic distribution of resources that are owned by different organizations or peers. The resource owners of each of these resources have different usage or access policies and cost models, and varying loads and availability. In order to address complex resource management issues, we have proposed a computational economy framework for resource allocation and for regulating supply and demand in Grid computing environments. The framework provides mechanisms for optimizing resource provider and consumer objective functions through trading and brokering services. In a real world market, there exist various economic models for setting the price for goods based on supply-and-demand and their value to the user. They include commodity market, posted price, tenders and auctions. In this paper, we discuss the use of these models for interaction between Grid components in deciding resource value and the necessary infrastructure to realize them. In addition to normal services offered by Grid computing systems, we need an infrastructure to support interaction protocols, allocation mechanisms, currency, secure banking, and enforcement services. Furthermore, we demonstrate the usage of some of these economic models in resource brokering through Nimrod/G deadline and cost-based scheduling for two different optimization strategies on the World Wide Grid (WWG) testbed that contains peer-to-peer resources located on five continents: Asia, Australia, Europe, North America, and South America.

Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

ERIC Educational Resources Information Center

Callahan, Kadian M.

2009-01-01

Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini,…

A Community of Peer Interactions as a Resource to Prepare Music Teacher Educators

ERIC Educational Resources Information Center

Shin, Jihae

2013-01-01

The purpose of this study was to investigate interactions between two doctoral students and their colleagues in a graduate music education program and determine how a community of peer interactions functions as a resource to prepare music teacher educators. Results of this study showed that peer interactions between two participants and other…

Social Understanding in Israeli-Jewish, Israeli-Palestinian, Palestinian, and Jordanian 5-year-old Children: Moral Judgments and Stereotypes.

PubMed

Brenick, Alaina; Killen, Melanie; Lee-Kim, Jennie; Fox, Nathan; Leavitt, Lewis; Raviv, Amiram; Masalha, Shafiq; Murra, Farid; Smadi, Yahia

2010-11-30

An empirical investigation was conducted of young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children's ( N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking a different language. Children in this study live in a geographical region that has a history of cultural and religious tension, violence, and extreme intergroup conflict. Our findings revealed that the negative consequences of living with intergroup tension are related to the use of stereotypes. At the same time, the results for moral judgments and evaluations about excluding peers provided positive results about the young children's inclusive views regarding peer interactions.

Implicit associations with popularity in early adolescence: an approach-avoidance analysis.

PubMed

Lansu, Tessa A M; Cillessen, Antonius H N; Karremans, Johan C

2012-01-01

This study examined 241 early adolescents' implicit and explicit associations with popularity. The peer status and gender of both the targets and the perceivers were considered. Explicit associations with popularity were assessed with sociometric methods. Implicit associations with popularity were assessed with an approach-avoidance task (AAT). Explicit evaluations of popularity were positive, but implicit associations were negative: Avoidance reactions to popular peers were faster than approach reactions. Interactions with the status of the perceiver indicated that unpopular participants had stronger negative implicit reactions to popular girls than did popular participants. This study demonstrated a negative reaction to popularity that cannot be revealed with explicit methods. The study of implicit processes with methods such as the AAT is a new and important direction for peer relations research.

Social Understanding in Israeli-Jewish, Israeli-Palestinian, Palestinian, and Jordanian 5-year-old Children: Moral Judgments and Stereotypes

PubMed Central

Brenick, Alaina; Killen, Melanie; Lee-Kim, Jennie; Fox, Nathan; Leavitt, Lewis; Raviv, Amiram; Masalha, Shafiq; Murra, Farid; Smadi, Yahia

2015-01-01

An empirical investigation was conducted of young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children’s (N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking a different language. Children in this study live in a geographical region that has a history of cultural and religious tension, violence, and extreme intergroup conflict. Our findings revealed that the negative consequences of living with intergroup tension are related to the use of stereotypes. At the same time, the results for moral judgments and evaluations about excluding peers provided positive results about the young children’s inclusive views regarding peer interactions. PMID:25741172

Improving Social Engagement and Initiations between Children with Autism Spectrum Disorder and Their Peers in Inclusive Settings

PubMed Central

Koegel, Lynn Kern; Vernon, Ty; Koegel, Robert L.; Koegel, Brittany L.; Paullin, Anne W.

2013-01-01

Children with Asperger’s Disorder often have difficulty with peer relationships and socialization. The current study assessed whether peer social interactions would improve in school settings if an intervention was designed that incorporated the children with Asperger’s interests. Three children who were fully-included in regular education classes but did not interact with peers prior to intervention participated in this research. Social lunch clubs, open to both the study participants and their typical peers, were implemented twice weekly during regular lunchtime periods. Results showed that all three children increased their time engaged with peers as a result of the clubs. While their initiations greatly improved over baseline levels and approximated their peers, they were often initiating below the level of most of their peers. Implications for improving peer social interactions for children with Asperger’s Disorder are discussed. PMID:25328380

Social Skills of Children with Specific Language Impairment: Peer Relationships.

ERIC Educational Resources Information Center

Craig, Holly K.

1993-01-01

This paper reviews literature on peer relationships of children with specific language impairment and provides a clinical case to illustrate the social-interactional difficulties encountered. The paper analyzes the quantity and quality of peer interactions, child's knowledge of interactive access behaviors, disputes, responsiveness, assertiveness,…

Temperament and Preschool Children's Peer Interactions

ERIC Educational Resources Information Center

Acar, Ibrahim H.; Rudasill, Kathleen Moritz; Molfese, Victoria; Torquati, Julia; Prokasky, Amanda

2015-01-01

Research Findings: The current study is an examination of children's temperament as a predictor of their interactions with peers in preschool, with a particular focus on children's regulatory temperament characteristics (i.e., inhibitory control and attentional focusing) as moderators of associations between shyness and interactions with peers.…

Understanding the Acculturation Experience of Chinese Adolescent Students: Sociocultural Adaptation Strategies and a Positive Bicultural and Bilingual Identity

ERIC Educational Resources Information Center

Tong, Virginia M.

2014-01-01

The acculturation of Chinese immigrant high school students was examined as it relates to students' level of interaction with teachers and peers and participation in American school activities. Findings from a regression analysis revealed five variables (sociocultural adaptation strategies) that facilitate students' adjustment process:…

Peer-Assisted Learning and Interactions in Inclusive Music Classrooms: Benefits, Research, and Applications

ERIC Educational Resources Information Center

Jellison, Judith; Brown, Laura; Draper, Ellary

2015-01-01

Contemporary music classrooms include a beautiful mosaic of individual children from diverse backgrounds, children who vary considerably in their capabilities, interests, and levels of motivation. Some of the variations we observe are related to social skills and knowledge. The effects of appropriate classroom behavior and positive social…

Play and Digital Media

ERIC Educational Resources Information Center

Johnson, James E.; Christie, James F.

2009-01-01

This article examines how play is affected by computers and digital toys. Research indicates that when computer software targeted at children is problem-solving oriented and open-ended, children tend to engage in creative play and interact with peers in a positive manner. On the other hand, drill-and-practice programs can be quite boring and limit…

Considerations for the Use of the Observation Experience to Aid in Early Socialization and Retention of Athletic Training Students

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Dodge, Thomas

2014-01-01

Context: Retention of quality students in athletic training programs (ATPs) is important. Many factors contribute to retention of students, including their motivation level, peer support, positive interactions with instructors, clinical integration, and mentorship. Objective: Highlight the use of the observation period for preparatory athletic…

Less Socially Engaged? Participation in Friendship and Extracurricular Activities Among Racial/Ethnic Minority and Immigrant Adolescents

ERIC Educational Resources Information Center

Cherng, Hua-Yu Sebastian; Turney, Kristin; Kao, Grace

2014-01-01

Background/Context: Prior research has linked social engagement, such as peer interaction and participation in school activities, to a host of positive outcomes for youth and adolescents. However, little research considers patterns of social engagement among racial/ethnic minority and immigrant adolescents, despite prior research suggesting…

Enhancing Learning in Africa through Students' Collaboration with Parents, Teachers and Peers

ERIC Educational Resources Information Center

Maganda, Dainess

2016-01-01

Education scholars agree on the positive role that parents play in fostering educational success. Much research done also shows ways in which teachers contribute greatly to students' performance in school. Limited research focuses on how students' interactions with one another effect their academic performance. This study examines ways in which…

Writers Develop Skills through Collaboration: An Action Research Approach

ERIC Educational Resources Information Center

Ferguson-Patrick, Kate

2007-01-01

Collaborative approaches designed to increase writing productivity (amount written) as well as writing quality were implemented over a period of six months with a small group of 12 six-year-olds in a Primary School in Newcastle, NSW, Australia. The study demonstrated the positive nature of peer interactions with an increase in quality and…

Developmental changes in perceptions of attractiveness: a role of experience?

PubMed

Cooper, Philip A; Geldart, Sybil S; Mondloch, Catherine J; Maurer, Daphne

2006-09-01

In three experiments, we traced the development of the adult pattern of judgments of attractiveness for faces that have been altered to have internal features in low, average, or high positions. Twelve-year-olds and adults demonstrated identical patterns of results: they rated faces with features in an average location as significantly more attractive than faces with either low or high features. Although both 4-year-olds and 9-year-olds rated faces with high features as least attractive, unlike adults and 12-year-olds, they rated faces with low and average features as equally attractive. Three-year-olds with high levels of peer interaction, but not those with low levels of peer interaction, chose faces with low features as significantly more attractive than those with high-placed features, possibly as a result of their increased experience with the proportions of the faces of peers. Overall, the pattern of results is consistent with the hypothesis that experience influences perceptions of attractiveness, with the proportions of the faces participants see in their everyday lives influencing their perceptions of attractiveness.

DRD4 Genotype and the Developmental Link of Peer Social Preference with Conduct Problems and Prosocial Behavior Across Ages 9-12 Years.

PubMed

Buil, J Marieke; Koot, Hans M; Olthof, Tjeert; Nelson, Kelly A; van Lier, Pol A C

2015-07-01

The peer environment is among the most important factors for children's behavioral development. However, not all children are equally influenced by their peers, which is potentially due to their genetic make-up. The dopamine receptor D4 gene (DRD4) is a potential candidate gene that may influence children's susceptibility to the peer environment. In the present study, we explored whether variations in the DRD4 gene moderated the association between children's social standing in the peer group (i.e., social preference among classmates) with subsequent conduct problems and prosocial behavior among 405 (51% females) elementary school children followed annually throughout early adolescence (ages 9-12 years). The behavioral development of children with and without the DRD4 7-repeat allele was compared. The results indicated that children who had higher positive social preference scores (i.e., who were more liked relative to disliked by their peers) showed less conduct problem development in subsequent years relative to children who had lower positive social preference scores. In contrast, children who had more negative preference scores (i.e., who were more disliked relative to liked among peers) showed more conduct problem development in subsequent years, relative to children who had less negative preference scores. However, these effects only occurred when children had a 7-repeat allele. For children who did not have a 7-repeat allele, the level of social preference was not associated with subsequent conduct problems. No evidence for gene-environment interaction effects for prosocial behavior was found. The implications for our understanding of conduct problem development and its prevention are discussed.

Children Who Are Deaf or Hard of Hearing in Inclusive Educational Settings: A Literature Review on Interactions with Peers

ERIC Educational Resources Information Center

Xie, Yu-Han; Potmešil, Milon; Peters, Brenda

2014-01-01

This review is conducted to describe how children who are deaf or hard of hearing (D/HH) interact with hearing peers in inclusive settings, illustrate the difficulties and challenges faced by them in interacting with peers, and identify effective interventions that promote their social interaction in inclusive education. A systematic search of…

Stability and social-behavioral consequences of toddlers' inhibited temperament and parenting behaviors.

PubMed

Rubin, Kenneth H; Burgess, Kim B; Hastings, Paul D

2002-01-01

A prospective longitudinal design was employed to ascertain whether different types of behavioral inhibition (i.e., traditional, peer-social) were stable from toddler to preschool age, and whether inhibited temperament and/or parenting style would predict children's subsequent social and behavioral problems. At Time 1, 108 toddlers (54 males, 54 females) and their mothers were observed in the Traditional Inhibition Paradigm and in a toddler-peer session; then at age 4 years, 88 children were observed with unfamiliar peers, and maternal ratings of psychological functioning were obtained. How mothers and their toddlers interacted was also observed. Results revealed meaningful connections between toddler inhibition, maternal intrusive control and derision, and nonsocial behaviors at age 4. Both forms of toddler inhibition predicted socially reticent behavior during free play at 4 years. If mothers demonstrated relatively high frequencies of intrusive control and/or derisive comments, then the association between their toddlers' peer inhibition and 4-year social reticence was significant and positive; whereas if mothers were neither intrusive nor derisive, then toddlers' peer inhibition and 4-year reticence were not significantly associated. Thus, maternal behaviors moderated the relation between toddlers' peer inhibition and preschoolers' social reticence.

Negative and positive peer influence: Relations to positive and negative behaviors for African American, European American, and Hispanic adolescents.

PubMed

Padilla-Walker, Laura M; Bean, Roy A

2009-04-01

The purpose of the current study was to examine adolescents' perceptions of negative and positive peer influence (i.e., indirect peer association and direct peer pressure) as they related to adolescent behavior. Regression analyses were conducted using a sample of African American, European American, and Hispanic adolescents (N=1659, M age=16.06, SD=1.10). The study found differences and similarities in relation to respondents' ethnicity vis-à-vis indirect peer association and adolescent behavior. Although few ethnic-based differences occurred as a function of indirect negative peer association, indirect positive peer association was not as consistently or as strongly related to behaviors for minority youth as it was for European American youth.

Locus of control and peer relationships among Caucasian, Hispanic, Asian, and African American adolescents.

PubMed

Kang, Hannah Soo; Chang, Kyle Edward; Chen, Chuansheng; Greenberger, Ellen

2015-01-01

Past research has shown that locus of control plays an important role in a wide range of behaviors, such as academic achievement and positive social behaviors. However, little is known about whether locus of control plays the same role in minority adolescents' peer relationships. The current study examined ethnic differences in the associations between locus of control and peer relationships in early adolescence using samples from the Early Childhood Longitudinal Study (ECLS-K: 5,612 Caucasian, 1,562 Hispanic, 507 Asian, and 908 African-American adolescents) and the National Education Longitudinal Study (NELS: 8,484 Caucasian, 1,604 Hispanic, and 860 Asian, and 1,228 African American adolescents). Gender was approximately evenly split in both samples. The results from the two datasets were highly consistent. Significant interactions between ethnicity and locus of control indicated that having a more internal locus of control was particularly important for Caucasian students' peer relationships (ECLS-K) and social status (NELS), but less so for Asian, Hispanic, and African American students. Our findings suggest that the role of locus of control in peer relationship is contingent upon culture.

Music listening in families and peer groups: benefits for young people's social cohesion and emotional well-being across four cultures

PubMed Central

Boer, Diana; Abubakar, Amina

2014-01-01

Families are central to the social and emotional development of youth, and most families engage in musical activities together, such as listening to music or talking about their favorite songs. However, empirical evidence of the positive effects of musical family rituals on social cohesion and emotional well-being is scarce. Furthermore, the role of culture in the shaping of musical family rituals and their psychological benefits has been neglected entirely. This paper investigates musical rituals in families and in peer groups (as an important secondary socialization context) in two traditional/collectivistic and two secular/individualistic cultures, and across two developmental stages (adolescence vs. young adulthood). Based on cross-sectional data from 760 young people in Kenya, the Philippines, New Zealand, and Germany, our study revealed that across cultures music listening in families and in peer groups contributes to family and peer cohesion, respectively. Furthermore, the direct contribution of music in peer groups on well-being appears across cultural contexts, whereas musical family rituals affect emotional well-being in more traditional/collectivistic contexts. Developmental analyses show that musical family rituals are consistently and strongly related to family cohesion across developmental stages, whereas musical rituals in peer groups appear more dependent on the developmental stage (in interaction with culture). Contributing to developmental as well as cross-cultural psychology, this research elucidated musical rituals and their positive effects on the emotional and social development of young people across cultures. The implications for future research and family interventions are discussed. PMID:24847296

Music listening in families and peer groups: benefits for young people's social cohesion and emotional well-being across four cultures.

PubMed

Boer, Diana; Abubakar, Amina

2014-01-01

Families are central to the social and emotional development of youth, and most families engage in musical activities together, such as listening to music or talking about their favorite songs. However, empirical evidence of the positive effects of musical family rituals on social cohesion and emotional well-being is scarce. Furthermore, the role of culture in the shaping of musical family rituals and their psychological benefits has been neglected entirely. This paper investigates musical rituals in families and in peer groups (as an important secondary socialization context) in two traditional/collectivistic and two secular/individualistic cultures, and across two developmental stages (adolescence vs. young adulthood). Based on cross-sectional data from 760 young people in Kenya, the Philippines, New Zealand, and Germany, our study revealed that across cultures music listening in families and in peer groups contributes to family and peer cohesion, respectively. Furthermore, the direct contribution of music in peer groups on well-being appears across cultural contexts, whereas musical family rituals affect emotional well-being in more traditional/collectivistic contexts. Developmental analyses show that musical family rituals are consistently and strongly related to family cohesion across developmental stages, whereas musical rituals in peer groups appear more dependent on the developmental stage (in interaction with culture). Contributing to developmental as well as cross-cultural psychology, this research elucidated musical rituals and their positive effects on the emotional and social development of young people across cultures. The implications for future research and family interventions are discussed.

The Research Dynamic: A Professional Development Model for Secondary School Science Teachers

PubMed Central

2009-01-01

This essay summarizes the author's 10 years of experience at the Oklahoma Medical Research Foundation mentoring secondary school science teachers during 8-wk Summer Research Institutes. The summary is presented as a learning model, which we call the research dynamic. This model consists of three interlocked components: specified ignorance, peer interactions, and gateway experiments. Specified ignorance is based on the work of the sociologist Robert K. Merton. It is essentially the art of highlighting what is not known about a phenomenon but must become known for further progress. In practice, specified ignorance is framed as a hypothesis, a prediction, or a question. It is commonly the outcome of peer interactions, which are the second essential component of the research dynamic. Peer interactions are the inevitable outcome of having teachers work together in the same laboratory on related research topics. These topics are introduced as gateway experiments, the third component. The most important attribute of gateway experiments is their authenticity. These experiments, when first carried out, opened new scientific vistas. They are also technically, conceptually, and logically simple. We illustrate the research dynamic with a line of seminal experiments in biochemical genetics. We provide evidence that the research dynamic produced significantly positive effects on teachers' confidence in their professional preparedness. PMID:19487501

Positive Youth Psychology: Lessons from Positive Peer Culture

ERIC Educational Resources Information Center

Steinebach, Christoph; Steinebach, Ursula; Brendtro, Larry K.

2013-01-01

Positive Peer Culture (PPC) is a strength-oriented approach developed by Vorrath and Brendtro (1985) to prevent or reverse negative peer influence by building a climate of peer concern and respect. PPC operates in a range of settings including residential treatment, alternative schools, juvenile justice, and youth leadership groups. It is an…

Moderating effects of aggression on the associations between social withdrawal subtypes and peer difficulties during early adolescence.

PubMed

Bowker, Julie C; Markovic, Andrea; Cogswell, Alex; Raja, Radhi

2012-08-01

Recent research has revealed significant heterogeneity in the peer difficulties associated with social withdrawal subtypes during early adolescence, but little is known about possible sources of that heterogeneity. This study of 194 Indian young adolescents (48% female; 90% Hindu; M age= 13.35 years) evaluated whether the peer adversity related to self-reported social withdrawal subtypes (shyness, unsociability, avoidance) varied as a function of peer-nominated overt and relational aggression, and gender. Regression analyses revealed that overt aggression and gender moderated the pathways between shyness and peer exclusion and peer victimization such that the associations were significant and positive only for boys who were high and girls who were low in overt aggression. Several additional moderator effects were found, including results revealing that relational aggression (in certain cases, in conjunction with gender) moderated the association between: (1) avoidance and peer exclusion and peer rejection, (2) shyness and peer rejection, and (3) unsociability and peer victimization. For adolescents who were average and low in relational aggression, avoidance was positively related to peer rejection, and unsociability was positively related to peer victimization. However, only for boys who were high in relational aggression, avoidance was found to be positively related to peer exclusion, and shyness was positively related to peer rejection. The findings highlight the importance of considering additional individual risk factors in studies of social withdrawal subtypes and point to important differences for young adolescent withdrawn boys and girls.

The Peer-Related Social Competence of Young Children with Down Syndrome

PubMed Central

Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

2014-01-01

The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared to the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested that both risk and protective factors influenced the peer interactions of children with Down syndrome. Recommendations were made for applying contemporary models of peer-related social competence to etiologic subgroups to better understand the mechanisms involved and to provide direction for the design of intervention programs. PMID:21291310

Paternal/Maternal Attachment, Peer Support, Social Expectations of Peer Interaction, and Depressive Symptoms

ERIC Educational Resources Information Center

Liu, Yih-Lan

2006-01-01

The aim of this study was to investigate how paternal and maternal attachment might relate to adolescents' peer support, social expectations of peer interaction, and depressive symptoms; 1,144 8th graders in Taiwan participated in the study. The relationships were examined through a structural equating modeling. Consistent with theoretical…

Interactive Contributions of Cumulative Peer Stress and Executive Function Deficits to Depression in Early Adolescence

ERIC Educational Resources Information Center

Agoston, Anna M.; Rudolph, Karen D.

2016-01-01

Exposure to peer stress contributes to adolescent depression, yet not all youth experience these effects. Thus, it is important to identify individual differences that shape the consequences of peer stress. This research investigated the interactive contribution of cumulative peer stress during childhood (second-fifth grades) and executive…

Exploring Peer Interaction among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning

ERIC Educational Resources Information Center

Martin-Beltrán, Melinda

2017-01-01

Peer interactions are central to student experiences and present tremendous opportunities for language learning and consequences for educational equity, yet these opportunities have often been unrecognized and under-examined. This special issue offers new perspectives examining the potential of peer interaction to foster language, literacy and…

Students' Peer Interactions within a Cohort and in Host Countries during a Short-Term Study Abroad

ERIC Educational Resources Information Center

Jessup-Anger, Jody E.; Aragones, Aileen

2013-01-01

In this qualitative case study, we explored students' peer interactions within their cohort and in the host countries during a short-term study abroad. Framed by Bronfenbrenner's (1993) ecological systems theory, findings revealed that students spent considerable energy reflecting on interactions with peers. The students considered themselves…

The Effect of Conversation Engagement on L2 Learning Opportunities

ERIC Educational Resources Information Center

Chen, Wenxue

2017-01-01

This article reviews patterns of interaction (i.e. learner role relationships) in peer communicative tasks, and uses data collected from different tasks to explain what happens in peer interaction and its impact on the learning opportunities interlocutors create for each other. It proposes that, with L2 peer interaction gaining popularity in…

Temperament in early childhood and peer interactions in third grade: the role of teacher-child relationships in early elementary grades.

PubMed

Rudasill, Kathleen Moritz; Niehaus, Kate; Buhs, Eric; White, Jamie M

2013-12-01

Children's interactions with peers in early childhood have been consistently linked to their academic and social outcomes. Although both child and classroom characteristics have been implicated as contributors to children's success, there has been scant research linking child temperament, teacher-child relationship quality, and peer interactions in the same study. The purpose of this study is to examine children's early temperament, rated at preschool age, as a predictor of interactions with peers (i.e., aggression, relational aggression, victimization, and prosociality) in third grade while considering teacher-child relationship quality in kindergarten through second grades as a moderator and mediator of this association. The sample (N=1364) was drawn from the NICHD Study of Early Child Care and Youth Development. Results from structural equation models indicated that teacher-child conflict in early elementary grades mediated links between children's temperament and later peer interactions. Findings underscore the importance of considering children's temperament traits and teacher-child relationship quality when examining the mechanisms of the development of peer interactions. © 2013.

Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

PubMed

Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

2018-03-01

An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

The influence of previous subject experience on interactions during peer instruction in an introductory physics course: A mixed methods analysis

NASA Astrophysics Data System (ADS)

Vondruska, Judy A.

Over the past decade, peer instruction and the introduction of student response systems has provided a means of improving student engagement and achievement in large-lecture settings. While the nature of the student discourse occurring during peer instruction is less understood, existing studies have shown student ideas about the subject, extraneous cues, and confidence level appear to matter in the student-student discourse. Using a mixed methods research design, this study examined the influence of previous subject experience on peer instruction in an introductory, one-semester Survey of Physics course. Quantitative results indicated students in discussion pairs where both had previous subject experience were more likely to answer clicker question correctly both before and after peer discussion compared to student groups where neither partner had previous subject experience. Students in mixed discussion pairs were not statistically different in correct response rates from the other pairings. There was no statistically significant difference between the experience pairs on unit exam scores or the Peer Instruction Partner Survey. Although there was a statistically significant difference between the pre-MPEX and post-MPEX scores, there was no difference between the members of the various subject experience peer discussion pairs. The qualitative study, conducted after the quantitative study, helped to inform the quantitative results by exploring the nature of the peer interactions through survey questions and a series of focus groups discussions. While the majority of participants described a benefit to the use of clickers in the lecture, their experience with their discussion partners varied. Students with previous subject experience tended to describe peer instruction more positively than students who did not have previous subject experience, regardless of the experience level of their partner. They were also more likely to report favorable levels of comfort with the peer instruction experience. Students with no previous subject experience were more likely to describe a level of discomfort being assigned a stranger for a discussion partner and were more likely to report communication issues with their partner. Most group members, regardless of previous subject experience, related deeper discussions occurring when partners did not initially have the same answer to the clicker questions.

Children who are deaf or hard of hearing in inclusive educational settings: a literature review on interactions with peers.

PubMed

Xie, Yu-Han; Potměšil, Miloň; Peters, Brenda

2014-10-01

This review is conducted to describe how children who are deaf or hard of hearing (D/HH) interact with hearing peers in inclusive settings, illustrate the difficulties and challenges faced by them in interacting with peers, and identify effective interventions that promote their social interaction in inclusive education. A systematic search of databases and journals identified 21 papers that met the inclusion criteria. Two broad themes emerged from an analysis of the literatures, which included processes and outcomes of interactions with peers and intervention programs. The research indicates that children who are D/HH face great difficulties in communicating, initiating/entering, and maintaining interactions with hearing peers in inclusive settings. The co-enrollment and social skills training programs are considered to be effective interventions for their social interaction. Communication abilities and social skills of children who are D/HH, responses of children with normal hearing, and the effect of environment are highlighted as crucial aspects of social interactions. In addition, future research is needed to study the interaction between children who are D/HH and hearing peers in natural settings, at different stages of school life, as well as improving social interaction and establishing an inclusive classroom climate for children who are D/HH. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Bullying Predicts Reported Dating Violence and Observed Qualities in Adolescent Dating Relationships.

PubMed

Ellis, Wendy E; Wolfe, David A

2015-10-01

The relationship between reported bullying, reported dating violence, and dating relationship quality measured through couple observations was examined. Given past research demonstrating similarity between peer and dating contexts, we expected that bullying would predict negative dating experiences. Participants with dating experience (n = 585; 238 males, M(age) = 15.06) completed self-report assessments of bullying and dating violence perpetration and victimization. One month later, 44 opposite-sex dyads (M(age) = 15.19) participated in behavioral observations. In 10-min sessions, couples were asked to rank and discuss areas of relationship conflict while being video-recorded. Qualities of the relationship were later coded by trained observers. Regression analysis revealed that bullying positively predicted dating violence perpetration and victimization. Self-reported bullying also predicted observations of lower relationship support and higher withdrawal. Age and gender interactions further qualified these findings. The bullying of boys, but not girls, was significantly related to dating violence perpetration. Age interactions showed that bullying was positively predictive of dating violence perpetration and victimization for older, but not younger adolescents. Positive affect was also negatively predicted by bullying, but only for girls. These findings add to the growing body of evidence that adolescents carry forward strategies learned in the peer context to their dating relationships. © The Author(s) 2014.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

PubMed

Ruzek, Erik A; Hafen, Christopher A; Allen, Joseph P; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C

2016-04-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

PubMed Central

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2017-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools. PMID:28190936

Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

PubMed Central

Kamps, D M; Barbetta, P M; Leonard, B R; Delquadri, J

1994-01-01

A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance. PMID:8188563

Spinal Cord Injury Peer Mentorship: Applying Self-Determination Theory to Explain Quality of Life and Participation.

PubMed

Sweet, Shane N; Michalovic, Emilie; Latimer-Cheung, Amy E; Fortier, Michelle; Noreau, Luc; Zelaya, Walter; Martin Ginis, Kathleen A

2018-03-01

To investigate the role of spinal cord injury (SCI) peer mentorship on quality of life (QoL)/participation, and test a self-determination theory model that explains the role of SCI peer mentorship on these outcomes. A static group comparison design. Community. A convenience sample of mentees (individuals receiving peer mentorship) (n=68) and nonmentees (n=63) who had an SCI, were older than 18 years, and spoke either English or French. Mentees: at least 4 peer mentorship sessions over the past 5 years; nonpeer mentees: 0 or 1 brief introductory session. QoL (ie, life satisfaction and positive and negative affect), participation (eg, autonomous indoor; family role), and the psychological needs of autonomy, competence, and relatedness. No group differences were found, but years since injury was a moderator indicating that, generally, peer mentees living with SCI for longer (∼30y) appear to benefit more from peer mentorship interactions compared with nonmentees and mentees living with SCI for approximately 6 years. Competence and relatedness mediated the peer mentorship-outcome relationship for QoL and some participation variables, indicating that peer mentorship predicted competence and relatedness, which in turn were related to the outcomes. Satisfaction of competence and relatedness needs requires greater attention in SCI peer mentorship. Years since injury modified the relationship between peer mentorship and outcomes, which provided new insights on the role of SCI peer mentorship. Further studies are needed to determine SCI peer mentorship-specific outcomes that are important across the years-since-injury spectrum. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

An Examination of the Contributions of Interactive Peer Play to Salient Classroom Competencies for Urban Head Start Children

ERIC Educational Resources Information Center

Fantuzzo, John; Sekino, Yumiko; Cohen, Heather L.

2004-01-01

Relations between children's peer play competence and other relevant competencies were investigated using two samples of urban Head Start children. Dimensions of peer play were examined concurrently with emotion regulation, autonomy, and language. Children exhibiting high levels of peer play interaction were found to demonstrate more competent…

The Effects of Social Skills Training on the Peer Interactions of a Nonnative Toddler

ERIC Educational Resources Information Center

Wu, Cheng-Hsien; Hursh, Daniel E.; Walls, Richard T.; Stack, Samuel F., Jr.; Lin, I-An

2012-01-01

The purpose of the present study was to increase peer interactions of a toddler who is nonnative. A 30-month old boy evidenced social withdrawal when playing at playgrounds. Social skills training served as the intervention to increase social initiations by this participant. Targeted social skills included greeting peers, gesturing to peers,…

Systematic Training Program for Enhancing Learning Strategies and Skills: Further Development. Interim Report for Period March 1976-March 1977.

ERIC Educational Resources Information Center

Dansereau, Donald F.; And Others

The purpose of this current research effort was to identify and validate the effectiveness of alternative learning strategies. Learners employing networking and interactive peer study substrategies achieved more than did no-treatment controls. Similarly, strategies-trained learners reported greater positive learning attitude changes than did…

Applying Universal Design for Learning and the Inclusion Spectrum for Students with Severe Disabilities in General Physical Education

ERIC Educational Resources Information Center

Grenier, Michelle; Miller, Nancy; Black, Ken

2017-01-01

General physical education (GPE) affords many opportunities for students with and without disabilities to interact and develop positive peer relationships. This case study describes one teacher's use of collaborative practices, universal design for learning (UDL), and the inclusion spectrum to create an accessible learning environment in which the…

Patterns of Kindergarten Children's Social Interaction with Peers in the Computer Area

ERIC Educational Resources Information Center

Lim, Eun Mee

2012-01-01

This study explored how young children interact with their peers in the computer area of a public kindergarten classroom. Children's social interaction, as defined in this study, is the action of giving and taking information that results in children's knowledge construction and cognitive development that can be accomplished through peer-to-peer…

A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings

ERIC Educational Resources Information Center

Watkins, Laci; O'Reilly, Mark; Kuhn, Michelle; Gevarter, Cindy; Lancioni, Giulio E.; Sigafoos, Jeff; Lang, Russell

2015-01-01

This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI…

Increasing Social Interaction Skills of Secondary School Students with Autism and/or Intellectual Disability: A Review of Interventions

ERIC Educational Resources Information Center

Hughes, Carolyn; Kaplan, Lauren; Bernstein, Rebekah; Boykin, Michaela; Reilly, Caitlin; Brigham, Nicolette; Cosgriff, Joseph; Heilingoetter, Jamie; Harvey, Michelle

2012-01-01

We reviewed studies to identify strategies effective at increasing social interaction skills across a range of secondary school students with autism and/or intellectual disability who experienced limited peer interaction. We were particularly interested in identifying strategies that involved peers and were effective at increasing peer interaction…

Peer Play Interactions and Learning for Low-Income Preschool Children: The Moderating Role of Classroom Quality

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Carter, Tracy M.; Dietrich, Sandy L. R.

2014-01-01

Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within…

Comparing Student Interaction in Asynchronous Online Discussions and in Face-to-Face Settings: A Network Perspective

ERIC Educational Resources Information Center

Javadi, Elahe; Gebauer, Judith; Novotny, Nancy L.

2017-01-01

Online discussions enable peer-learning by allowing students to communicate ideas on what they have learned in and beyond the classroom. Peer-learning through online discussions is fostered when online discussions are interactive. Interactivity occurs when students refer to and use perspectives shared by peers, and elaborate, respond to, or…

Positively Biased Self-Perceptions of Peer Acceptance and Subtypes of Aggression in Children

PubMed Central

Lynch, Rebecca J.; Kistner, Janet A.; Stephens, Haley F.; David-Ferdon, Corinne

2016-01-01

There is a growing body of research linking children’s positively biased self-perceptions with higher levels of aggression. This study extended this area of research by examining prospective associations of positively biased self-perceptions of peer acceptance with overt and relational aggression. In addition, moderating effects of peer rejection were examined to test the “disputed overestimation hypothesis,” which posits that the link between bias and aggression is limited to children who are rejected by their peers. Using a two-wave longitudinal design, measures of peer-rated and self-perceived peer acceptance and peer-rated overt and relational aggression were obtained for 712 children in 3rd through 5th grades (386 girls and 326 boys). Positively biased perceptions led to increases in relational, but not overt, aggression. This pattern was observed even when the effects of gender, race, peer rejection, and overt aggression on relational aggression were controlled. Contrary to the disputed overestimation hypothesis, the prospective associations between bias and aggression did not vary as a function of children’s peer rejection status, thus supporting the view that positive bias predicts future aggressive behavior, regardless of social status. The results are discussed in terms of the comparability with previous findings and practical implications. PMID:26423823

What Positive Impacts Does Peer Tutoring Have upon the Peer Tutors at SQU?

ERIC Educational Resources Information Center

Al kharusi, Dhafra

2016-01-01

This paper attempts to provide an answer to the question: What positive impacts does peer tutoring have upon the peer tutors at SQU? It is conducted in the LC Tutorial Centre at Sultan Qaboos University where senior English language students are hired to tutor their peers who are struggling with the language. It sheds light on the peer tutors'…

Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model

ERIC Educational Resources Information Center

Sato, Masatoshi

2017-01-01

This classroom-based study explored links among second language (L2) learners' interaction mindsets, interactional behaviors, and L2 development in the context of peer interaction. While peer interaction research has revealed that certain interactional behaviors (e.g., receiving corrective feedback and engaging in collaborative interaction) assist…

Understanding the link between social and emotional well-being and peer relations in early adolescence: gender-specific predictors of peer acceptance.

PubMed

Oberle, Eva; Schonert-Reichl, Kimberly A; Thomson, Kimberly C

2010-11-01

Past studies have investigated relationships between peer acceptance and peer-rated social behaviors. However, relatively little is known about the manner in which indices of well-being such as optimism and positive affect may predict peer acceptance above and beyond peer ratings of antisocial and prosocial behaviors. Early adolescence-roughly between the ages of 9 and 14-is a time in the life span in which individuals undergo a myriad of changes at many different levels, such as changes due to cognitive development, pubertal development, and social role redefinitions. The present study investigated the relationship of self-reported affective empathy, optimism, anxiety (trait measures), and positive affect (state measure) to peer-reported peer acceptance in 99 (43% girls) 4th and 5th grade early adolescents. Because our preliminary analyses revealed gender-specific patterns, hierarchical regression analyses were conducted to investigate the predictors of peer acceptance separately for boys and for girls. Girls' acceptance of peers was significantly predicted by higher levels of empathy and optimism, and lower positive affect. For boys, higher positive affect, lower empathy, and lower anxiety significantly predicted peer acceptance. The results emphasize the importance of including indices of social and emotional well-being in addition to peer-ratings in understanding peer acceptance in early adolescence, and urge for more research on gender-specific peer acceptance.

The nature of peer-directed behaviours in children with profound intellectual and multiple disabilities and its relationship with social scaffolding behaviours of the direct support worker.

PubMed

Nijs, S; Vlaskamp, C; Maes, B

2016-01-01

The multiple and complex disabilities of persons with profound intellectual and multiple disabilities (PIMD) form a barrier for peer interactions and peer-directed behaviours. In this study, we further explore the nature of peer-directed behaviours in persons with PIMD and its relationship with social scaffolding behaviour of direct support workers (DSWs). Fourteen dyads of children with PIMD, who knew each other for at least 12 months, participated. They were sitting in close proximity while they were filmed with and without the presence of the DSW. Video recordings were coded continuously making use of observation schemes for the peer-directed behaviours of the children and the peer interaction influencing behaviours of the DSW. Significantly more singular peer-directed behaviour (without DSW: 18.00%; with DSW: 3.81%) was observed than multiple peer-directed behaviour (without DSW: 4.01%; with DSW: 0.52%). The amount of time the singular and multiple peer-directed behaviours were observed was significantly lower in the presence of a DSW. When the DSW shows peer interaction influencing behaviour, it was mostly social scaffolding behaviour (2.17%). The conditional probability of observing social scaffolding behaviour in the 10 s following on singular peer-directed behaviour was 0.02 with a Yule's Q of 0.04 and following on multiple peer-directed behaviour 0.04 with a Yule's Q of 0.33. The way in which peer interactions in children with PIMD are defined could have an impact on the amount of observed peer-directed behaviours and on the effect of the social scaffolding behaviours presented by DSW. © 2015 John Wiley & Sons Ltd.

Good Intentions: AN Experiment in Middle School Single-Sex Science and Mathematics Classrooms with High Minority Enrollment

NASA Astrophysics Data System (ADS)

Baker, Dale

This study examined the effects of single-sex middle school science and mathematics classrooms with high minority enrollment on achievement, affect, peer, and teacher-student interactions. All students earned higher grades in mathematics than in science. Girls earned higher grades than boys. The higher grades of girls were not clearly attributable to the singlesex environment, and aspects of the single-sex environment interfered with boys' achievement. The single-sex environment contributed to girls', but not boys', feelings of empowerment, peer support, and positive self-concept. The curriculum and pedagogy were better suited to girls than to boys, leading to discipline problems and hostile interactions. However, boys were more engaged in technology-based activities than girls. Overall, all-boy classes were less supportive learning environments than all-girl classes. Although the results replicate findings elsewhere, this is the only study to look at minority students in middle school.

Bids for Joint Attention by Parent-Child Dyads and by Dyads of Young Peers in Interaction

ERIC Educational Resources Information Center

Ninio, Anat

2016-01-01

Before they are 3;0-3;6, children typically do not engage with peers in focused interaction, although they do with adults. With parents, children interact around the "here-and-now". We hypothesize that young peers do not attempt to establish joint attention to present objects. Using the CHILDES database, we compared attention-directives…

Peer Interaction and Corrective Feedback for Accuracy and Fluency Development: Monitoring, Practice, and Proceduralization

ERIC Educational Resources Information Center

Sato, Masatoshi; Lyster, Roy

2012-01-01

This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of…

Residents' Interaction with Their College Living-Learning Peer Mentor: A Grounded Theory

ERIC Educational Resources Information Center

Wylie, Jonathan Patrick

2012-01-01

This study used Strauss and Corbin's (1998) grounded theory model to describe and explain the stories of residents' interactions with their peer mentor, in a health, education, and human development living-learning community (LLC). The question answered in this study was: What is the impact of the interaction between a peer mentor and…

Cooperation enhanced by indirect reciprocity in spatial prisoner's dilemma games for social P2P systems

NASA Astrophysics Data System (ADS)

Tian, Lin-Lin; Li, Ming-Chu; Wang, Zhen

2016-11-01

With the growing interest in social Peer-to-Peer (P2P) applications, relationships of individuals are further exploited to improve the performances of reputation systems. It is an on-going challenge to investigate how spatial reciprocity aids indirect reciprocity in sustaining cooperation in practical P2P environments. This paper describes the construction of an extended prisoner's dilemma game on square lattice networks with three strategies, i.e., defection, unconditional cooperation, and reciprocal cooperation. Reciprocators discriminate partners according to their reputations based on image scoring, where mistakes in judgment of reputations may occur. The independent structures of interaction and learning neighborhood are discussed, with respect to the situation in which learning environments differ from interaction networks. The simulation results have indicated that the incentive mechanism enhances cooperation better in structured peers than among a well-mixed population. Given the realistic condition of inaccurate reputation scores, defection is still successfully held down when the players interact and learn within the unified neighborhoods. Extensive simulations have further confirmed the positive impact of spatial structure on cooperation with different sizes of lattice neighborhoods. And similar conclusions can also be drawn on regular random networks and scale-free networks. Moreover, for the separated structures of the neighborhoods, the interaction network has a critical effect on the evolution dynamics of cooperation and learning environments only have weaker impacts on the process. Our findings further provide some insights concerning the evolution of collective behaviors in social systems.

Roles of temperamental arousal and gender-segregated play in young children's social adjustment.

PubMed

Fabes, R A; Shepard, S A; Guthrie, I K; Martin, C L

1997-07-01

The hypothesis that gender differences in children's adjustment is partially influenced by differences in temperament and interactions with same-sex peers was examined. Fifty-seven predominantly White, middle-class preschoolers (29 boys and 28 girls, M age = 54.5 months) participated. Measures were taken of children's arousability, problem behaviors, and tendencies to play with same-sex peers. A semester later, children's peer status was assessed. Analyses revealed that arousability and same-sex peer play interacted to predict problem behaviors. For boys high in arousability, play with same-sex peers increased problem behaviors. In contrast, arousable girls who played with other girls were relatively unlikely to show problem behaviors. Moreover, the interaction of arousability and same-sex peer play predicted boys' (but not girls') peer status, and this relation was partially mediated by problem behaviors. The role of gender-related processes is discussed.

The role of sleep problems in the relationship between peer victimization and antisocial behavior: A five-year longitudinal study.

PubMed

Chang, Ling-Yin; Wu, Wen-Chi; Wu, Chi-Chen; Lin, Linen Nymphas; Yen, Lee-Lan; Chang, Hsing-Yi

2017-01-01

Peer victimization in children and adolescents is a serious public health concern. Growing evidence exists for negative consequences of peer victimization, but research has mostly been short term and little is known about the mechanisms that moderate and mediate the impacts of peer victimization on subsequent antisocial behavior. The current study intended to examine the longitudinal relationship between peer victimization in adolescence and antisocial behavior in young adulthood and to determine whether sleep problems influence this relationship. In total, 2006 adolescents participated in a prospective study from 2009 to 2013. The moderating role of sleep problems was examined by testing the significance of the interaction between peer victimization and sleep problems. The mediating role of sleep problems was tested by using bootstrapping mediational analyses. All analyses were conducted using SAS 9.3 software. We found that peer victimization during adolescence was positively and significantly associated with antisocial behavior in young adulthood (β = 0.10, p < 0.0001). This association was mediated, but not moderated by sleep problems. Specifically, peer victimization first increased levels of sleep problems, which in turn elevated the risk of antisocial behavior (indirect effect: 0.01, 95% bootstrap confidence interval: 0.004, 0.021). These findings imply that sleep problems may operate as a potential mechanism through which peer victimization during adolescence leads to increases in antisocial behavior in young adulthood. Prevention and intervention programs that target sleep problems may yield benefits for decreasing antisocial behavior in adolescents who have been victimized by peers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Negative and Positive Peer Influence: Relations to Positive and Negative Behaviors for African American, European American, and Hispanic Adolescents

ERIC Educational Resources Information Center

Padilla-Walker, Laura M.; Bean, Roy A.

2009-01-01

The purpose of the current study was to examine adolescents' perceptions of negative and positive peer influence (i.e., indirect peer association and direct peer pressure) as they related to adolescent behavior. Regression analyses were conducted using a sample of African American, European American, and Hispanic adolescents (N=1659, M age=16.06,…

SOC Strategies and Organizational Citizenship Behaviors toward the Benefits of Co-workers: A Multi-Source Study.

PubMed

Müller, Andreas; Weigl, Matthias

2017-01-01

Background: Individuals' behavioral strategies like selection, optimization, and compensation (SOC) contribute to efficient use of available resources. In the work context, previous studies revealed positive associations between employees' SOC use and favorable individual outcomes, like engagement and job performance. However, the social implications of self-directed behaviors like SOC that are favorable for the employee but may imply consequences for coworkers have not been investigated yet in an interpersonal work context. Objective: This study aimed to assess associations between employees' use of SOC behaviors at work and their organizational citizenship behaviors (OCB) toward the benefits of co-workers rated by their peers at work. We further sought to identify age-specific associations between SOC use and OCB. Design and Method: A cross-sectional design combining multi-source data was applied in primary school teachers (age range: 23-58 years) who frequently teach in dyads. N = 114 dyads were finally included. Teachers reported on their SOC strategies at work. Their peer colleagues evaluated teachers' OCB. Control variables were gender, workload, working hours, and perceived proximity of relationship between the dyads. Results: We observed a positive effect of loss-based selection behaviors on peer-rated OCB. Moreover, there was a significant two-way interaction effect between the use of compensation strategies and age on OCB, such that there was a positive association for older employees and a negative association for younger employees. There were no significant main and age-related interaction effects of elective selection, optimization, and of overall SOC strategies on OCB. Conclusion: Our study suggests that high use of loss-based selection and high use of compensation strategies in older employees is positively related with OCB as perceived by their colleagues. However, high use of compensation strategies in younger employees is perceived negatively related with OCB. Our findings contribute to a better understanding of the age-differentiated interpersonal effects of successful aging strategies in terms of SOC in organizations.

SOC Strategies and Organizational Citizenship Behaviors toward the Benefits of Co-workers: A Multi-Source Study

PubMed Central

Müller, Andreas; Weigl, Matthias

2017-01-01

Background: Individuals’ behavioral strategies like selection, optimization, and compensation (SOC) contribute to efficient use of available resources. In the work context, previous studies revealed positive associations between employees’ SOC use and favorable individual outcomes, like engagement and job performance. However, the social implications of self-directed behaviors like SOC that are favorable for the employee but may imply consequences for coworkers have not been investigated yet in an interpersonal work context. Objective: This study aimed to assess associations between employees’ use of SOC behaviors at work and their organizational citizenship behaviors (OCB) toward the benefits of co-workers rated by their peers at work. We further sought to identify age-specific associations between SOC use and OCB. Design and Method: A cross-sectional design combining multi-source data was applied in primary school teachers (age range: 23–58 years) who frequently teach in dyads. N = 114 dyads were finally included. Teachers reported on their SOC strategies at work. Their peer colleagues evaluated teachers’ OCB. Control variables were gender, workload, working hours, and perceived proximity of relationship between the dyads. Results: We observed a positive effect of loss-based selection behaviors on peer-rated OCB. Moreover, there was a significant two-way interaction effect between the use of compensation strategies and age on OCB, such that there was a positive association for older employees and a negative association for younger employees. There were no significant main and age-related interaction effects of elective selection, optimization, and of overall SOC strategies on OCB. Conclusion: Our study suggests that high use of loss-based selection and high use of compensation strategies in older employees is positively related with OCB as perceived by their colleagues. However, high use of compensation strategies in younger employees is perceived negatively related with OCB. Our findings contribute to a better understanding of the age-differentiated interpersonal effects of successful aging strategies in terms of SOC in organizations. PMID:29085315

Physical and Visual Accessibilities in Intensive Care Units: A Comparative Study of Open-Plan and Racetrack Units.

PubMed

Rashid, Mahbub; Khan, Nayma; Jones, Belinda

2016-01-01

This study compared physical and visual accessibilities and their associations with staff perception and interaction behaviors in 2 intensive care units (ICUs) with open-plan and racetrack layouts. For the study, physical and visual accessibilities were measured using the spatial analysis techniques of Space Syntax. Data on staff perception were collected from 81 clinicians using a questionnaire survey. The locations of 2233 interactions, and the location and length of another 339 interactions in these units were collected using systematic field observation techniques. According to the study, physical and visual accessibilities were different in the 2 ICUs, and clinicians' primary workspaces were physically and visually more accessible in the open-plan ICU. Physical and visual accessibilities affected how well clinicians' knew their peers and where their peers were located in these units. Physical and visual accessibilities also affected clinicians' perception of interaction and communication and of teamwork and collaboration in these units. Additionally, physical and visual accessibilities showed significant positive associations with interaction behaviors in these units, with the open-plan ICU showing stronger associations. However, physical accessibilities were less important than visual accessibilities in relation to interaction behaviors in these ICUs. The implications of these findings for ICU design are discussed.

Genetic Influences on Peer and Family Relationships Across Adolescent Development: Introduction to the Special Issue.

PubMed

Mullineaux, Paula Y; DiLalla, Lisabeth Fisher

2015-07-01

Nearly all aspects of human development are influenced by genetic and environmental factors, which conjointly shape development through several gene-environment interplay mechanisms. More recently, researchers have begun to examine the influence of genetic factors on peer and family relationships across the pre-adolescent and adolescent time periods. This article introduces the special issue by providing a critical overview of behavior genetic methodology and existing research demonstrating gene-environment processes operating on the link between peer and family relationships and adolescent adjustment. The overview is followed by a summary of new research studies, which use genetically informed samples to examine how peer and family environment work together with genetic factors to influence behavioral outcomes across adolescence. The studies in this special issue provide further evidence of gene-environment interplay through innovative behavior genetic methodological approaches across international samples. Results from the quantitative models indicate environmental moderation of genetic risk for coercive adolescent-parent relationships and deviant peer affiliation. The molecular genetics studies provide support for a gene-environment interaction differential susceptibility model for dopamine regulation genes across positive and negative peer and family environments. Overall, the findings from the studies in this special issue demonstrate the importance of considering how genes and environments work in concert to shape developmental outcomes during adolescence.

Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style

ERIC Educational Resources Information Center

Ellis, Wendy; Zarbatany, Lynne; Chen, Xinyin; Kinal, Megan; Boyko, Lisa

2018-01-01

Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M[subscript age] = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were…

Positive Peer Support or Negative Peer Influence? the Role of Peers among Adolescents in Recovery High Schools

ERIC Educational Resources Information Center

Karakos, Holly L.

2014-01-01

Evidence from previous research suggests that peers at times exert negative influence and at other times exert positive influence on drug and alcohol use among adolescents in recovery. This study explores recovery high school staff members' perceptions of peer support among students in recovery high schools using qualitative interview data. Themes…

Children's beliefs in reciprocation of biases and flexibility.

PubMed

Rennels, Jennifer L; Langlois, Judith H

2015-09-01

Children display positive and negative biases based on peers' attractiveness, gender, and race, but it is unclear whether children who associate positive attributes with certain peers also believe those peers think positively of them. In each domain (attractiveness, gender, and race), we measured 3- to 11-year-olds' (N = 102) biases and flexibility and their beliefs in reciprocity of bias and flexibility by asking who would think positively of them. Children could choose one of two unfamiliar peers (forced choice assessment) or had the additional options of choosing both peers or neither peer (non-forced choice assessment). We found that children often displayed beliefs in reciprocation, with beliefs in positive bias reciprocation from attractive girls showing the largest effect sizes. These beliefs were significantly correlated with and were predictive of children's positive and negative biases and flexibility. The duality of children's beliefs may contribute to strengthening their biases and segregating social groups. Copyright © 2015 Elsevier Inc. All rights reserved.

Campus Diversity and Perspective-Changing: Students Describe the Impact of Their Interactions with Diverse Peers and Viewpoints

ERIC Educational Resources Information Center

Talmadge, Rosemary A.

2014-01-01

Preparing students to become effective citizens in an increasingly interdependent world is one of today's most critical challenges. Effective global citizens need to be able to do more than imagine themselves in another's position, a common definition of perspective-taking. To bridge current divides of culture, religion, and nationality, they also…

College Students' Experiences with Diversity and Their Effects on Academic Self-Confidence, Social Agency, and Disposition toward Critical Thinking

ERIC Educational Resources Information Center

Laird, Thomas F. Nelson

2005-01-01

The results of this study conducted at the University of Michigan (n = 289) indicate that students with more experiences with diversity, particularly enrollment in diversity courses and positive interactions with diverse peers, are more likely to score higher on academic self-confidence, social agency, and critical thinking disposition. In…

English Proficiency and Peer Interethnic Relations as Predictors of Math Achievement among Latino and Asian Immigrant Students

PubMed Central

Barrett, Alice N.; Barile, John P.; Malm, Esther K.; Weaver, Scott R.

2013-01-01

Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2,113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average. PMID:22959129

Television watching and the emotional impact on social modeling of food intake among children.

PubMed

Bevelander, Kirsten E; Meiselman, Herbert L; Anschütz, Doeschka J; Engels, Rutger C M E

2013-04-01

The main goal of this study was to test whether exposure to happy, neutral, or sad media content influences social modeling effects of (snack) food intake in young children. The study was conducted at 14 Dutch urban and suburban primary schools. The participants (N=112) were asked to watch a movie with a same-sex normal-weight confederate who was instructed to eat either nothing or a standardized amount of snack food (10 chocolate-coated peanuts). The study involved a 3 (movie clips: happy, neutral, and sad)×2 (peer's food intake: no intake versus a standardized intake) between-participants design. A significant interaction between the movie clip condition and intake condition was found (F(2,102)=3.30, P=.04, Cohen's f(2)=.20). Positive as well as negative emotions were found to lead to adjustment to the intake of a peer, as compared to that of children in the neutral movie condition. The findings suggest that children eat more mindlessly when watching an emotional movie and, therefore, respond more automatically to a peer's food intake, whereas children may be less susceptible to a peer's intake while watching a neutral movie. As young children are not in the position to choose their food consumption environment yet, parents and schools should provide consumption settings that limit eating in front of the television. Copyright © 2012 Elsevier Ltd. All rights reserved.

Positive Peer Culture with German Youth

ERIC Educational Resources Information Center

Steinebach, Christoph; Steinebach, Ursula

2009-01-01

Children and youth develop the ability to surmount difficult life challenges through a combination of external supports and internal strengths. Positive peers can contribute substantially to growth in resilient coping and problem-solving skills. Positive Peer Culture (PPC) programs are designed to strengthen supportive social bonds, competence,…

Intersubjectivity in Theoretical and Practical Online Courses

ERIC Educational Resources Information Center

Lim, Janine; Hall, Barbara M.

2015-01-01

Rigorous interaction between peers has been an elusive goal in online asynchronous discussions. Intersubjectivity, the goal of peer-to-peer interaction, is a representation of a higher quality of synthesis. It is the representation of knowledge construction achieved through a synergistic progression from individual contributions to sequences of…

Necessary Social Skills Related to Peer Acceptance. Review of Research.

ERIC Educational Resources Information Center

Kim, Yanghee A.

2003-01-01

Differentiates behaviors of peer-rejected and peer-neglected children at the early childhood level. Offers suggestions for teaching alternative behaviors to aggressive or withdrawn children, direct entry behaviors, positive responses to peers' initiation, verbal assertiveness, engagement in complex pretend play, and ways to show positive affection…

Preschool children with gender normative and gender non-normative peer preferences: psychosocial and environmental correlates.

PubMed

Martin, Carol Lynn; DiDonato, Matthew D; Clary, Laura; Fabes, Richard A; Kreiger, Tyson; Palermo, Francisco; Hanish, Laura

2012-08-01

We addressed several issues concerning children who show gender non-normative (GNN) patterns of peer play. First, do young children with GNN peer preferences differ from children with gender normative (GN) peer preferences in problem behaviors? Second, do GNN and GN children differ in sociability and isolation and do they have differential socialization opportunities with externalizing, internalizing, and socially competent peers? We employed a Bayesian approach for classifying children as GNN based on their peer preferences as compared to their peers using a sample of Head Start preschool children from a large Southwestern city (N = 257; 53 % boys; M age = 51 months; 66 % Mexican American). To calculate socialization opportunities, we assessed affiliation to each child in the class and weighted that by each peer's characteristics to determine the exposure that each child had to different kinds of peers. GN children of both sexes interacted more with same-sex peers, which may limit learning of different styles of interaction. As compared to GN children, GNN children exhibited more engagement in other-sex activities and with other-sex play partners and GNN children experienced somewhat fewer peer interactions, but did not differ on problem behaviors or social competence. Boys with GNN peer preferences had increased exposure to peers with problem behaviors. GNN girls experienced little exposure to peers with problem behaviors, but they also had little exposure to socially competent peers, which may reduce learning social skills from peers. Implications of these findings for future socialization and development will be discussed.

An Agent-Based Model of Private Woodland Owner Management Behavior Using Social Interactions, Information Flow, and Peer-To-Peer Networks

PubMed Central

Huff, Emily Silver; Leahy, Jessica E.; Hiebeler, David; Weiskittel, Aaron R.; Noblet, Caroline L.

2015-01-01

Privately owned woodlands are an important source of timber and ecosystem services in North America and worldwide. Impacts of management on these ecosystems and timber supply from these woodlands are difficult to estimate because complex behavioral theory informs the owner’s management decisions. The decision-making environment consists of exogenous market factors, internal cognitive processes, and social interactions with fellow landowners, foresters, and other rural community members. This study seeks to understand how social interactions, information flow, and peer-to-peer networks influence timber harvesting behavior using an agent-based model. This theoretical model includes forested polygons in various states of ‘harvest readiness’ and three types of agents: forest landowners, foresters, and peer leaders (individuals trained in conservation who use peer-to-peer networking). Agent rules, interactions, and characteristics were parameterized with values from existing literature and an empirical survey of forest landowner attitudes, intentions, and demographics. The model demonstrates that as trust in foresters and peer leaders increases, the percentage of the forest that is harvested sustainably increases. Furthermore, peer leaders can serve to increase landowner trust in foresters. Model output and equations will inform forest policy and extension/outreach efforts. The model also serves as an important testing ground for new theories of landowner decision making and behavior. PMID:26562429

Social interaction in type 2 diabetes computer-mediated environments: How inherent features of the channels influence peer-to-peer interaction.

PubMed

Lewinski, Allison A; Fisher, Edwin B

2016-06-01

Interventions via the internet provide support to individuals managing chronic illness. The purpose of this integrative review was to determine how the features of a computer-mediated environment influence social interactions among individuals with type 2 diabetes. A combination of MeSH and keyword terms, based on the cognates of three broad groupings: social interaction, computer-mediated environments, and chronic illness, was used to search the PubMed, PsychInfo, Sociology Research Database, and Cumulative Index to Nursing and Allied Health Literature databases. Eleven articles met the inclusion criteria. Computer-mediated environments enhance an individual's ability to interact with peers while increasing the convenience of obtaining personalized support. A matrix, focused on social interaction among peers, identified themes across all articles, and five characteristics emerged: (1) the presence of synchronous and asynchronous communication, (2) the ability to connect with similar peers, (3) the presence or absence of a moderator, (4) personalization of feedback regarding individual progress and self-management, and (5) the ability of individuals to maintain choice during participation. Individuals interact with peers to obtain relevant, situation-specific information and knowledge about managing their own care. Computer-mediated environments facilitate the ability of individuals to exchange this information despite temporal or geographical barriers that may be present, thus improving T2D self-management. © The Author(s) 2015.

Family bedside orientations: An innovative peer support model to enhance a culture of family-centred care at the Stollery Children's Hospital.

PubMed

Wodinski, Lindsay M; Mattson McCrady, Heather M; Oswald, Christie M; Lyste, Nicole J M; Forbes, Karen L L

2017-10-01

This paper presents family bedside orientations, an innovative bedside peer support model for families of paediatric patients piloted in one unit at the Stollery Children's Hospital in Edmonton, Alberta. The model invites family members of former patients back to the hospital as volunteer peer mentors responsible for meeting one-on-one with current inpatient families to provide a listening presence, discuss patient safety practices and encourage families to participate in their child's care. Using qualitative and quantitative data collection methods, the model was evaluated over 1 year (December 2014 to December 2015). Data sources included peer mentor field notes (from 163 visits) detailing the number of family bedside orientations completed by peer mentors and how they interacted with families, as well as post-visit family (n=35) surveys, Hospital-Child Inpatient Experience Survey data, peer mentor (n=6) questionnaires, focus groups with unit staff (n=10) and interviews with members of the project leadership team (n=5). Our findings indicated that family bedside orientations became an established practice in the pilot unit and positively impacted family care experiences. We attribute these successes to championing and support from unit staff and our multidisciplinary project leadership team. We discuss how our team addressed family privacy and confidentiality while introducing peer mentors in the unit. We also highlight strategies used to integrate peer mentors as part of the staff team and enhance peer support culture in the pilot unit. Practical considerations for implementing this model in other paediatric environments are provided.

Deaf and hearing children's development of theory of mind, peer popularity, and leadership during middle childhood.

PubMed

Peterson, Candida C; O'Reilly, Karin; Wellman, Henry M

2016-09-01

This study had two primary aims. First, we compared deaf and hearing children during middle and late childhood on (a) cognitive understanding of basic and advanced theory of mind (ToM) and (b) social dimensions of peer group relations, including popularity, isolation, leadership, and the disposition to interact positively with peers. Second, using correlational analyses, we examined ToM's connections with these social variables to see whether and how ToM impacts children's social lives. A total of 57 children (36 deaf children of hearing parents and 21 hearing children) 6 to 14years of age completed a 6-step developmental ToM Scale, and their teachers reported on the social variables. Hearing children outperformed deaf children on ToM and all teacher-rated variables. For deaf children, popularity correlated positively, and social isolation correlated negatively, with ToM even after controlling for age, gender, and language ability. For hearing children, the only ToM link was a weak correlation with leadership. Possible reasons for the differences between deaf and hearing groups are discussed, together with the likelihood of bidirectional causal links and implications for deaf children's social development in school. Copyright © 2015 Elsevier Inc. All rights reserved.

Peer relationships and quality of life in 11-12-year-old children: The Health Oriented Pedagogical Project (HOPP).

PubMed

Lezhnieva, Natalia; Fredriksen, Per Morten; Bekkhus, Mona

2018-05-01

Social interactions play an important role in our everyday life. Studies on children's quality of life (QoL) show that peer relations are associated with both positive and negative outcomes. Popularity defines the degree to which a child is liked by his or her peers, whereas reciprocal friendship occurs when two children mutually nominate each other as friends. The overall aim was to examine associations between peer relations and children's QoL. Baseline data were from the Health Oriented Pedagogical Project (HOPP). From a sample of 2297, 691 children aged 11-12 years participated. QoL was measured using the Norwegian version of the Inventory of Life Quality in Children and Adolescents (ILC). Popularity and friendship variables were based on number of nominations and represent quantitative features of peer relationships. Both popularity and reciprocal friendship had a positive association with children's QoL. Number of nominations (both for popularity and reciprocal friendship) played a significant role for the above-mentioned associations. Consequently, popularity (β = 0.18) and reciprocal friendship (β = 0.25) were associated with children's QoL with 95% CIs of 0.12-0.27 and 0.17-0.31, respectively. Findings from the current study contribute to contemporary research focused on children's QoL. Being able to rank reciprocal friendships, as well as recognizing that having more than one reciprocal friendship increases QoL, is important and could be beneficial for developing programs that promote high QoL, hence preventing possible maladjustments in a long-term perspective.

Familism Values as a Protective Factor for Mexican-Origin Adolescents Exposed to Deviant Peers

ERIC Educational Resources Information Center

German, Miguelina; Gonzales, Nancy A.; Dumka, Larry

2009-01-01

This study examined interactive relations between adolescent, maternal, and paternal familism values and deviant peer affiliations in predicting adolescent externalizing problems within low-income, Mexican-origin families (N = 598). Adolescent, maternal, and paternal familism values interacted protectively with deviant peer affiliations to predict…

Peer Interaction: What Causes What?

ERIC Educational Resources Information Center

Hartup, Willard W.

2005-01-01

Peer interaction is examined as a source of behavior change in children and adolescents. The dynamics of peer influence are discussed in terms of six issues: characteristics of the influence source; characteristics of the child or adolescent being influenced; the relationship existing between influence source and the individual being influenced;…

Social interactions in an online self-management program for rheumatoid arthritis.

PubMed

Shigaki, Cheryl L; Smarr, Karen L; Gong, Yang; Donovan-Hanson, Kathleen; Siva, Chokkalingam; Johnson, Rebecca A; Ge, Bin; Musser, Dale R

2008-12-01

To evaluate social interactions among individuals with rheumatoid arthritis (RA), participating in an empirically based, cognitive-behavioural, self-management (SM), and peer-support program, delivered in an online format. Thirty individuals with RA were recruited online. Subjects were a subset of participants in the treatment arm of a waiting-list controlled study testing the effectiveness of a 10-week, online, SM education and peer support program. Primary outcomes were process variables describing social activity in the online environment during active treatment. Qualitative review of discussion board posts was undertaken to gain insight into participants' perceptions of social interactions. Participants spent a large proportion of logged-in time accessing educational materials and community-level activity was vibrant, with members utilizing the discussion board and e-mail. The Chat feature was less well-used. Discussion board posts regarding RAHelp were very positive, especially in regard to perceived supportiveness and bonding among participants, and a sense of feeling uniquely understood by others who have RA. Concern arose in response to periods in which the discussion board was 'too quiet'. Our work complements the emerging literature supporting acceptance and utility of Internet-based programming as a venue for SM education and social interaction among individuals with chronic illness.

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study.

PubMed

Rodríguez-Medina, Jairo; Martín-Antón, Luis J; Carbonero, Miguel A; Ovejero, Anastasio

2016-01-01

Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.

Preschool Children with Gender Normative and Gender Non-Normative Peer Preferences: Psychosocial and Environmental Correlates

PubMed Central

DiDonato, Matthew D.; Clary, Laura; Fabes, Richard A.; Kreiger, Tyson; Palermo, Francisco; Hanish, Laura

2013-01-01

We addressed several issues concerning children who show gender non-normative (GNN) patterns of peer play. First, do young children with GNN peer preferences differ from children with gender normative (GN) peer preferences in problem behaviors? Second, do GNN and GN children differ in sociability and isolation and do they have differential socialization opportunities with externalizing, internalizing, and socially competent peers? We employed a Bayesian approach for classifying children as GNN based on their peer preferences as compared to their peers using a sample of Head Start preschool children from a large Southwestern city (N = 257; 53% boys; M age = 51 months; 66% Mexican American). To calculate socialization opportunities, we assessed affiliation to each child in the class and weighted that by each peer’s characteristics to determine the exposure that each child had to different kinds of peers. GN children of both sexes interacted more with same-sex peers, which may limit learning of different styles of interaction. As compared to GN children, GNN children exhibited more engagement in other-sex activities and with other-sex play partners and GNN children experienced somewhat fewer peer interactions, but did not differ on problem behaviors or social competence. Boys with GNN peer preferences had increased exposure to peers with problem behaviors. GNN girls experienced little exposure to peers with problem behaviors, but they also had little exposure to socially competent peers, which may reduce learning social skills from peers. Implications of these findings for future socialization and development will be discussed. PMID:22528037

The Impact of Sibling Warmth and Conflict on Children's Social Competence with Peers.

ERIC Educational Resources Information Center

Lockwood, Rebecca L.; Kitzmann, Katherine M.; Cohen, Robert

2001-01-01

Examined links between children's sibling and peer relationships. Found that sibling warmth was associated with more positive peer relations; sibling conflict was associated with both positive and negative peer outcomes, independent of sibling warmth; and sibling relationships were not more strongly associated with measures of friendships quality…

Peer reactions to early childhood aggression in a preschool setting: Defenders, encouragers, or neutral bystander.

PubMed

Rose, Chad A; Richman, David M; Fettig, Katharine; Hayner, Annamarie; Slavin, Carly; Preast, June L

2016-08-01

The purpose of the current study was to determine if peer reactions to aggression among preschool youth were consistent with those conceptualized in the adolescent bullying literature as defenders, encouragers, and neutral bystanders. Direct observations were used to document patterns for types of peer-directed aggression in early childhood settings to ascertain interaction differences between individuals involved within the bullying dynamic. Observations of 50 students in preschool were conducted over 5.5 months. Event recording procedures were used to document aggressive behaviors and reactions from peers and teachers. Results indicated that the majority of aggression was physical. Additionally, peer reactions, as described in the bullying literature for school-aged youth, occurred very infrequently. Peer aggression tended to be more physical, suggesting that early childhood educators should attend to these physical interactions, and cultivate a classroom community that emphasizes social supports and appropriate interactions.

Are Negative Peer Influences Domain Specific? Examining the Influence of Peers and Parents on Externalizing and Drug Use Behaviors.

PubMed

Cox, Ronald B; Criss, Michael M; Harrist, Amanda W; Zapata-Roblyer, Martha

2017-10-01

Most studies tend to characterize peer influences as either positive or negative. In a sample of 1815 youth from 14 different schools in Caracas, Venezuela, we explored how two types of peer affiliations (i.e., deviant and drug-using peers) differentially mediated the paths from positive parenting to youth's externalizing behavior and licit and illicit drug use. We used Zero Inflated Poisson models to test the probability of use and the extent of use during the past 12 months. Results suggested that peer influences are domain specific among Venezuelan youth. That is, deviant peer affiliations mediated the path from positive parenting to youth externalizing behaviors, and peer drug-using affiliations mediated the paths to the drug use outcomes. Mediation effects were partial, suggesting that parenting explained unique variance in the outcomes after accounting for both peer variables, gender, and age. We discuss implications for the development of screening tools and for prevention interventions targeting adolescents from different cultures.

The Short-Term Effect of Grade Retention on Peer Relations and Academic Performance of At-Risk First Graders

PubMed Central

Gleason, Katie A.; Kwok, Oi-man; Hughes, Jan N.

2010-01-01

Using latent variable structural equation modeling, we tested a theoretical model positing that grade retention has a positive effect on children’s teacher- and peer-rated academic competencies and on sociometric measures of peer acceptance. We also expected that the positive effect of grade retention on peer acceptance would be mediated by children’s ability to meet academic challenges in their classrooms. Participants were 350 (52.6% male) ethnically diverse and academically at-risk first graders attending 1 of 3 school districts in Texas. An individually administered test of academic achievement, teacher-report and peer-report measures of academic competence, and peer-report measures of peer acceptance were collected on children in first grade and 1 year later, at which time 63 children were repeating first grade and 287 were in second grade. The hypothesized model provided a good fit to the data. Children’s academic competencies, as perceived by peers and teachers, fully mediated the effect of retention on subsequent peer acceptance. PMID:20431696

Communicative performance of adolescents with severe speech impairment: influence of context.

PubMed

Dalton, B M; Bedrosian, J L

1989-08-01

The communicative performance of 4 preoperational-level adolescents, using limited speech, gestures, and communication board techniques, was examined in a two-part investigation. In Part 1, each subject participated in an academic interaction with a teacher in a therapy room. Data were transcribed and coded for communication mode, function, and role. Two subjects were found to predominantly use the speech mode, while the remaining 2 predominantly used board and one other mode. The majority of productions consisted of responses to requests, and the initiator role was infrequently occupied. These findings were similar to those reported in previous investigations conducted in classroom settings. In Part 2, another examination of the communicative performance of these subjects was conducted in spontaneous interactions involving speaking and nonspeaking peers in a therapy room. Using the same data analysis procedures, gesture and speech modes predominated for 3 of the subjects in the nonspeaking peer interactions. The remaining subject exhibited minimal interaction. No consistent pattern of mode usage was exhibited across the speaking peer interactions. In the nonspeaking peer interactions, request predominated. In contrast, a variety of communication functions was exhibited in the speaking peer interactions. Both the initiator and the maintainer roles were occupied in the majority of interactions. Pertinent variables and clinical implications are discussed.

How patients' use of social media impacts their interactions with healthcare professionals.

PubMed

Benetoli, A; Chen, T F; Aslani, P

2018-03-01

Patients are increasingly accessing online health information and have become more participatory in their engagement with the advent of social media (SM). This study explored how patients' use of SM impacted their interactions with healthcare professionals (HCPs). Focus groups (n=5) were conducted with 36 patients with chronic conditions and on medication who used SM for health-related purposes. The discussions lasted 60-90min, were audio-recorded, transcribed verbatim, and thematically analysed. Participants did not interact with HCPs on SM and were not expecting to do so as they used SM exclusively for peer interactions. Most reported improvement in the patient-HCP relationship due to increased knowledge, better communication, and empowerment. Participants supplemented HCP-provided information with peer interactions on SM, and prepared themselves for consultations. They shared online health information with HCPs, during consultations, to validate it and to actively participate in the decision-making. Although some participants reported HCP support for their online activities, most perceived overt or tacit opposition. Participants perceived that their SM use positively impacted relationships with HCPs. They felt empowered and were more assertive in participating in decision-making. HCPs should be aware of patients' activities and expectations, and support them in their online activities. Copyright © 2017 Elsevier B.V. All rights reserved.

Pathways between Parent-Child Interactions and Peer Acceptance: The Role of Children's Social Information Processing

ERIC Educational Resources Information Center

Rah, Yumee; Parke, Ross D.

2008-01-01

This study examined the links among parents' interaction styles, their children's social information processing, and peer acceptance. Fourth-grade children (N = 159) and their parents were observed during family discussions. One year later peer acceptance and children's information processing choices (goals, strategies, and attributions) in…

Teacher-Student Interactions in Fifth Grade Classrooms: Relations with Children's Peer Behavior

ERIC Educational Resources Information Center

Luckner, Amy E.; Pianta, Robert C.

2011-01-01

This study investigates the extent to which teacher-student interactions in fifth grade classrooms are associated with peer behavior in fifth grade, accounting for prior peer functioning. Participants included 894 fifth grade students from the NICHD Study of Early Child Care and Youth Development. The quality of teacher-student interactions…

Mother--Child and Father--Child Emotional Expressiveness in Mexican-American Families and Toddlers' Peer Interactions

ERIC Educational Resources Information Center

Lindsey, Eric W.; Caldera, Yvonne M.; Rivera, Mitzie

2013-01-01

The present investigation explored the association of mother--child and father--child emotional expressiveness during toddlerhood to children's prosocial and aggressive behaviour with peers. Data were collected from 62 Mexican-American families with toddlers (29 females, 33 males) during a home visit. Children's peer interactions were also…

Effects of a Peer-Mediated Intervention on Social Interactions of Students with Low-Functioning Autism and Perceptions of Typical Peers

ERIC Educational Resources Information Center

Simpson, Lisa A.; Bui, Yvonne

2016-01-01

Students with autism display challenges acquiring friendships and participating in relationships with typical peers. Social interaction is further impacted in students with low-functioning autism, necessitating consideration of their unique characteristics when designing and implementing interventions. This single-subject study examined the…

Efficacy of Peer Support Interventions in General Education Classrooms for High School Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Carter, Erik W.; Gustafson, Jenny R.; Sreckovic, Melissa A.; Dykstra Steinbrenner, Jessica R.; Pierce, Nigel P.; Bord, Aimee; Stabel, Aaron; Rogers, Sally; Czerw, Alicia; Mullins, Teagan

2017-01-01

Even with inclusive general education classrooms, high school students with autism spectrum disorder (ASD) often have few social interactions with classmates. Peer support arrangements hold promise for increasing peer interactions and shared learning within general education classrooms. However, previous evaluations of this intervention have…

Peer-Related Social Competence of Young Children with Down Syndrome

ERIC Educational Resources Information Center

Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

2011-01-01

The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared with the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested…

Cyber Peer-Led Team Learning (cPLTL): Development and Implementation

ERIC Educational Resources Information Center

Mauser, Kevin; Sours, John; Banks, Julianna; Newbrough, Randy; Janke, Tom; Shuck, Lorie; Zhu, Lin; Ammerman, Gina; Varma-Nelson, Pratibha

2011-01-01

The type and amount of student interaction with major socializing agents on campus--faculty and their peers--determine the impact of college on students. Much of the research on postsecondary education links the quality of peer interactions directly to student learning outcomes and satisfaction with the college experience, and Alexander Astin went…

The Effect of Peer Tutoring on Interaction Behaviors in Inclusive Physical Education

ERIC Educational Resources Information Center

Klavina, Aija; Block, Martin E.

2008-01-01

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical…

Peer Groups and Substance Use: Examining the Direct and Interactive Effect of Leisure Activity

ERIC Educational Resources Information Center

Thorlindsson, Thorolfur; Bernburg, Jon Gunnar

2006-01-01

This paper explores the relationships among adolescent leisure activities, peer behavior, and substance use. We suggest that peer group interaction can have a differential effect on adolescent deviant behavior depending on the type of leisure pattern adolescents engage in. We analyze data from a representative national sample of Icelandic…

Should Educators and Parents Encourage Other-Gender Interactions? Gender Segregation and Sexism

ERIC Educational Resources Information Center

Keener, Emily; Mehta, Clare; Strough, JoNell

2013-01-01

We investigated gender differences in the association between gender-segregated peer preferences and sexism in adolescents (15-17 years, 60 boys and 85 girls). To assess gender-segregated peer preferences, adolescents nominated peers for interaction in two contexts: "hanging out" at home and working on a school project. The Modern Sexism…

The Role of Peer Relationships and Interactions in Preschool Bilingual Children's Responses to Picture Books

ERIC Educational Resources Information Center

Kim, So Jung

2016-01-01

In spite of the emphasis on the importance of social contexts in children's literacy development, there is still a startling scarcity of studies examining the role of peer relationships in preschool bilinguals' literary practices. This qualitative case study investigates how peer relationships and interactions among preschool, Korean-English…

A Peer-Delivered Social Interaction Intervention for High School Students with Autism

ERIC Educational Resources Information Center

Hughes, Carolyn; Harvey, Michelle; Cosgriff, Joseph; Reilly, Caitlin; Heilingoetter, Jamie; Brigham, Nicolette; Kaplan, Lauren; Bernstein, Rebekah

2013-01-01

Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few published social interaction interventions have been conducted among high school students with autism and their general education classmates. Such studies…

Peer Deviance, Parental Divorce, and Genetic Risk in the Prediction of Drug Abuse in a Nationwide Swedish Sample

PubMed Central

Kendler, Kenneth S.; Ohlsson, Henrik; Sundquist, Kristina; Sundquist, Jan

2014-01-01

IMPORTANCE Peer deviance (PD) strongly predicts externalizing psychopathologic conditions but has not been previously assessable in population cohorts. We sought to develop such an index of PD and to clarify its effects on risk of drug abuse (DA). OBJECTIVES To examine how strongly PD increases the risk of DA and whether this community-level liability indicator interacts with key DA risk factors at the individual and family levels. DESIGN, SETTING, AND PARTICIPANTS Studies of future DA registration in 1 401 698 Swedish probands born from January 1, 1970, through December 31, 1985, and their adolescent peers in approximately 9200 small community areas. Peer deviance was defined as the proportion of individuals born within 5 years of the proband living in the same small community when the proband was 15 years old who eventually were registered for DA. MAIN OUTCOMES AND MEASURES Drug abuse recorded in medical, legal, or pharmacy registry records. RESULTS Peer deviance was associated with future DA in the proband, with rates of DA in older and male peers more strongly predictive than in younger or female peers. The predictive power of PD was only slightly attenuated by adding measures of community deprivation, collective efficacy, or family socioeconomic status. Probands whose parents were divorced were more sensitive to the pathogenic effects of high PD environments. A robust positive interaction was also seen between genetic risk of DA (indexed by rates of DA in first-, second-, and third-degree relatives) and PD exposure. CONCLUSIONS AND RELEVANCE With sufficient data, PD can be measured in populations and strongly predicts DA. In a nationwide sample, risk factors at the level of the individual (genetic vulnerability), family (parental loss), and community (PD) contribute substantially to risk of DA. Individuals at elevated DA risk because of parental divorce or high genetic liability are more sensitive to the pathogenic effects of PD. Although the effect of our PD measure on DA liability cannot be explained by standard measures of community or family risk, we cannot, with available data, discriminate definitively between the effect of true peer effects and other unmeasured risk factors. PMID:24576925

Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.

PubMed

Johnson, Stacy R; Finlon, Kristy J; Kobak, Roger; Izard, Carroll E

2017-07-01

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student-teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student-teacher interactions and, ultimately, children's adaptive development.

Emotional coping differences among breast cancer patients from an online support group: a cross-sectional study.

PubMed

Batenburg, Anika; Das, Enny

2014-02-05

Due to mixed findings in research on the effect of online peer-to-peer support on psychological well-being, there is a need for studies explaining why and when online support communities are beneficial for cancer patients. Previous studies have typically not taken into account individual coping differences, despite the fact that patients have different strategies to cope with cancer-related emotions. In the current study, it was predicted that the effects of online support group participation would partly depend on patients' ability to cope with thoughts and emotions regarding the illness. For this study, 184 Dutch breast cancer patients filled out a questionnaire assessing activity within a peer-led online support community, coping with emotions and thoughts regarding the illness (cognitive avoidance, emotional processing, and expression) and psychological well-being (depression, breast cancer-related concerns, and emotional well-being). Of these, 163 patients were visiting an online peer-led support community. Results showed interactions of the intensity of support group participation and coping style on psychological well-being. Specifically, we found an interaction of online activity and emotional expression on depression (beta=-.17, P=.030), a marginally significant interaction of online activity and emotional expression on emotional well-being (beta=.14, P=.089), and an interaction of online activity and cognitive avoidance on breast cancer-related concerns (beta=.15, P=.027). For patients who actively dealt with their emotions and thoughts, active online support group participation was positively related to psychological well-being. For patients high on avoidance of illness-related thoughts or low on emotional expression, active participation was negatively related to measures of well-being. The current study revealed the role of individual differences in coping in online support group participation. Results suggest that breast cancer patients' ability to cope with emotions and thoughts regarding the illness influence the relationship between online support group participation and psychological well-being.

Emotional Coping Differences Among Breast Cancer Patients From an Online Support Group: A Cross-Sectional Study

PubMed Central

2014-01-01

Background Due to mixed findings in research on the effect of online peer-to-peer support on psychological well-being, there is a need for studies explaining why and when online support communities are beneficial for cancer patients. Objective Previous studies have typically not taken into account individual coping differences, despite the fact that patients have different strategies to cope with cancer-related emotions. In the current study, it was predicted that the effects of online support group participation would partly depend on patients’ ability to cope with thoughts and emotions regarding the illness. Methods For this study, 184 Dutch breast cancer patients filled out a questionnaire assessing activity within a peer-led online support community, coping with emotions and thoughts regarding the illness (cognitive avoidance, emotional processing, and expression) and psychological well-being (depression, breast cancer-related concerns, and emotional well-being). Of these, 163 patients were visiting an online peer-led support community. Results Results showed interactions of the intensity of support group participation and coping style on psychological well-being. Specifically, we found an interaction of online activity and emotional expression on depression (beta=–.17, P=.030), a marginally significant interaction of online activity and emotional expression on emotional well-being (beta=.14, P=.089), and an interaction of online activity and cognitive avoidance on breast cancer–related concerns (beta=.15, P=.027). For patients who actively dealt with their emotions and thoughts, active online support group participation was positively related to psychological well-being. For patients high on avoidance of illness-related thoughts or low on emotional expression, active participation was negatively related to measures of well-being. Conclusions The current study revealed the role of individual differences in coping in online support group participation. Results suggest that breast cancer patients’ ability to cope with emotions and thoughts regarding the illness influence the relationship between online support group participation and psychological well-being. PMID:24499687

Associations between the peer support relationship, service satisfaction and recovery-oriented outcomes: a correlational study.

PubMed

Thomas, Elizabeth C; Salzer, Mark S

2017-12-18

The working alliance between non-peer providers and mental health consumers is associated with positive outcomes. It is hypothesized that this factor, in addition to other active support elements, is also positively related to peer support service outcomes. This study evaluates correlates of the peer-to-peer relationship and its unique association with service satisfaction and recovery-oriented outcomes. Participants were 46 adults with serious mental illnesses taking part in a peer-brokered self-directed care intervention. Pearson correlation analyses examined associations among peer relationship factors, services-related variables and recovery-oriented outcomes (i.e. empowerment, recovery and quality of life). Hierarchical multiple regression analyses evaluated associations between relationship factors and outcomes over time, controlling for other possible intervention effects. The peer relationship was not related to number of contacts. There were robust associations between the peer relationship and service satisfaction and some recovery-oriented outcomes at 24-months, but not at 12-months. These associations were not explained by other possible intervention effects. This study contributes to a better understanding of the positive, unique association between the peer-to-peer relationship and outcomes, similar to what is found in non-peer-delivered interventions. Implications for program administrators and policymakers seeking to integrate peer specialists into mental health service systems are discussed.

Multi-Stage Open Peer Review: Scientific Evaluation Integrating the Strengths of Traditional Peer Review with the Virtues of Transparency and Self-Regulation

PubMed Central

Pöschl, Ulrich

2012-01-01

The traditional forms of scientific publishing and peer review do not live up to all demands of efficient communication and quality assurance in today’s highly diverse and rapidly evolving world of science. They need to be advanced and complemented by interactive and transparent forms of review, publication, and discussion that are open to the scientific community and to the public. The advantages of open access, public peer review, and interactive discussion can be efficiently and flexibly combined with the strengths of traditional scientific peer review. Since 2001 the benefits and viability of this approach are clearly demonstrated by the highly successful interactive open access journal Atmospheric Chemistry and Physics (ACP, www.atmos-chem-phys.net) and a growing number of sister journals launched and operated by the European Geosciences Union (EGU, www.egu.eu) and the open access publisher Copernicus (www.copernicus.org). The interactive open access journals are practicing an integrative multi-stage process of publication and peer review combined with interactive public discussion, which effectively resolves the dilemma between rapid scientific exchange and thorough quality assurance. Key features and achievements of this approach are: top quality and impact, efficient self-regulation and low rejection rates, high attractivity and rapid growth, low costs, and financial sustainability. In fact, ACP and the EGU interactive open access sister journals are by most if not all standards more successful than comparable scientific journals with traditional or alternative forms of peer review (editorial statistics, publication statistics, citation statistics, economic costs, and sustainability). The high efficiency and predictive validity of multi-stage open peer review have been confirmed in a series of dedicated studies by evaluation experts from the social sciences, and the same or similar concepts have recently also been adopted in other disciplines, including the life sciences and economics. Multi-stage open peer review can be flexibly adjusted to the needs and peculiarities of different scientific communities. Due to the flexibility and compatibility with traditional structures of scientific publishing and peer review, the multi-stage open peer review concept enables efficient evolution in scientific communication and quality assurance. It has the potential for swift replacement of hidden peer review as the standard of scientific quality assurance, and it provides a basis for open evaluation in science. PMID:22783183

Learning partnership--the experience of peer tutoring among nursing students: a qualitative study.

PubMed

Loke, Alice J T Yuen; Chow, Filomena L W

2007-02-01

Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social support among students. Peer tutors are also said to better understand the learning problems of fellow peer learners than teachers do. This study intended to facilitate the development of 'cooperative learning' among nursing students through a peer-tutoring scheme. Undergraduate nursing students were invited to join a peer-tutoring scheme. Fourteen students studying year 3 were recruited to serve as peer tutors and 16 students from year 2 of the same program participated as tutees. Peer tutors attended a training workshop and received a guideline for peer-tutoring activities. They were to provide a total of '10 weekly tutoring sessions throughout the semester on a one-to-one basis for their tutees. Focus groups and individual interviews were conducted in the middle and at the end of the semester to evaluate the students' experiences in the tutoring process. Content analysis of the interview scripts identified that students had both positive and negative experiences from the peer tutoring, but that positive experiences predominated. Positive aspects included enhancement of learning skills/intellectual gains and personal growth. Negative experiences stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and tutees, and the required time commitment. Both tutors and tutees benefited to some extent from this peer-tutoring process. Further studies in an education program for students in all years should be implemented to examine peer-tutoring effects. Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development

ERIC Educational Resources Information Center

Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2015-01-01

This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results…

Teaching children with autism to engage in peer-directed mands using a picture exchange communication system.

PubMed

Paden, Amber R; Kodak, Tiffany; Fisher, Wayne W; Gawley-Bullington, Elizabeth M; Bouxsein, Kelly J

2012-01-01

We evaluated differential reinforcement of alternative behavior (DRA) plus prompting to increase peer-directed mands for preferred items using a picture exchange communication system (PECS). Two nonvocal individuals with autism participated. Independent mands with a peer increased with the implementation of DRA plus prompting for both participants. In addition, peers engaged in brief social interactions following the majority of mands for leisure items. These results suggest that teaching children to use PECS with peers may be one way to increase manding and social interactions in individuals with limited or no vocal repertoire.

TEACHING CHILDREN WITH AUTISM TO ENGAGE IN PEER-DIRECTED MANDS USING A PICTURE EXCHANGE COMMUNICATION SYSTEM

PubMed Central

Paden, Amber R; Kodak, Tiffany; Fisher, Wayne W; Gawley-Bullington, Elizabeth M; Bouxsein, Kelly J

2012-01-01

We evaluated differential reinforcement of alternative behavior (DRA) plus prompting to increase peer-directed mands for preferred items using a picture exchange communication system (PECS). Two nonvocal individuals with autism participated. Independent mands with a peer increased with the implementation of DRA plus prompting for both participants. In addition, peers engaged in brief social interactions following the majority of mands for leisure items. These results suggest that teaching children to use PECS with peers may be one way to increase manding and social interactions in individuals with limited or no vocal repertoire. PMID:22844150

Lack of assertion, peer victimization and risk for depression in girls: Testing a diathesis-stress model

PubMed Central

Keenan, Kate; Hipwell, Alison; Feng, Xin; Rischall, Michal; Henneberger, Angela; Klosterman, Susan

2010-01-01

Purpose To apply a diathesis × stress model to testing the association between peer victimization and depression in a sample of preadolescent girls. Methods DSM-IV symptoms of depression symptoms were measured at ages 9 and 11, assertiveness and peer victimization were assessed by youth report at age 9. Results The interaction of low levels of assertiveness and high peer victimization at age 9 was predictive of depression symptoms at age 11, controlling for earlier depression symptoms. Conclusions The results extend the literature on peer relations and depression by identifying a group of girls who may be particularly vulnerable to the stress of negative peer interactions. PMID:20970089

Socially Anxious and Peer-Victimized Preadolescents: "Doubly Primed" for Distress?

ERIC Educational Resources Information Center

Erath, Stephen A.; Tu, Kelly M.; El-Sheikh, Mona

2012-01-01

We examined independent and interactive associations linking preadolescents' socially anxious feelings and peer victimization experiences with their social behaviors (rated by parents and teachers) and psychophysiological arousal during lab simulations of salient peer stress situations in preadolescence (peer evaluation and peer rebuff).…

Enabling Microblogging-Based Peer Feedback in Face-to-Face Classrooms

ERIC Educational Resources Information Center

Luo, Tian

2016-01-01

The purpose of this paper is to understand student interaction and learning in microblogging-based peer feedback sessions. The researcher examined through a case study how students interacted and provided peer feedback for each other when Twitter was enabled as a backchannel; students were also asked to report how they perceived their experience.…

Parenting and Peer Relationships: Reinvigorating Research on Family-Peer Linkages in Adolescence

ERIC Educational Resources Information Center

Brown, B. Bradford; Bakken, Jeremy P.

2011-01-01

Drawing energy from a debate about the efficacy of parental monitoring, research over the first decade of the 21st century has traced numerous ways in which parenting practices and parent-child relationship features affect adolescents' peer interactions, and how these 2 factors interact to affect adolescent adjustment. In reviewing this research,…

A Roy Model of Social Interactions. NBER Working Paper No. 16880

ERIC Educational Resources Information Center

Cicala, Steve; Fryer, Roland G., Jr.; Spenkuch, Jorg L.

2011-01-01

We develop a Roy model of social interactions in which individuals sort into peer groups based on comparative advantage. Two key results emerge: First, when comparative advantage is the guiding principle of peer group organization, the effect of moving a student into an environment with higher-achieving peers depends on where in the ability…

Genetic and Behavioral Influences on Received Aggression during Observed Play among Unfamiliar Preschool-Aged Peers

ERIC Educational Resources Information Center

DiLalla, Lisabeth Fisher; John, Sufna Gheyara

2014-01-01

Peer victimization appears heritable, but it is unclear whether the traits that confer genetic risk require time and familiarity with a perpetrator to manifest or whether novel and brief interactions can lead to received aggression that demonstrates similar genetic risk. We examined 20-minute, peer-play interactions between 5-year-olds, pairing…

A case study on the communication of older adolescents.

PubMed

Davis, Lauren; Spencer, Elizabeth; Ferguson, Alison

2011-11-01

This study compared the communication of two older male adolescents (aged 17 and 19 years) with each other (peer interaction) and with a teacher (non-peer interaction) in three different types of activity (casual conversation, providing/listening to a recount and collaborative problem-solving). Conversation analysis, selected analyses from the perspective of systemic functional linguistics and social psychology (communication accommodation theory) were applied in data analysis. Peer interaction showed fewer questions, fewer challenging moves and the absence of divergent accommodation strategies. In the non-peer interaction, the teacher's higher number of turns, questions and interruptions appeared to influence the opportunity for adolescent contribution to the interactions. Some aspects of language use by each adolescent - mean turn length, use of one-word utterances and sarcasm - were consistent across communication partner and activity. The methodology is suggested to provide a suitable procedure for use in similar research with older adolescents who have traumatic brain injury.

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

PubMed Central

Rodríguez-Medina, Jairo; Martín-Antón, Luis J.; Carbonero, Miguel A.; Ovejero, Anastasio

2016-01-01

Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments. PMID:28066303

A Peer Counselling Program for Persons Testing H.I.V. Antibody Positive.

ERIC Educational Resources Information Center

Baiss, Alan

1989-01-01

Describes need for and development of a peer counseling program for persons who have tested positive for human immunodeficiency virus (HIV) antibodies. Discusses selection of peer counselors, training, and confidentiality. Includes discussion of future plans. (ABL)

Vicarious Learning and Reduction of Fear in Children via Adult and Child Models.

PubMed

Dunne, Güler; Askew, Chris

2017-06-01

Children can learn to fear stimuli vicariously, by observing adults' or peers' responses to them. Given that much of school-age children's time is typically spent with their peers, it is important to establish whether fear learning from peers is as effective or robust as learning from adults, and also whether peers can be successful positive models for reducing fear. During a vicarious fear learning procedure, children (6 to 10 years; N = 60) were shown images of novel animals together with images of adult or peer faces expressing fear. Later they saw their fear-paired animal again together with positive emotional adult or peer faces. Children's fear beliefs and avoidance for the animals increased following vicarious fear learning and decreased following positive vicarious counterconditioning. There was little evidence of differences in learning from adults and peers, demonstrating that for this age group peer models are effective models for both fear acquisition and reduction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Parents’ Optimism, Positive Parenting, and Child Peer Competence in Mexican-Origin Families

PubMed Central

Castro-Schilo, Laura; Ferrer, Emilio; Taylor, Zoe E.; Robins, Richard W.; Conger, Rand D.; Widaman, Keith F.

2012-01-01

SYNOPSIS Objective This study examined how parents’ optimism influences positive parenting and child peer competence in Mexican-origin families. Design A sample of 521 families (521 mothers, 438 fathers, and 521 11-year-olds) participated in the cross-sectional study. We used structural equation modeling to assess whether effective parenting would mediate the effect of parents’ optimism on child peer competence and whether mothers’ and fathers’ optimism would moderate the relation between positive parenting and child social competence. Results Mothers’ and fathers’ optimism were associated with effective parenting, which in turn was related to children’s peer competence. Mothers’ and fathers’ optimism also moderated the effect of parenting on child peer competence. High levels of parental optimism buffered children against poor parenting; at low levels of parental optimism, positive parenting was more strongly related to child peer competence. Conclusions Results are consistent with the hypothesis that positive parenting is promoted by parents’ optimism and is a proximal driver of child social competence. Parental optimism moderates effects of parenting on child outcomes. PMID:23526877

A community support program for children with autism and their typically developing siblings: Initial investigation.

PubMed

Kryzak, Lauren A; Cengher, Mirela; Feeley, Kathleen M; Fienup, Daniel M; Jones, Emily A

2015-06-01

Siblings are a critical part of lifelong support for individuals with autism spectrum disorder (ASD). But siblings face their own social-emotional adjustment needs. These needs may be addressed through programs that include support groups specifically for the siblings. This study examined the effects of a community program on typical siblings' depression, anxiety, ASD knowledge, and peer network as well as reciprocal interactions between the typical sibling and sibling with ASD. The program provided a sibling support group, a skills intervention for children with ASD, and an inclusive recreation time. Siblings reported significant decreases in depression and physiological anxiety and improvements in their peer network. Autism knowledge increased but only approached significance. Direct observations revealed improvement in reciprocal interactions by most children that did not reach statistical significance. Parents, typical siblings, and interventionists indicated positive reactions to the program and its goals and outcomes. Findings are discussed in terms of the need to continue to explore interventions for siblings of children with ASD. © The Author(s) 2014.

Self-evaluation and peer-feedback of medical students' communication skills using a web-based video annotation system. Exploring content and specificity.

PubMed

Hulsman, Robert L; van der Vloodt, Jane

2015-03-01

Self-evaluation and peer-feedback are important strategies within the reflective practice paradigm for the development and maintenance of professional competencies like medical communication. Characteristics of the self-evaluation and peer-feedback annotations of medical students' video recorded communication skills were analyzed. Twenty-five year 4 medical students recorded history-taking consultations with a simulated patient, uploaded the video to a web-based platform, marked and annotated positive and negative events. Peers reviewed the video and self-evaluations and provided feedback. Analyzed were the number of marked positive and negative annotations and the amount of text entered. Topics and specificity of the annotations were coded and analyzed qualitatively. Students annotated on average more negative than positive events. Additional peer-feedback was more often positive. Topics most often related to structuring the consultation. Students were most critical about their biomedical topics. Negative annotations were more specific than positive annotations. Self-evaluations were more specific than peer-feedback and both show a significant correlation. Four response patterns were detected that negatively bias specificity assessment ratings. Teaching students to be more specific in their self-evaluations may be effective for receiving more specific peer-feedback. Videofragmentrating is a convenient tool to implement reflective practice activities like self-evaluation and peer-feedback to the classroom in the teaching of clinical skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

A realist review of one-to-one breastfeeding peer support experiments conducted in developed country settings.

PubMed

Trickey, Heather; Thomson, Gill; Grant, Aimee; Sanders, Julia; Mann, Mala; Murphy, Simon; Paranjothy, Shantini

2018-01-01

The World Health Organisation guidance recommends breastfeeding peer support (BFPS) as part of a strategy to improve breastfeeding rates. In the UK, BFPS is supported by National Institute for Health and Care Excellence guidance and a variety of models are in use. The experimental evidence for BFPS in developed countries is mixed and traditional methods of systematic review are ill-equipped to explore heterogeneity, complexity, and context influences on effectiveness. This review aimed to enhance learning from the experimental evidence base for one-to-one BFPS intervention. Principles of realist review were applied to intervention case studies associated with published experimental studies. The review aimed (a) to explore heterogeneity in theoretical underpinnings and intervention design for one-to-one BFPS intervention; (b) inform design decisions by identifying transferable lessons developed from cross-case comparison of context-mechanism-outcome relationships; and (c) inform evaluation design by identifying context-mechanism-outcome relationships associated with experimental conditions. Findings highlighted poor attention to intervention theory and considerable heterogeneity in BFPS intervention design. Transferable mid-range theories to inform design emerged, which could be grouped into seven categories: (a) congruence with local infant feeding norms, (b) integration with the existing system of health care, (c) overcoming practical and emotional barriers to access, (d) ensuring friendly, competent, and proactive peers, (e) facilitating authentic peer-mother interactions, (f) motivating peers to ensure positive within-intervention amplification, and (g) ensuring positive legacy and maintenance of gains. There is a need to integrate realist principles into evaluation design to improve our understanding of what forms of BFPS work, for whom and under what circumstances. © 2017 John Wiley & Sons Ltd.

A developmental dose-response analysis of the effects of methylphenidate on the peer interactions of attention deficit disordered boys.

PubMed

Cunningham, C E; Siegel, L S; Offord, D R

1985-11-01

Mixed dyads of 42 normal and 42 ADD boys were videotaped in free play, co-operative task, and simulated classrooms. ADD boys received placebo, 0.15 mg/kg, and 0.50 mg/kg of methylphenidate. ADD boys were more active and off task, watched peers less, and scored lower on mathematics and visual-motor tasks. Older boys interacted less, ignored peer interactions and play more frequently, were less controlling, and more compliant. In class, methylphenidate improved visual motor scores, and reduced the controlling behaviour, activity level, and off task behaviour of ADD boys. Normal peers displayed reciprocal reductions in controlling behaviour, activity level, and off task behaviour.

A Preliminary Study of Peer-to-Peer Human-Robot Interaction

NASA Technical Reports Server (NTRS)

Fong, Terrence; Flueckiger, Lorenzo; Kunz, Clayton; Lees, David; Schreiner, John; Siegel, Michael; Hiatt, Laura M.; Nourbakhsh, Illah; Simmons, Reid; Ambrose, Robert

2006-01-01

The Peer-to-Peer Human-Robot Interaction (P2P-HRI) project is developing techniques to improve task coordination and collaboration between human and robot partners. Our work is motivated by the need to develop effective human-robot teams for space mission operations. A central element of our approach is creating dialogue and interaction tools that enable humans and robots to flexibly support one another. In order to understand how this approach can influence task performance, we recently conducted a series of tests simulating a lunar construction task with a human-robot team. In this paper, we describe the tests performed, discuss our initial results, and analyze the effect of intervention on task performance.

When does transformational leadership enhance employee proactive behavior? The role of autonomy and role breadth self-efficacy.

PubMed

Den Hartog, Deanne N; Belschak, Frank D

2012-01-01

Two multisource studies address the interactive effects of personal and contextual variables on employees' proactive behavior. In line with previous work, we find positive main effects of transformational leadership, role breadth self-efficacy, and job autonomy on employee proactive behavior (personal initiative in Study 1 and prosocial proactive behavior in Study 2). As expected, a 3-way interaction qualifies these main effects: In situations of high autonomy, transformational leadership relates positively to proactive behavior for individuals high (but not low) on self-efficacy. Vice versa, in situations low on job autonomy, transformational leadership relates positively to proactive behavior for individuals low (but not high) on self-efficacy. This pattern is found both for self-ratings and peer-ratings of employees' proactive behavior in Study 1 and for supervisor ratings of such behavior in Study 2.

Relating testosterone levels and free play social behavior in male and female preschool children.

PubMed

Sánchez-Martín, J R; Fano, E; Ahedo, L; Cardas, J; Brain, P F; Azpíroz, A

2000-11-01

This study assessed potential relationships between a series of behavioral measures seen in the interactions of preschool children with their peers (particularly aggressive behavior) and testosterone levels. 28 boys and 20 girls of preschool age were videotaped in free play interactions. Their behavior was then evaluated with particular emphasis on aggression and affiliation in play and social interactions. Testosterone levels were measured using radioimmunoassay in saliva samples. Correlation analysis revealed a positive relationship in boys between testosterone and giving and receiving aggression in the context of 'social interactions' (serious aggression), but not in the context of play (playful aggresstion). Testosterone can be a useful biological marker for serious aggression (and behavioral patterns reflecting different levels of sociability) in preschool boys.

Students' Perceptions of Relatedness in the Classroom: The Roles of Emotionally Supportive Teacher-Child Interactions, Children's Aggressive-Disruptive Behaviors, and Peer Social Preference

ERIC Educational Resources Information Center

Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.

2014-01-01

This study examines the roles of emotionally supportive teacher-child interactions and child characteristics (aggressive-disruptive behavior and low peer social preference) in first-, third, and fifth-grade children's perceptions of teacher closeness and sense of peer community. Results from a series of multilevel models suggest that emotionally…

Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers

ERIC Educational Resources Information Center

Simpson, Lisa A.

2013-01-01

Students with autism often display significant challenges when acquiring friendships and participating in ongoing relationships with typical peers. The social interaction deficits that characterize students with autism are further exacerbated by the severity of the disorder, such that students with low-functioning autism require significantly more…

Using embedded music therapy interventions to support outdoor play of young children with autism in an inclusive community-based child care program.

PubMed

Kern, Petra; Aldridge, David

2006-01-01

For young children with autism enrolled in community-based inclusive child care programs, outdoor play can be a major challenge. The aim of this music therapy intervention was to improve peer interactions and meaningful play on the playground for four boys with autism by adding an outdoor music center and using original songs composed for each participant. A collaborative approach was used to support the implementation of the intervention by the children's teachers, engaging classroom peers as formal and informal helpers. The effects of the interventions were examined using a multiple baseline design with four conditions replicated across the four children. The results indicate that the musical adaptation of the playground itself did not improve social interactions of children with autism significantly, but it facilitated their play and involvement with peers by attraction to the sound and opportunity to use the instruments. The song interventions produced desirable peer interaction outcomes, and the collaborative consultative approach enabled teachers to implement interventions successfully in ongoing playground routines. In addition, peer-mediated strategies increased peer interactions and meaningful play on the playground.

A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities

ERIC Educational Resources Information Center

Kucskar, Maryssa

2017-01-01

Young children with developmental disabilities (DD) frequently have delays in social play skills. Students with DD may require social skills instruction in order to be successful in playing cooperatively with others. These opportunities to practice social play skills learned from specialized interventions must be available throughout the school…

Development of a measure for the assessment of peer-related positive emotional memories.

PubMed

Ferreira, Cláudia; Cunha, Marina; Marta-Simões, Joana; Duarte, Cristiana; Matos, Marcela; Pinto-Gouveia, José

2018-03-01

Previous research has demonstrated a link between early experiences of warmth, safeness, and soothing, and positive feelings, health, and well-being outcomes. Although the impact of positive parent-related early relationships and its posterior recall is well documented, research on the recall of warmth and safeness experiences within early peer relationships remains scarce. In fact, it is considered that the protective role of early positive peer relationships deserves intensive research; however, a specific measure that assesses this construct is still to be created. This study describes the development and validation of a new measure designed to assess the recall of early experiences of warmth, safeness, and affection in relation to peers (EMWSS-peers). Distinct samples, comprising individuals of both genders aged between 18 and 68 years old, were used to test the EMWSS-peers factorial structure through principal axis factoring (PAF) and confirmatory factor analysis (CFA), and to examine its psychometric properties. Principal axis factoring's results indicated that the 12-item scale presents a one-factor structure explaining a total of 71.50% of the variance. The CFA confirmed the plausibility of this structure. The EMWSS-peers also presented excellent internal consistency and construct, concurrent, and divergent validities. The EMWSS-peers seems to be a new avenue for the study of memories of early experiences with friends and colleagues and may entail a relevant contribution to clinical and research fields, particularly for upcoming investigations on the relationship of peer-related affiliative memories with well-being and mental health. The EMWSS-peers is a specific measure to assess the recall of warmth and safeness in early peer relationships. The EMWSS-peers is a brief, robust, and reliable self-report instrument. The EMWSS-peers presented excellent internal consistency and construct, concurrent, and divergent validities. The EMWSS-peers may open a new avenue for the study of memories of early peer-related experiences, with potential clinical and research implications. © 2017 The British Psychological Society.

Pupils Making a Difference: Enhancing the Power of the Student Peer Group to Promote Positive Social, Emotional and Behavioural Outcomes

ERIC Educational Resources Information Center

Cooper, Paul; Jacobs, Barbara

2011-01-01

In this paper, the authors review empirical evidence on the effects of peer groups on social, emotional and behavioural functioning. The paper shows that an understanding of the ways in which peer groups can influence the development of deviance and subvert the positive effects of interventions can be exploited in the promotion of positive social…

A systematic review of the effectiveness and cost-effectiveness of peer education and peer support in prisons.

PubMed

Bagnall, Anne-Marie; South, Jane; Hulme, Claire; Woodall, James; Vinall-Collier, Karen; Raine, Gary; Kinsella, Karina; Dixey, Rachael; Harris, Linda; Wright, Nat M J

2015-03-25

Prisoners experience significantly worse health than the general population. This review examines the effectiveness and cost-effectiveness of peer interventions in prison settings. A mixed methods systematic review of effectiveness and cost-effectiveness studies, including qualitative and quantitative synthesis was conducted. In addition to grey literature identified and searches of websites, nineteen electronic databases were searched from 1985 to 2012. Study selection criteria were: Prisoners resident in adult prisons and children resident in Young Offender Institutions (YOIs). Peer-based interventions. Review questions 3 and 4 compared peer and professionally led approaches. Prisoner health or determinants of health; organisational/process outcomes; views of prison populations. Quantitative, qualitative and mixed method evaluations. Fifty-seven studies were included in the effectiveness review and one study in the cost-effectiveness review; most were of poor methodological quality. Evidence suggested that peer education interventions are effective at reducing risky behaviours, and that peer support services are acceptable within the prison environment and have a positive effect on recipients, practically or emotionally. Consistent evidence from many, predominantly qualitative, studies, suggested that being a peer deliverer was associated with positive effects. There was little evidence on cost-effectiveness of peer-based interventions. There is consistent evidence from a large number of studies that being a peer worker is associated with positive health; peer support services are also an acceptable source of help within the prison environment and can have a positive effect on recipients. Research into cost-effectiveness is sparse. PROSPERO ref: CRD42012002349.

Friends in Activities, School-related Affect, and Academic Outcomes in Diverse Middle Schools.

PubMed

Knifsend, Casey A; Camacho-Thompson, Daisy E; Juvonen, Jaana; Graham, Sandra

2018-06-01

Participating in school-based activities is linked to positive academic engagement and achievement, but less is known about how peer relationships within activities affect these outcomes. The current study examined friends in extracurricular activities as a predictor of academic outcomes in multiethnic middle schools in California. Specifically, the mediating role of school belonging, and interactions by ethnicity and type of activity, were examined in a sample including African American or Black, East or Southeast Asian, White, and Latino youth in extracurricular activities (N = 2268; M age  = 13.36 in eighth grade; 54% female). The results of multilevel mediational models suggested that school belonging mediated the link between friends in activities and academic outcomes, and these findings replicated across groups based on ethnicity and the type of activity in which one was involved in general. These results are discussed in terms of how activities can be structured to promote positive peer relations in ways that are linked with academic engagement and achievement.

Peer relationships and adolescents' academic and non-academic outcomes: same-sex and opposite-sex peer effects and the mediating role of school engagement.

PubMed

Liem, Gregory Arief D; Martin, Andrew J

2011-06-01

The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance and general self-esteem and the potentially mediating role of school engagement in linking these perceived peer relationships with academic and non-academic outcomes. The sample comprised 1,436 high-school students (670 boys, 756 girls; 711 early adolescents, 723 later adolescents). Self-report measures and objective achievement tests were used. Structural equation modelling (SEM) was performed to test the hypothesized model and its invariance across gender and age groups. Perceived same-sex peer relationships yielded positive direct and indirect links with academic performance and general self-esteem. Perceived opposite-sex peer relationships yielded positive direct and indirect links with general self-esteem and an indirect positive link with academic performance, but mediation via school engagement was not as strong as that of perceived same-sex peer relationships. These findings generalized across gender and age groups. Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed. ©2011 The British Psychological Society.

Gender matters, too: the influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents.

PubMed

Chavous, Tabbye M; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney

2008-05-01

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Voicing the strengths of Pacific Island parent caregivers of children who are medically fragile.

PubMed

Haley, Janice; Harrigan, Rosanne C

2004-07-01

Research is deficient regarding the strengths of Pacific Island parents of children who are medically fragile. The purpose of this qualitative ethnographic study was to explore the strengths of Pacific Island parents of these children. Audiotaped interviews were analyzed using Text Smart and peer review. The core theme reflecting strength was positive energy. Participants believed that parents needed to have the ability to handle emotional feelings, solve problems, connect with their spirituality, find meaning, take care of themselves, use family support, use community support, use a positive attitude, be resourceful, meet a challenge, interact with nature, and focus on the present. Themes were affirmed by the literature with the exception of interacting with nature, which may be indigenous to the population's cultural orientation.

Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships

PubMed Central

Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; Spinrad, Tracy L.; VanSchyndel, Sarah K.; Diaz, Anjolii; Silva, Kassondra M.; Berger, Rebecca H.; Southworth, Jody

2018-01-01

This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners (N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher–student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher–student closeness and positively predicted teacher–student conflict. Implications for promoting social relationships in school are discussed. PMID:29861553

Robot education peers in a situated primary school study: Personalisation promotes child learning.

PubMed

Baxter, Paul; Ashurst, Emily; Read, Robin; Kennedy, James; Belpaeme, Tony

2017-01-01

The benefit of social robots to support child learning in an educational context over an extended period of time is evaluated. Specifically, the effect of personalisation and adaptation of robot social behaviour is assessed. Two autonomous robots were embedded within two matched classrooms of a primary school for a continuous two week period without experimenter supervision to act as learning companions for the children for familiar and novel subjects. Results suggest that while children in both personalised and non-personalised conditions learned, there was increased child learning of a novel subject exhibited when interacting with a robot that personalised its behaviours, with indications that this benefit extended to other class-based performance. Additional evidence was obtained suggesting that there is increased acceptance of the personalised robot peer over a non-personalised version. These results provide the first evidence in support of peer-robot behavioural personalisation having a positive influence on learning when embedded in a learning environment for an extended period of time.

Robot education peers in a situated primary school study: Personalisation promotes child learning

PubMed Central

Ashurst, Emily; Read, Robin; Kennedy, James; Belpaeme, Tony

2017-01-01

The benefit of social robots to support child learning in an educational context over an extended period of time is evaluated. Specifically, the effect of personalisation and adaptation of robot social behaviour is assessed. Two autonomous robots were embedded within two matched classrooms of a primary school for a continuous two week period without experimenter supervision to act as learning companions for the children for familiar and novel subjects. Results suggest that while children in both personalised and non-personalised conditions learned, there was increased child learning of a novel subject exhibited when interacting with a robot that personalised its behaviours, with indications that this benefit extended to other class-based performance. Additional evidence was obtained suggesting that there is increased acceptance of the personalised robot peer over a non-personalised version. These results provide the first evidence in support of peer-robot behavioural personalisation having a positive influence on learning when embedded in a learning environment for an extended period of time. PMID:28542648

Possibilities and Limitations of Integrating Peer Instruction into Technical Creativity Education

ERIC Educational Resources Information Center

Wang, Shijuan; Murota, Masao

2016-01-01

The effects of active peer-peer interaction on the generation of new hypotheses or models and the increase of new solutions have attracted widespread attention. Therefore, the peer discussion portion of peer instruction is supposedly effective in developing students' creativity. However, few empirical research involves how to adapt peer…

Changes in Children's Peer Interactions Following a Natural Disaster: How Predisaster Bullying and Victimization Rates Changed Following Hurricane Katrina

ERIC Educational Resources Information Center

Terranova, Andrew M.; Boxer, Paul; Morris, Amanda Sheffield

2009-01-01

Youth exposed to disasters experience stress and adjustment difficulties, which likely influence their interactions with peers. In this study, we examined changes in bullying and peer victimization in two cohorts of children. Youth from an area affected by Hurricane Katrina were assessed pre- and postdisaster (n = 96, mean [M] = 10.9 years old,…

The Effects of Social Stories and a Token Economy on Decreasing Inappropriate Peer Interactions with a Middle School Student

ERIC Educational Resources Information Center

White, Jacie; Caniglia, Cynthia; McLaughlin, T. F.; Bianco, LeAnn

2018-01-01

One of the many challenges that children with learning disabilities (LD) experience, apart from academics, is severe deficits in the areas of social skills and peer relations. The learning of social skills and appropriate ways to interact with peers are crucial for school-aged children with learning disabilities. Without these skills, it can be…

Young Children's Trust Beliefs in Peers: Relations to Social Competence and Interactive Behaviors in a Peer Group

ERIC Educational Resources Information Center

Chin, Jui-Chih

2014-01-01

Research Findings: The aim of this study was to explore the relations between children's trust beliefs and social competence as well as social preference. In addition, this study examined how children with different trust belief profiles may differ in their peer interactive behaviors. A total of 47 children ages 5 to 6 participated in this study.…

Does a peer model's task proficiency influence children's solution choice and innovation?

PubMed

Wood, Lara A; Kendal, Rachel L; Flynn, Emma G

2015-11-01

The current study investigated whether 4- to 6-year-old children's task solution choice was influenced by the past proficiency of familiar peer models and the children's personal prior task experience. Peer past proficiency was established through behavioral assessments of interactions with novel tasks alongside peer and teacher predictions of each child's proficiency. Based on these assessments, one peer model with high past proficiency and one age-, sex-, dominance-, and popularity-matched peer model with lower past proficiency were trained to remove a capsule using alternative solutions from a three-solution artificial fruit task. Video demonstrations of the models were shown to children after they had either a personal successful interaction or no interaction with the task. In general, there was not a strong bias toward the high past-proficiency model, perhaps due to a motivation to acquire multiple methods and the salience of other transmission biases. However, there was some evidence of a model-based past-proficiency bias; when the high past-proficiency peer matched the participants' original solution, there was increased use of that solution, whereas if the high past-proficiency peer demonstrated an alternative solution, there was increased use of the alternative social solution and novel solutions. Thus, model proficiency influenced innovation. Copyright © 2015 Elsevier Inc. All rights reserved.

Sensation seeking, peer deviance, and genetic influences on adolescent delinquency: Evidence for person-environment correlation and interaction.

PubMed

Mann, Frank D; Patterson, Megan W; Grotzinger, Andrew D; Kretsch, Natalie; Tackett, Jennifer L; Tucker-Drob, Elliot M; Harden, K Paige

2016-07-01

Both sensation seeking and affiliation with deviant peer groups are risk factors for delinquency in adolescence. In this study, we use a sample of adolescent twins (n = 549), 13 to 20 years old (M age = 15.8 years), in order to test the interactive effects of peer deviance and sensation seeking on delinquency in a genetically informative design. Consistent with a socialization effect, affiliation with deviant peers was associated with higher delinquency even after controlling for selection effects using a co-twin-control comparison. At the same time, there was evidence for person-environment correlation; adolescents with genetic dispositions toward higher sensation seeking were more likely to report having deviant peer groups. Genetic influences on sensation seeking substantially overlapped with genetic influences on adolescent delinquency. Finally, the environmentally mediated effect of peer deviance on adolescent delinquency was moderated by individual differences in sensation seeking. Adolescents reporting high levels of sensation seeking were more susceptible to deviant peers, a Person × Environment interaction. These results are consistent with both selection and socialization processes in adolescent peer relationships, and they highlight the role of sensation seeking as an intermediary phenotype for genetic risk for delinquency. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Influence of Social Network Characteristics on Peer Clustering in Smoking: A Two-Wave Panel Study of 19- and 23-Year-Old Swedes.

PubMed

Miething, Alexander; Rostila, Mikael; Edling, Christofer; Rydgren, Jens

2016-01-01

The present study examines how the composition of social networks and perceived relationship content influence peer clustering in smoking, and how the association changes during the transition from late adolescence to early adulthood. The analysis was based on a Swedish two-wave survey sample comprising ego-centric network data. Respondents were 19 years old in the initial wave, and 23 when the follow-up sample was conducted. 17,227 ego-alter dyads were included in the analyses, which corresponds to an average response rate of 48.7 percent. Random effects logistic regression models were performed to calculate gender-specific average marginal effects of social network characteristics on smoking. The association of egos' and alters' smoking behavior was confirmed and found to be stronger when correlated in the female sample. For females, the associations decreased between age 19 and 23. Interactions between network characteristics and peer clustering in smoking showed that intense social interactions with smokers increase egos' smoking probability. The influence of network structures on peer clustering in smoking decreased during the transition from late adolescence to early adulthood. The study confirmed peer clustering in smoking and revealed that females' smoking behavior in particular is determined by social interactions. Female smokers' propensity to interact with other smokers was found to be associated with the quality of peer relationships, frequent social interactions, and network density. The influence of social networks on peer clustering in smoking decreased during the transition from late adolescence to early adulthood.

The Influence of Social Network Characteristics on Peer Clustering in Smoking: A Two-Wave Panel Study of 19- and 23-Year-Old Swedes

PubMed Central

Rostila, Mikael; Edling, Christofer; Rydgren, Jens

2016-01-01

Objectives The present study examines how the composition of social networks and perceived relationship content influence peer clustering in smoking, and how the association changes during the transition from late adolescence to early adulthood. Methods The analysis was based on a Swedish two-wave survey sample comprising ego-centric network data. Respondents were 19 years old in the initial wave, and 23 when the follow-up sample was conducted. 17,227 ego-alter dyads were included in the analyses, which corresponds to an average response rate of 48.7 percent. Random effects logistic regression models were performed to calculate gender-specific average marginal effects of social network characteristics on smoking. Results The association of egos’ and alters’ smoking behavior was confirmed and found to be stronger when correlated in the female sample. For females, the associations decreased between age 19 and 23. Interactions between network characteristics and peer clustering in smoking showed that intense social interactions with smokers increase egos’ smoking probability. The influence of network structures on peer clustering in smoking decreased during the transition from late adolescence to early adulthood. Conclusions The study confirmed peer clustering in smoking and revealed that females’ smoking behavior in particular is determined by social interactions. Female smokers’ propensity to interact with other smokers was found to be associated with the quality of peer relationships, frequent social interactions, and network density. The influence of social networks on peer clustering in smoking decreased during the transition from late adolescence to early adulthood. PMID:27727314

Repetition, response mobilization, and face: Analysis of group interactions with a 19-year-old with Asperger syndrome.

PubMed

Bottema-Beutel, Kristen; Louick, Rebecca; White, Rachael

2015-01-01

This Conversation Analytic study examined the talk of an adolescent with Asperger syndrome (under previously used diagnostic criteria), Nathan, as he interacts with peers in a small group setting. We focused on Nathan's repetition aimed at pursuing response, and rely on analytical frameworks including response mobilization, face-work, and agreement preference. We found that while Nathan's repetitions resembled 'topic perseveration' previously described in the literature, they showed evidence of interactional awareness as they were employed when peers offered little or no response to his original utterance. However, we also found that while much of Nathan's talk was sophisticatedly structured, his repetition to pursue response eschewed interaction rituals that work to maintain social cohesion. As a result, Nathan's interactional priorities appeared mis-aligned with those of his peers, and failed to produce extended interactions in most cases. Readers will be able to describe features of conversational interaction, including response mobilization, agreement preference, and face work. They will understand the relevance of conversation analysis to the study of interaction in individuals with autism spectrum disorder. Lastly, they will be able to describe the conditions under which the subject used repetition within peer interactions, and the effects of his repetition on interaction. Copyright © 2015 Elsevier Inc. All rights reserved.

Social interaction recruits mentalizing and reward systems in middle childhood.

PubMed

Alkire, Diana; Levitas, Daniel; Warnell, Katherine Rice; Redcay, Elizabeth

2018-06-08

Social cognition develops in the context of reciprocal social interaction. However, most neuroimaging studies of mentalizing have used noninteractive tasks that may fail to capture important aspects of real-world mentalizing. In adults, social-interactive context modulates activity in regions linked to social cognition and reward, but few interactive studies have been done with children. The current fMRI study examines children aged 8-12 using a novel paradigm in which children believed they were interacting online with a peer. We compared mental and non-mental state reasoning about a live partner (Peer) versus a story character (Character), testing the effects of mentalizing and social interaction in a 2 × 2 design. Mental versus Non-Mental reasoning engaged regions identified in prior mentalizing studies, including the temporoparietal junction, superior temporal sulcus, and dorsomedial prefrontal cortex. Moreover, peer interaction, even in conditions without explicit mentalizing demands, activated many of the same mentalizing regions. Peer interaction also activated areas outside the traditional mentalizing network, including the reward system. Our results demonstrate that social interaction engages multiple neural systems during middle childhood and contribute further evidence that social-interactive paradigms are needed to fully capture how the brain supports social processing in the real world. © 2018 Wiley Periodicals, Inc.

Video modeling for children with dual diagnosis of deafness or hard of hearing and autism spectrum disorder to promote peer interaction.

PubMed

Thrasher, Amy

2014-11-01

This article describes an intervention program offered at the University of Colorado Boulder that supports peer interaction among young children with autism spectrum disorders and their typical peers using a multicomponent approach, including video modeling. Characteristics of autism that may interfere with the development of peer interaction in young children will be discussed. Components of the approach will be described and the evidence base for the application of these components examined in regards to children with autism and for the potential application to children with the dual diagnosis of autism and deafness or hard of hearing. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

New service of Earth Interactions offers sneak peek at work in progress

NASA Astrophysics Data System (ADS)

A new service of the all-electronic journal Earth Interactions (Web site http://EarthInter-actions.org) now provides online access to abstracts or preprints of selected papers being presented at various Earth system science conferences. The new service, “Earth Abstractions,” is separate from the peer-reviewed articles in Earth Interactions. The editors select the sessions that will be featured. AGU Spring Meeting abstracts are now highlighted on the site.The abstract titles in Earth Abstractions will link directly to online extended abstracts or preprints located on the authors' home servers if such abstracts are made available. As the author updates the preprint and posts it to the same URL, Earth Abstractions will continue to feature the most recent information from the author related to that work. Readers can preview an author's work as it evolves prior to the meeting as well as refer to it for a year after the meeting has ended. This exchange also provides a means for authors to receive positive feedback on their papers independent of the conference session, which may help those who plan to submit papers about their work to a peer-reviewed journal.

Exploring social support and job satisfaction among associate degree program directors in California.

PubMed

Mintz-Binder, Ronda D; Fitzpatrick, Joyce J

2009-01-01

A troubling trend noted in California has been an increase in the number of open positions for program directors of associate degree registered nursing (ADRN) programs. Positions remain open for extended periods of time, and the number of qualified applicants for such positions is insufficient. The loss of and ensuing slow replacement of ADRN program directors can put these programs in jeopardy of student admission suspension, or, worse yet, closure by the state nursing board. In this exploratory study, variables of social support and job satisfaction were studied. Variables were found to be limited opportunities for peer interaction, expressed discontent, and retention concerns. A significant positive relationship between job satisfaction and social support was noted. Recommendations for future research are offered.

ALDH2*2 and peer drinking in East Asian college students.

PubMed

O'Shea, Taryn; Thomas, Nathaniel; Webb, Bradley Todd; Dick, Danielle M; Kendler, Kenneth S; Chartier, Karen G

2017-11-01

The ALDH2*2 allele (A-allele) at rs671 is more commonly carried by Asians and is associated with alcohol-related flushing, a strong adverse reaction to alcohol that is protective against drinking. Social factors, such as having friends who binge drink, also contribute to drinking in Asian youth. This study examined the interplay between ALDH2*2, peer drinking, and alcohol consumption in college students. We hypothesized that the relationship between ALDH2*2 and standard grams of ethanol per month would vary based on the level of peer drinking. Subjects (N = 318, 63.25% female) were East Asian college students in the United States who reported drinking alcohol. Data were from the freshman year of a university survey that included a saliva DNA sample. ALDH2*2 status was coded ALDH2*2(+) (A/G and A/A genotypes) and ALDH2*2(-) (G/G genotype). Peer drinking was students' perception of how many of their friends "got drunk". Main effects of ALDH2*2(-) and having more friends who got drunk were associated with greater alcohol consumption. The ALDH2*2 × peer drunkenness interaction showed a stronger positive association with alcohol consumption for ALDH2*2(-) versus ALDH2*2(+) at increasing levels of peer drunkenness. Follow-up comparisons within each peer drunkenness level identified significantly higher alcohol consumption for ALDH2*2(-) compared to ALDH2*2(+) at the all friends got drunk level. There was evidence of a stronger effect for ALDH2*2(-) compared to ALDH2*2(+) with greater alcohol use when students were more exposed to peer drinking. Findings contribute to a growing literature on the interrelationships between genetic influences and more permissive environments for alcohol consumption.

Risky substance use and peer pressure in Swiss young men: Test of moderation effects.

PubMed

Studer, Joseph; Baggio, Stéphanie; Grazioli, Véronique S; Mohler-Kuo, Meichun; Daeppen, Jean-Bernard; Gmel, Gerhard

2016-11-01

Peer pressure (PP) toward misconduct is a well-known risk factor for substance use. However, the way it interacts with social factors and the associations of the aspects of PP other than PP toward misconduct have been understudied. This study examined the associations of three aspects of PP with risky substance use and tested whether the associations of PP toward misconduct were moderated by social factors. A representative sample of 5,680 young Swiss males completed a questionnaire assessing risky alcohol, cigarette, and cannabis use, PP toward misconduct, toward peer involvement, and toward peer conformity, as well as social support (SS) and neighbourhood cohesion. Multinomial logistic regression models were used. PP toward misconduct was positively associated with all substance use outcomes. The PP toward misconduct-risky alcohol use association was stronger in individuals reporting high than in those reporting low levels of PP toward peer involvement, SS, and neighbourhood cohesion. The PP toward misconduct-risky cannabis use association was stronger in individuals reporting high than in those reporting low levels of SS and neighbourhood cohesion. The PP toward misconduct-smoking association was stronger in individuals reporting high than in those reporting low levels of PP toward peer involvement. The risk for substance use associated with PP toward misconduct varies as a function of social factors. Being well connected with others (high level of PP toward peer involvement and SS), and living in a cohesive neighbourhood may amplify the risk for risky substance use associated with PP toward misconduct. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Qualities of Peer Relations on Social Networking Websites: Predictions from Negative Mother-Teen Interactions

PubMed Central

Szwedo, David E.; Mikami, Amori Yee; Allen, Joseph P.

2010-01-01

This study examined associations between characteristics of teenagers’ relationships with their mothers and their later socializing behavior and peer relationship quality online. At age 13, teenagers and their mothers participated in an interaction in which mothers’ and adolescents’ behavior undermining autonomy and relatedness was observed, and indicators of teens’ depressive symptoms and social anxiety were assessed. At age 20, youth self-reported on their online behaviors, youths’ social networking webpages were observationally coded to assess peer relationship quality online, and symptoms of depression and social anxiety were reassessed. Results suggested that problematic mother-teen relationships were predictive of youths’ later preference for online communication and greater likelihood of forming a friendship with someone met online, yet poorer quality in online relationships. Findings are discussed within a developmental framework suggesting the importance of considering youths’ family interactions during early adolescence as predictors of future online socializing behavior and online interactions with peers. PMID:21860584

Qualities of Peer Relations on Social Networking Websites: Predictions from Negative Mother-Teen Interactions.

PubMed

Szwedo, David E; Mikami, Amori Yee; Allen, Joseph P

2011-09-01

This study examined associations between characteristics of teenagers' relationships with their mothers and their later socializing behavior and peer relationship quality online. At age 13, teenagers and their mothers participated in an interaction in which mothers' and adolescents' behavior undermining autonomy and relatedness was observed, and indicators of teens' depressive symptoms and social anxiety were assessed. At age 20, youth self-reported on their online behaviors, youths' social networking webpages were observationally coded to assess peer relationship quality online, and symptoms of depression and social anxiety were reassessed. Results suggested that problematic mother-teen relationships were predictive of youths' later preference for online communication and greater likelihood of forming a friendship with someone met online, yet poorer quality in online relationships. Findings are discussed within a developmental framework suggesting the importance of considering youths' family interactions during early adolescence as predictors of future online socializing behavior and online interactions with peers.

Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity

ERIC Educational Resources Information Center

Madland, Colin; Richards, Griff

2016-01-01

The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be…

Collaboration by Design: Using Robotics to Foster Social Interaction in Kindergarten

ERIC Educational Resources Information Center

Lee, Kenneth T. H.; Sullivan, Amanda; Bers, Marina U.

2013-01-01

Research shows the importance of social interaction between peers in child development. Although technology can foster peer interactions, teachers often struggle with teaching with technology. This study examined a sample of (n = 19) children participating in a kindergarten robotics summer workshop to determine the effect of teaching using a…

Reciprocity in Preschool Peers' Social Interaction.

ERIC Educational Resources Information Center

Chiu, Jih-Perng Peter

This study sought to describe the norms of reciprocity in social interaction from the viewpoint of immediate behavioral exchanges by examining the social interaction of preschool peers in a free-play situation. Seventeen 4-year-old children, eight girls and nine boys, were observed during free play activity periods after a picture sociometric test…

Improvement in Social Deficits in Autism Spectrum Disorders Using a Theatre-Based, Peer-Mediated Intervention

PubMed Central

Corbett, Blythe A.; Swain, Deanna M.; Coke, Catherine; Simon, David; Newsom, Cassandra; Houchins-Juarez, Nea; Jenson, Ashley; Wang, Lily; Song, Yanna

2013-01-01

Objective SENSE Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer-mediated model. Previous research using a 3-month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2-week summer camp model. Method Typically developing peers were trained and paired with ASD youth (8–17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest-posttest design for within-group comparisons was used, and pre-specified pairwise comparisons were achieved using a nonparametric Wilcoxon signed rank test. Results Significant differences were observed in face processing, social awareness, and social cognition (p<0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (p<0.05) while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared to home values yet declined by the end of treatment and further reduced during post-treatment play with peers. Conclusions Results corroborate previous findings that the peer-mediated theatre program contributes to improvement in core social deficits in ASD using a short-term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. PMID:24150989

Children’s Beliefs in Reciprocation of Biases and Flexibility

PubMed Central

Rennels, Jennifer L.

2015-01-01

Children display positive and negative biases based on peers’ attractiveness, gender, and race, but it is unclear whether children who associate positive attributes with certain peers also believe those peers think positively of them. In each domain (attractiveness, gender, race), we measured 3- to 11-year-olds’ (N=102) biases and flexibility and their beliefs in reciprocity of bias and flexibility by asking who would think positively of them. Children could choose one of two unfamiliar peers (forced choice assessment) or had the additional options of choosing both or neither peer (non-forced choice assessment). We found children often displayed beliefs in reciprocation, with beliefs in positive bias reciprocation from attractive girls showing the largest effect sizes. These beliefs significantly correlated with and were predictive of children’s positive and negative biases and flexibility. The duality of children’s beliefs may contribute to strengthening their biases and segregating social groups. PMID:25918015

Giving and Receiving Advice in Computer-Mediated Peer Response Activities

ERIC Educational Resources Information Center

Tsai, Mei-Hsing; Kinginger, Celeste

2015-01-01

In synchronous computer-mediated contexts, peer-to-peer interaction at the microlevel has received little scrutiny. In applying a conversation analysis approach, this study scrutinizes the precise nature of peer-to-peer advice giving and receiving. In this process, an advice giver can be viewed at certain moments as more competent to evaluate a…

Peer Portal: Quality Enhancement in Thesis Writing Using Self-Managed Peer Review on a Mass Scale

ERIC Educational Resources Information Center

Aghaee, Naghmeh; Hansson, Henrik

2013-01-01

This paper describes a specially developed online peer-review system, the Peer Portal, and the first results of its use for quality enhancement of bachelor's and master's thesis manuscripts. The peer-review system is completely student driven and therefore saves time for supervisors and creates a direct interaction between students without…

Exposure to Externalizing Peers in Early Childhood: Homophily and Peer Contagion Processes.

ERIC Educational Resources Information Center

Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.; Leonard, Stacie; Herzog, Melissa

2005-01-01

Guided by a transactional model, we examined the predictors and effects of exposure to externalizing peers in a low-risk sample of preschoolers and kindergarteners. On the basis of daily observations of peer interactions, we calculated measures of total exposure to externalizing peers and measures of exposure to same- and other-sex externalizing…

Examining the Components of Children's Peer Liking as Antecedents of School Adjustment

ERIC Educational Resources Information Center

Betts, Lucy R.; Rotenberg, Ken J.; Trueman, Mark; Stiller, James

2012-01-01

Children's social interactions with their peers influence their psychosocial adjustment; consequently, the relationship between class-wide peer liking, same-gender peer liking, and school adjustment was explored in two age groups. Peer liking was analysed using the social relations model (SRM). In Study 1, 205 children (103 female and 102 male,…

Principles of Peer Leadership: An Undergraduate Course for Students in Positions to Serve Fellow Students

ERIC Educational Resources Information Center

Friedel, Curtis R.; Kirland, Kelsey Church; Grimes, Matthew W.

2016-01-01

Principles of Peer Leadership is an undergraduate course developed through the collaboration of leadership educators with colleagues from residence life and fraternity/sorority life to provide instruction to undergraduate students serving in peer leadership positions across campus. The course comprises online and recitation components to connect…

Positive and Negative Emotions and Coping as Mediators of Mother-Child Attachment and Peer Relationships

ERIC Educational Resources Information Center

Abraham, Michelle M.; Kerns, Kathryn A.

2013-01-01

This study examined whether emotions and coping explain (mediate) the association between mother-child attachment and peer relationships. Attachment, positive and negative emotion experience, coping, and peer relationships were examined in 106 fourth-grade through sixth-grade girls attending a 6-day residential camp. Attachment, experience of…

"Peer Pressure" and the Group Process: Building Cultures of Concern

ERIC Educational Resources Information Center

Tate, Thomas F.; Copas, Randall L.

2010-01-01

Peer group treatment has been subject to two main lines of criticism. Some suggest any program which aggregates antisocial youth inevitably fosters negative peer influence. Others are concerned that certain peer programs are based on coercive peer confrontation. Positive Peer Culture [PPC] is an antidote to both of these varieties of toxic group…

The effects of peer influence on adolescent pedestrian road-crossing decisions.

PubMed

Pfeffer, K; Hunter, E

2013-01-01

Adolescence is a high-risk period for pedestrian injury. It is also a time of heightened susceptibility to peer influence. The aim of this research was to examine the effects of peer influence on the pedestrian road-crossing decisions of adolescents. Using 10 videos of road-crossing sites, 80 16- to 18-year-olds were asked to make pedestrian road-crossing decisions. Participants were assigned to one of 4 experimental conditions: negative peer (influencing unsafe decisions), positive peer (influencing cautious decisions), silent peer (who observed but did not comment), and no peer (the participant completed the task alone). Peers from the adolescent's own friendship group were recruited to influence either an unsafe or a cautious decision. Statistically significant differences were found between peer conditions. Participants least often identified safe road-crossing sites when accompanied by a negative peer and more frequently identified dangerous road-crossing sites when accompanied by a positive peer. Both cautious and unsafe comments from a peer influenced adolescent pedestrians' decisions. These findings showed that road-crossing decisions of adolescents were influenced by both unsafe and cautious comments from their peers. The discussion highlighted the role that peers can play in both increasing and reducing adolescent risk-taking.

Does Peer Ability Affect Student Achievement?

ERIC Educational Resources Information Center

Hanushek, Eric A.; Kain, John F.; Markman, Jacob M.; Rivkin, Steven G.

Empirical analysis of peer effects on student achievement has been open to question because of the difficulties of separating peer effects from other confounding influences. While most econometric attention has been directed at issues of simultaneous determination of peer interactions, this paper argues that issues of omitted and mismeasured…

A Review of Peer Social Development in Early Childhood.

ERIC Educational Resources Information Center

Goin, Robin P.

1998-01-01

Reviews the literature on young children's peer social development. Addresses implications of social learning theory and empirical research. Discusses recurring themes, including child/peer versus child/adult interactions, incorporation of toys and games, influence of mothers, and gender peer preferences. Considers areas lacking empirical support…

The role of explicit and implicit self-esteem in peer modeling of palatable food intake: a study on social media interaction among youngsters.

PubMed

Bevelander, Kirsten E; Anschütz, Doeschka J; Creemers, Daan H M; Kleinjan, Marloes; Engels, Rutger C M E

2013-01-01

This experimental study investigated the impact of peers on palatable food intake of youngsters within a social media setting. To determine whether this effect was moderated by self-esteem, the present study examined the roles of global explicit self-esteem (ESE), body esteem (BE) and implicit self-esteem (ISE). Participants (N = 118; 38.1% boys; M age 11.14±.79) were asked to play a computer game while they believed to interact online with a same-sex normal-weight remote confederate (i.e., instructed peer) who ate either nothing, a small or large amount of candy. Participants modeled the candy intake of peers via a social media interaction, but this was qualified by their self-esteem. Participants with higher ISE adjusted their candy intake to that of a peer more closely than those with lower ISE when the confederate ate nothing compared to when eating a modest (β = .26, p = .05) or considerable amount of candy (kcal) (β = .32, p = .001). In contrast, participants with lower BE modeled peer intake more than those with higher BE when eating nothing compared to a considerable amount of candy (kcal) (β = .21, p = .02); ESE did not moderate social modeling behavior. In addition, participants with higher discrepant or "damaged" self-esteem (i.e., high ISE and low ESE) modeled peer intake more when the peer ate nothing or a modest amount compared to a substantial amount of candy (kcal) (β = -.24, p = .004; β = -.26, p<.0001, respectively). Youngsters conform to the amount of palatable food eaten by peers through social media interaction. Those with lower body esteem or damaged self-esteem may be more at risk to peer influences on food intake.

The Role of Explicit and Implicit Self-Esteem in Peer Modeling of Palatable Food Intake: A Study on Social Media Interaction among Youngsters

PubMed Central

Bevelander, Kirsten E.; Anschütz, Doeschka J.; Creemers, Daan H. M.; Kleinjan, Marloes; Engels, Rutger C. M. E.

2013-01-01

Objective This experimental study investigated the impact of peers on palatable food intake of youngsters within a social media setting. To determine whether this effect was moderated by self-esteem, the present study examined the roles of global explicit self-esteem (ESE), body esteem (BE) and implicit self-esteem (ISE). Methods Participants (N = 118; 38.1% boys; M age 11.14±.79) were asked to play a computer game while they believed to interact online with a same-sex normal-weight remote confederate (i.e., instructed peer) who ate either nothing, a small or large amount of candy. Results Participants modeled the candy intake of peers via a social media interaction, but this was qualified by their self-esteem. Participants with higher ISE adjusted their candy intake to that of a peer more closely than those with lower ISE when the confederate ate nothing compared to when eating a modest (β = .26, p = .05) or considerable amount of candy (kcal) (β = .32, p = .001). In contrast, participants with lower BE modeled peer intake more than those with higher BE when eating nothing compared to a considerable amount of candy (kcal) (β = .21, p = .02); ESE did not moderate social modeling behavior. In addition, participants with higher discrepant or “damaged” self-esteem (i.e., high ISE and low ESE) modeled peer intake more when the peer ate nothing or a modest amount compared to a substantial amount of candy (kcal) (β = −.24, p = .004; β = −.26, p<.0001, respectively). Conclusion Youngsters conform to the amount of palatable food eaten by peers through social media interaction. Those with lower body esteem or damaged self-esteem may be more at risk to peer influences on food intake. PMID:24015251

An immersive virtual peer for studying social influences on child cyclists' road-crossing behavior.

PubMed

Babu, Sabarish V; Grechkin, Timofey Y; Chihak, Benjamin; Ziemer, Christine; Kearney, Joseph K; Cremer, James F; Plumert, Jodie M

2011-01-01

The goal of our work is to develop a programmatically controlled peer to bicycle with a human subject for the purpose of studying how social interactions influence road-crossing behavior. The peer is controlled through a combination of reactive controllers that determine the gross motion of the virtual bicycle, action-based controllers that animate the virtual bicyclist and generate verbal behaviors, and a keyboard interface that allows an experimenter to initiate the virtual bicyclist's actions during the course of an experiment. The virtual bicyclist's repertoire of behaviors includes road following, riding alongside the human rider, stopping at intersections, and crossing intersections through specified gaps in traffic. The virtual cyclist engages the human subject through gaze, gesture, and verbal interactions. We describe the structure of the behavior code and report the results of a study examining how 10- and 12-year-old children interact with a peer cyclist that makes either risky or safe choices in selecting gaps in traffic. Results of our study revealed that children who rode with a risky peer were more likely to cross intermediate-sized gaps than children who rode with a safe peer. In addition, children were significantly less likely to stop at the last six intersections after the experience of riding with the risky than the safe peer during the first six intersections. The results of the study and children's reactions to the virtual peer indicate that our virtual peer framework is a promising platform for future behavioral studies of peer influences on children's bicycle riding behavior. © 2011 IEEE Published by the IEEE Computer Society

How Patterns of Learning About Sexual Information Among Adolescents Are Related to Sexual Behaviors.

PubMed

Bleakley, Amy; Khurana, Atika; Hennessy, Michael; Ellithorpe, Morgan

2018-03-01

Parents, peers and media are informal sources of sexual information for adolescents. Although the content of sexual information communicated by these sources is known to vary, little is known about what adolescents report actually learning from each source. Data from 1,990 U.S.14-17-year-olds who participated in an online survey in 2015 were used to assess learning about four topics (sex, condoms, hormonal birth control and romantic relationships) from three informal sources (parents, peers, and television and movies). Gender and race differences in learning by source and topic were assessed using t tests. Following a factor analysis, learning about all topics was grouped by source, and regression analyses were conducted to examine associations between learning from each source and three outcomes: sexual activity, condom use and hormonal birth control use. Models included interactions between information sources and race and gender. White adolescents reported learning more from parents and less from media than black adolescents. Compared with males, females learned more about hormonal birth control and less about condoms from their parents, and more about relationships from peers and media. Learning from parents and from peers were positively associated with adolescents' sexual activity (unstandardized coefficients, 0.26 and 0.52, respectively). Learning from parents was positively associated with condom use (odds ratio, 1.5). Adolescents' learning about sex from informal sources varies by race and gender. Future research should examine whether sexual health interventions and message development can capitalize on these differences. Copyright © 2018 by the Guttmacher Institute.

Person × Environment Interactions on Adolescent Delinquency: Sensation Seeking, Peer Deviance and Parental Monitoring

PubMed Central

Mann, Frank D.; Kretsch, Natalie; Tackett, Jennifer L.; Harden, K. Paige; Tucker-Drob, Elliot M.

2015-01-01

Sensation seeking is a personality trait that is robustly correlated with delinquent behavior in adolescence. The current study tested specific contextual factors hypothesized to facilitate, exacerbate or attenuate this risk factor for adolescent delinquency. Individual differences in sensation seeking, peer deviance, parental monitoring and self-reported delinquent behavior were assessed in a sample of 470 adolescents. Peer deviance partially mediated the effects of sensation seeking and parental monitoring on adolescent delinquency. We also found evidence for a three-way interaction between sensation seeking, peer deviance and parental monitoring, such that the highest rates of delinquency occurred from the concurrence of high sensation seeking, high peer deviance, and low levels of parental monitoring. Results highlight the importance of considering peer- and family-level processes when evaluating personality risk and problematic adolescent behavior. PMID:25908885

Person × Environment Interactions on Adolescent Delinquency: Sensation Seeking, Peer Deviance and Parental Monitoring.

PubMed

Mann, Frank D; Kretsch, Natalie; Tackett, Jennifer L; Harden, K Paige; Tucker-Drob, Elliot M

2015-04-01

Sensation seeking is a personality trait that is robustly correlated with delinquent behavior in adolescence. The current study tested specific contextual factors hypothesized to facilitate, exacerbate or attenuate this risk factor for adolescent delinquency. Individual differences in sensation seeking, peer deviance, parental monitoring and self-reported delinquent behavior were assessed in a sample of 470 adolescents. Peer deviance partially mediated the effects of sensation seeking and parental monitoring on adolescent delinquency. We also found evidence for a three-way interaction between sensation seeking, peer deviance and parental monitoring, such that the highest rates of delinquency occurred from the concurrence of high sensation seeking, high peer deviance, and low levels of parental monitoring. Results highlight the importance of considering peer- and family-level processes when evaluating personality risk and problematic adolescent behavior.

An experimental study on the effects of peer drinking norms on adolescents’ drinker prototypes

PubMed Central

Teunissen, Hanneke A.; Spijkerman, Renske; Cohen, Geoffrey L.; Prinstein, Mitchell J.; Engels, Rutger C.M.E.; Scholte, Ron H.J.

2015-01-01

Background Adolescents form impressions about the type of peers who drink (i.e., drinker prototypes). The evaluation of, and perceived similarity to these prototypes are related to adolescents’ drinking. Peer drinking norms play an important role in the formation of prototypes. We experimentally examined whether manipulation of peer norms changed the evaluation of and perceived similarity to drinker prototypes and whether these changes were moderated by peers’ popularity. Methods In a pre-test, we assessed heavy drinker, moderate drinker and abstainer prototypes, drinking behaviors and peer-perceived popularity among 599 adolescents. Additionally, 88 boys from this sample participated in a simulated chat room, in which they interacted with peers from school. These peers were in fact pre-programmed e-confederates, who were either popular or unpopular and who communicated either pro-alcohol or anti-alcohol norms. After the chat room interaction we assessed participants’ drinker prototypes. Results Participants exposed to anti-alcohol norms were more negative about, and perceived themselves as less similar to heavy drinker prototypes, than participants exposed to pro-alcohol norms. We found no effects of peer norms on moderate drinker and abstainer prototypes. Effects were not moderated by peers’ popularity. We did find a main effect of popularity on perceived similarity to all prototypes. This indicated that participants rated themselves as more similar to heavy and moderate drinker prototypes and less similar to abstainer prototypes when they interacted with unpopular peers than with popular peers. Conclusions Exposure to anti-alcohol norms of peers leads adolescents to form more negative prototypes of the heavy drinker. This could be an important finding for prevention and intervention programs aimed to reduce alcohol consumption among adolescents. PMID:24104050

Facebook Usage Amongst Those Who Have Received Treatment for an Eating Disorder in a Group Setting

PubMed Central

Saffran, Kristina; Fitzsimmons-Craft, Ellen E.; Kass, Andrea E.; Wilfley, Denise E.; Taylor, C. Barr; Trockel, Mickey

2017-01-01

Objective This study explored Facebook use among individuals with a history of receiving treatment for an eating disorder (ED) in a group setting (e.g., inpatient, residential, outpatient group), focusing primarily on comparisons individuals make about their bodies, eating, or exercise to those of their peers from treatment on Facebook and the relation between these comparisons and ED pathology. Method Individuals (N = 415; mean age 28.15 years ± 8.41; 98.1% female) who self-reported receipt of ED treatment in a group setting were recruited via email and social media to complete an online survey. Results Participants reported having an average of 10–19 Facebook friends from treatment and spending up to 30 minutes per day interacting on Facebook with individuals from treatment or ED-related organizations. More comparison to treatment peers on Facebook was associated with greater ED psychopathology and ED-related impairment. Conversely, positive interaction with treatment peers on Facebook was associated with lower ED psychopathology and ED-related impairment. Individuals who had been in treatment longer, more times, and more recently had more Facebook friends from treatment and ED-related organizations as well as spent more time in ED groups’ pages on Facebook. Few participants (19.5%) reported that a therapist asked about the impact of Facebook on pathology. Discussion Interactions on Facebook could affect patients’ recovery and potential for relapse. It may be helpful for treatment providers to discuss Facebook use and its potential benefits and drawbacks with patients preparing for discharge from group treatment. PMID:27302908

The Interactional Construction of Identity: An Adolescent with Autism in Interaction with Peers

ERIC Educational Resources Information Center

Bottema-Beutel, Kristen; Smith, Nevin

2013-01-01

Using discourse analytic methodology, this study examines video data collected during a social group intervention designed to promote engagement between teens with autism spectrum disorders (ASDs) and their peers. The analysis focuses on the interactive means by which the participants construct the identity of the group member with an ASD,…

Observations of Adolescent Peer Group Interactions as a Function of Within- and Between-Group Centrality Status

ERIC Educational Resources Information Center

Ellis, Wendy E.; Dumas, Tara M.; Mahdy, Jasmine C.; Wolfe, David A.

2012-01-01

Observations of adolescent (n = 258; M age = 15.45) peer group triads (n = 86) were analyzed to identify conversation and interaction styles as a function of within-group and between-group centrality status. Group members' discussions about hypothetical dilemmas were coded for agreements, disagreements, commands, and opinions. Interactions during…

When "Emily Dickinson" Met "Steven Spielberg": Assessing Social Information Processing in Literacy Contexts.

ERIC Educational Resources Information Center

Donahue, Mavis L.; Szymanski, Carol M.; Flores, Christine Wujek

1999-01-01

Uses current research and theory to frame the peer interactions of "Emily Dickinson," a 16-year-old with oral-language problems and social isolation. Classroom-based assessment revealed an interaction pattern in which Emily used her strong literacy interests and skills to initiate and mediate social interaction with peers, including another gifted…

Differences in Perceived Implementation of a Standard versus Peer-Led Interactive Substance Abuse Prevention Program

ERIC Educational Resources Information Center

Valente, Thomas W.; Okamoto, Janet; Pumpuang, Patchareeya; Okamoto, Paula; Sussman, Steve

2007-01-01

Objective: To assess perceived implementation of 2 substance-abuse prevention programs: a standard one and a peer-led interactive one. Methods: Data from 16 health educators were collected after 504 classroom sessions, 63 of which were observed by 24 monitors. Results: In the interactive program, health educators (HEs) followed the curriculum less…

Professionals' Judgments of Peer Interaction Interventions: A Survey of Members of the Division for Early Childhood

ERIC Educational Resources Information Center

West, Tracy Newman; Brown, William H.; Grego, John M.; Johnson, Robert

2007-01-01

We surveyed a sample of the membership of the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) with the Social Interaction Program Features Questionnaire-Revised (SIPFQ-R) to determine their judgments of the acceptability, feasibility, and current use of contemporary peer interaction intervention tactics and…

Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

ERIC Educational Resources Information Center

Chen, Chih-Ming; Chang, Chia-Cheng

2014-01-01

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

Relations between Children's Levels of Responsiveness and Resistance, Maternal Interaction Behaviors, and Children's Social Behaviors with Peers in School

ERIC Educational Resources Information Center

Salinas, Daniela; Neitzel, Carin

2017-01-01

Children's peer relationships have their origins in family relationships. The present study focuses on the relative importance of children's levels of responsiveness and/or resistance during mother-child interactions and tests a model of the direct and indirect relations between mother interaction behaviors and children's social behaviors with…

Peer Effects on Head Start Children's Preschool Competency

ERIC Educational Resources Information Center

DeLay, Dawn; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.

2016-01-01

The goals of this study were to investigate whether young children attending Head Start (N = 292; M[subscript age] = 4.3 years) selected peers based on their preschool competency and whether children's levels of preschool competency were influenced by their peers' levels of preschool competency. Children's peer interaction partners were…

Sibling cigarette smoking and peer network influences on substance use potential among adolescent: a population based study.

PubMed

Mahboubi, Samira; Salimi, Yahya; Jorjoran Shushtari, Zahra; Rafiey, Hasan; Sajjadi, Homeira

2017-12-15

Background Peer and parental substance use are established predictors for substance use among adolescent, little is known about influence of sibling cigarette smoking and its interaction with peer network on substance use potential that can introduce an important way for substance use prevention programs. Objective The aim of present study was to explore the association of sibling cigarette smoking and peer network with substance use potential among high school students in Tehran. Subjects Data were drawn from the population-based cross-sectional study of among 650 high schools students. Methods Multiple linear regression was used in order to determine the adjusted association between cigarette smoking among family members, peer network, their interaction and substance use potential. Result Having a sister who smokes (B = 3.19; p < 0.01) and peer network quality were associated with substance use potential (B = -0.1; p < 0.05). The increase in mean of substance use potential associated with decreases in peer network quality score is much more than in who have a sister with a cigarette smoking habit. Conclusion Having a sister who smokes interacts with peer network quality; appears to be one of the important mechanisms for adolescents' tendency to substance use. These findings can help in a better understanding of substance use potential mechanisms, screening efforts and the formulation of prevention programs.

Teacher Behavior and Peer Liking and Disliking: The Teacher as a Social Referent for Peer Status

ERIC Educational Resources Information Center

Hendrickx, Marloes M. H. G.; Mainhard, Tim; Oudman, Sophie; Boor-Klip, Henrike J.; Brekelmans, Mieke

2017-01-01

According to social referencing theory, cues peers take from positive and negative teacher behavior toward a student affect the student's peer liking and disliking status. The present study was the first to test the hypothesized mediation model connecting teacher behavior with peer liking and disliking status, via peer perceptions of teacher…

Neural mirroring and social interaction: Motor system involvement during action observation relates to early peer cooperation.

PubMed

Endedijk, H M; Meyer, M; Bekkering, H; Cillessen, A H N; Hunnius, S

2017-04-01

Whether we hand over objects to someone, play a team sport, or make music together, social interaction often involves interpersonal action coordination, both during instances of cooperation and entrainment. Neural mirroring is thought to play a crucial role in processing other's actions and is therefore considered important for social interaction. Still, to date, it is unknown whether interindividual differences in neural mirroring play a role in interpersonal coordination during different instances of social interaction. A relation between neural mirroring and interpersonal coordination has particularly relevant implications for early childhood, since successful early interaction with peers is predictive of a more favorable social development. We examined the relation between neural mirroring and children's interpersonal coordination during peer interaction using EEG and longitudinal behavioral data. Results showed that 4-year-old children with higher levels of motor system involvement during action observation (as indicated by lower beta-power) were more successful in early peer cooperation. This is the first evidence for a relation between motor system involvement during action observation and interpersonal coordination during other instances of social interaction. The findings suggest that interindividual differences in neural mirroring are related to interpersonal coordination and thus successful social interaction. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues

ERIC Educational Resources Information Center

Sun, Min; Loeb, Susanna; Grissom, Jason A.

2017-01-01

Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely.…

Position in the Peer Group's Perceived Organizational Structure: Relation to Social Status and Friendship.

ERIC Educational Resources Information Center

Lease, A. Michele; Axelrod, Jennifer L.

2001-01-01

Compared adolescent's position in the perceived peer group organization with measures of social status and mutual friendship among fourth- through sixth-graders. Found that peer group members who were marginal in the perceived structure were more likely than others to have a rejected status and be friendless. However, most rejected students were…

Peer-Perceived Admiration and Social Preference: Contextual Correlates of Positive Peer Regard among Suburban and Urban Adolescents

ERIC Educational Resources Information Center

Becker, Bronwyn E.; Luthar, Suniya S.

2007-01-01

The primary purpose of this study was to understand further the heterogeneity of popularity, by exploring contextual correlates of two dimensions of positive peer regard among seventh graders within two highly disparate sociodemographic groups: affluent suburban and low-income urban (N = 636). Three sets of attributes were examined, all…

Positive-Themed Suicide Prevention Messages Delivered by Adolescent Peer Leaders: Proximal Impact on Classmates' Coping Attitudes and Perceptions of Adult Support.

PubMed

Petrova, Mariya; Wyman, Peter A; Schmeelk-Cone, Karen; Pisani, Anthony R

2015-12-01

Developing science-based communication guidance and positive-themed messages for suicide prevention are important priorities. Drawing on social learning and elaboration likelihood models, we designed and tested two positive-focused presentations by high school peer leaders delivered in the context of a suicide prevention program (Sources of Strength). Thirty-six classrooms in four schools (N = 706 students) were randomized to (1) peer leader modeling of healthy coping, (2) peer leader modeling plus audience involvement to identify trusted adults, or (3) control condition. Students' attitudes and norms were assessed by immediate post-only assessments. Exposure to either presentation enhanced positive coping attitudes and perceptions of adult support. Students who reported suicide ideation in the past 12 months benefited more than nonsuicidal students. Beyond modeling alone, audience involvement modestly enhanced expectations of adult support, congruent with the elaboration likelihood model. Positive peer modeling is a promising alternative to communications focused on negative consequences and directives and may enhance social-interpersonal factors linked to reduced suicidal behaviors. © 2015 The American Association of Suicidology.

Preadolescents' Emotional and Prosocial Responses to Negative TV News: Investigating the Beneficial Effects of Constructive Reporting and Peer Discussion.

PubMed

Kleemans, Mariska; Schlindwein, Luise F; Dohmen, Roos

2017-09-01

Watching news is important for preadolescents, but it may also harm their well-being. This study examined whether applying insights from positive psychology to news production can reduce this potential harm, by reducing negative emotional responses and enhancing positive emotional responses to negative news, and by encouraging prosocial intentions. Moreover, we explored whether peer discussion strengthened these effects. Preadolescents (n = 336; 9-13 years old; 48.5% female) were exposed to either constructive (solution-based news including positive emotions) or nonconstructive news. Subsequently, half of the children assigned to the constructive and the nonconstructive condition participated in a peer discussion. The findings showed that exposure to constructive news resulted in more positive emotional responses and less negative emotional responses as compared to nonconstructive news. Moreover, discussing the news with peers led to more positive and less negative emotional responses among preadolescents who watched the nonconstructive newscast, and to more prosocial intentions among preadolescents who watched constructive news. In all, constructive news reporting and peer discussion could function as tools to make negative news less harmful for preadolescents.

Positive-Themed Suicide Prevention Messages Delivered by Adolescent Peer Leaders: Proximal Impact on Classmates’ Coping Attitudes and Perceptions of Adult Support

PubMed Central

Petrova, Mariya; Wyman, Peter A.; Schmeelk-Cone, Karen; Pisani, Anthony R.

2015-01-01

Developing science-based communication guidance and positive-themed messages for suicide prevention are important priorities. Drawing on social learning and elaboration likelihood models, we designed and tested two positive-focused presentations by high school peer leaders delivered in the context of a suicide prevention program (Sources of Strength). Thirty six classrooms in four schools (N=706 students) were randomized to: (a) peer leader modeling of healthy coping, (b) peer leader modeling plus audience involvement to identify trusted adults, or (c) control condition. Students’ attitudes and norms were assessed by immediate post-only assessments. Exposure to either presentation enhanced positive coping attitudes and perceptions of adult support. Students who reported suicide ideation in the past 12 months benefited more than non-suicidal students. Beyond modeling alone, audience involvement modestly enhanced expectations of adult support, congruent with the elaboration likelihood model. Positive peer modeling is a promising alternative to communications focused on negative consequences and directives and may enhance social-interpersonal factors linked to reduced suicidal behaviors. PMID:25692382

Depression as a longitudinal outcome and antecedent of preadolescents' peer relationships and peer-relevant cognition.

PubMed

Zimmer-Gembeck, Melanie J; Hunter, Tracey A; Waters, Allison M; Pronk, Rhiarne

2009-01-01

Using longitudinal data and structural modeling, we investigated bidirectional associations among preadolescents' peer relationships, peer-relevant cognition, and depressive symptoms. Depression was expected to be an outcome and precursor of peer-relevant cognition, and cognition was expected to be an outcome and precursor of being more or less liked by classmates (peer likeability). We also examined whether cognition mediated the association between peer likeability and depression. Participants were 308 students (mean age = 11.0, SD = 0.9) who participated twice during a school year. A third assessment was completed with Grade 5 to 6 students 1 year after the second assessment. The model with bidirectional paths had a good fit to the data, but the most parsimonious model was an "effects" model showing that preadolescents with more depressive symptoms had less positive peer-relevant cognition at later assessments, and that those with more positive peer-relevant cognition were more liked by their peers over time. There were no age differences, some gender differences, and no support for cognition as a moderator of the association between depression and peer likeability.

Peer Influence, Genetic Propensity, and Binge Drinking: A Natural Experiment and a Replication.

PubMed

Guo, Guang; Li, Yi; Wang, Hongyu; Cai, Tianji; Duncan, Greg J

2015-11-01

The authors draw data from the College Roommate Study (ROOM) and the National Longitudinal Study of Adolescent Health to investigate gene-environment interaction effects on youth binge drinking. In ROOM, the environmental influence was measured by the precollege drinking behavior of randomly assigned roommates. Random assignment safeguards against friend selection and removes the threat of gene-environment correlation that makes gene-environment interaction effects difficult to interpret. On average, being randomly assigned a drinking peer as opposed to a nondrinking peer increased college binge drinking by 0.5-1.0 episodes per month, or 20%-40% the average amount of binge drinking. However, this peer influence was found only among youths with a medium level of genetic propensity for alcohol use; those with either a low or high genetic propensity were not influenced by peer drinking. A replication of the findings is provided in data drawn from Add Health. The study shows that gene-environment interaction analysis can uncover social-contextual effects likely to be missed by traditional sociological approaches.

Peer interactions of normal and attention-deficit-disordered boys during free-play, cooperative task, and simulated classroom situations.

PubMed

Cunningham, C E; Siegel, L S

1987-06-01

Groups of 30 ADD-H boys and 90 normal boys were divided into 30 mixed dyads composed of a normal and an ADD-H boy, and 30 normal dyads composed of 2 normal boys. Dyads were videotaped interacting in 15-minute free-play, 15-minute cooperative task, and 15-minute simulated classroom settings. Mixed dyads engaged in more controlling interaction than normal dyads in both free-play and simulated classroom settings. In the simulated classroom, mixed dyads completed fewer math problems and were less compliant with the commands of peers. ADD-H children spent less simulated classroom time on task and scored lower on drawing tasks than normal peers. Older dyads proved less controlling, more compliant with peer commands, more inclined to play and work independently, less active, and more likely to remain on task during the cooperative task and simulated classroom settings. Results suggest that the ADD-H child prompts a more controlling, less cooperative pattern of responses from normal peers.

The relative importance of family socioeconomic status and school-based peer hierarchies for morning cortisol in youth: an exporatory study.

PubMed

West, Patrick; Sweeting, Helen; Young, Robert; Kelly, Shona

2010-04-01

This paper examines the relative importance of family socioeconomic status (SES) and school-based peer hierarchies for young people's psychoneuroendocrine response, represented by cortisol level. Data are drawn from a study of 2824, 15-year-olds in 22 Scottish secondary schools in 2006 who provided information on family SES (parental occupation, material deprivation and family affluence) and social position in school hierarchies, together with two morning salivary cortisol samples. School social position was assessed by participants placing themselves on seven 'ladders', from which three factors were derived, termed scholastic, peer and sports hierarchies. Controlling for confounds, there was little or no variation in cortisol by any SES measure. By contrast, each school hierarchy was independently associated with cortisol, but in different ways. For the scholastic hierarchy, an inverse linear relationship was found for females, cortisol increasing with lower position. For peer hierarchy, an opposite (direct) linear relationship occurred for males, while for females elevated cortisol was associated only with 'top' position. For sports, elevated cortisol among males was associated with 'bottom' position, among females with all except the 'top'. These results are interpreted in the context of Sapolsky's (Sapolsky, 2005) predictions for stress responses to hierarchical position in stable and unstable social systems, the former represented by the scholastic hierarchy involving elevated cortisol in lower positions, the latter by peer hierarchy with elevated cortisol in higher positions. Overall, the results highlight the greater importance of school-based peer groups than family SES for young people's psychoneuroendocrine response. Copyright 2010 Elsevier Ltd. All rights reserved.

Preteen-parent experiences with PREP-T1 feasibility intervention.

PubMed

Hughes, Patricia; Johnson, Kim; Ramchandani, Neesha; Quinn, Diane; D'Alesandro, Bianca; Streisand, Randi; Sullivan-Bolyai, Susan

2015-08-01

The purpose of this article is to report the focus group perspectives of preteens' and parents' experiences with a feasibility intervention entitled PREP-T1 (Preteen Re-Education with Parents-Type 1 Diabetes), an interactive education and peer mentoring intervention. The parent and preteen focus groups were conducted by the principal investigator, coinvestigator, and note takers at 2 sites. The preteen-parent groups were conducted concurrently with a total of 11 preteens and 11 parents. Note-based qualitative content analysis was used, resulting in preteen-parent perspectives on reeducation and strategies for families to work more effectively in managing type 1 diabetes (T1DM). The findings suggest that the preteens enjoyed learning about their diabetes management from a teen educator mentor in conjunction with a human patient simulator. They reported this type of peer support would benefit other preteens with T1DM. Parents were overwhelmingly positive about their interactions with the parent educator mentor in conjunction with the psychologist and about focusing on how to better collaborate with their preteens on diabetes management decision making. Further recommendations about the timing and intervention dose were also discussed. Moderated peer mentoring with technology has potential as a means for teaching preteens and their parents shared diabetes management. These data will be used to inform the PREP-T1 fully powered intervention study. © 2015 The Author(s).

Unique Associations between Peer Relations and Social Anxiety in Early Adolescence

ERIC Educational Resources Information Center

Flanagan, Kelly S.; Erath, Stephen A.; Bierman, Karen L.

2008-01-01

This study examined the unique associations between feelings of social anxiety and multiple dimensions of peer relations (positive peer nominations, peer- and self-reported peer victimization, and self-reported friendship quality) among 383 sixth- and seventh-grade students. Hierarchical regression analysis provided evidence for the unique…

Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention.

PubMed

Corbett, Blythe A; Swain, Deanna M; Coke, Catherine; Simon, David; Newsom, Cassandra; Houchins-Juarez, Nea; Jenson, Ashley; Wang, Lily; Song, Yanna

2014-02-01

Social Emotional NeuroScience Endocrinology Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer-mediated model. Previous research using a 3-month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2-week summer camp model. Typically developing peers were trained and paired with ASD youth (8-17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest-posttest design for within-group comparisons was used, and prespecified pairwise comparisons were achieved using a nonparametric Wilcoxon signed-rank test. Significant differences were observed in face processing, social awareness, and social cognition (P < 0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (P < 0.05), while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared with home values yet declined by the end of treatment and further reduced during posttreatment play with peers. Results corroborate previous findings that the peer-mediated theatre program contributes to improvement in core social deficits in ASD using a short-term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

A Multi-Agent System for Intelligent Online Education.

ERIC Educational Resources Information Center

O'Riordan, Colm; Griffith, Josephine

1999-01-01

Describes the system architecture of an intelligent Web-based education system that includes user modeling agents, information filtering agents for automatic information gathering, and the multi-agent interaction. Discusses information management; user interaction; support for collaborative peer-peer learning; implementation; testing; and future…

Peer Interaction Does Not Always Improve Children’s Mental State Talk Production in Oral Narratives. A Study in 6- to 10-Year-Old Italian Children

PubMed Central

Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia

2016-01-01

Joint narratives are a mean through which children develop and practice their Theory of Mind (ToM), thus they represent an ideal means to explore children’s use and development of mental state talk. However, creating a learning environment for storytelling based on peer interaction, does not necessarily mean that students will automatically exploit it by engaging in productive collaboration, thus it is important to explore under what conditions peer interaction promotes children’s ToM. This study extends our understanding of social aspects of ToM, focusing on the effect of joint narratives on school-age children’s mental state talk. Fifty-six Italian primary school children participated in the study (19 females and 37 males). Children created a story in two different experimental conditions (individually and with a partner randomly assigned). Each story told by the children, as well as their dialogs were recorded and transcribed. Transcriptions of narratives were coded in terms of text quality and mental state talk, whereas transcriptions of dialogs were coded in terms of quality of interaction. The results from this study confirmed that peer interaction does not always improve children’s mental state talk performances in oral narratives, but certain conditions need to be satisfied. Peer interaction was more effective on mental state talk with lower individual levels and productive interactions, particularly in terms of capacity to regulate the interactions. When children were able to focus on the interaction, as well as the product, they were also exposed to each other’s reasoning behind their viewpoint. This level of intersubjectivity, in turn, allowed them to take more in consideration the contribution of mental states to the narrative. PMID:27826283

Laughter differs in children with autism: an acoustic analysis of laughs produced by children with and without the disorder.

PubMed

Hudenko, William J; Stone, Wendy; Bachorowski, Jo-Anne

2009-10-01

Few studies have examined vocal expressions of emotion in children with autism. We tested the hypothesis that during social interactions, children diagnosed with autism would exhibit less extreme laugh acoustics than their nonautistic peers. Laughter was recorded during a series of playful interactions with an examiner. Results showed that children with autism exhibited only one type of laughter, whereas comparison participants exhibited two types. No group differences were found for laugh duration, mean fundamental frequency (F(0)) values, change in F(0), or number of laughs per bout. Findings are interpreted to suggest that children with autism express laughter primarily in response to positive internal states, rather than using laughter to negotiate social interactions.

Contextual determinants of mothers' interventions in young children's peer interactions.

PubMed

Colwell, Malinda J; Mize, Jacquelyn; Pettit, Gregory S; Laird, Robert D

2002-07-01

In this study, the role of context in mothers' interventions in their preschool children's peer relationship problems was investigated. Event theme (aggression, peer rebuff, or initiating play), the child's role in the event (actor or target), the child's age and sex, and the mother's emotional reaction were examined as predictors of the extent to which mothers (N = 71) said they would discuss peer relationships, encourage peer interaction, and use power assertion in response to a series of videotaped vignettes depicting common peer relationship problems. Mothers suggested using more discussion in aggressive situations and more encouragement in initiating play situations. Mothers said they would use more power assertion when the child was the actor (i.e., provocateur), rather than the target, in an aggressive situation. Findings are discussed in terms of (a) the importance of considering context in understanding how mothers intervene in their children's peer relationships and (b) the need to examine moderators of cross-contextual consistency in mothers' interventions.

Investigating Face-to-Face Peer Interaction Patterns in a Collaborative Web Discovery Task: The Bene?ts of a Shared Display

ERIC Educational Resources Information Center

Chung, C-W.; Lee, C-C.; Liu, C-C.

2013-01-01

Mobile computers are now increasingly applied to facilitate face-to-face collaborative learning. However, the factors affecting face-to-face peer interactions are complex as they involve rich communication media. In particular, non-verbal interactions are necessary to convey critical communication messages in face-to-face communication. Through…

Peer-to-Peer Human-Robot Interaction for Space Exploration

NASA Technical Reports Server (NTRS)

Fong, Terrence; Nourbakhsh, Illah

2004-01-01

NASA has embarked on a long-term program to develop human-robot systems for sustained, affordable space exploration. To support this mission, we are working to improve human-robot interaction and performance on planetary surfaces. Rather than building robots that function as glorified tools, our focus is to enable humans and robots to work as partners and peers. In this paper. we describe our approach, which includes contextual dialogue, cognitive modeling, and metrics-based field testing.

Understanding the Link between Social and Emotional Well-Being and Peer Relations in Early Adolescence: Gender-Specific Predictors of Peer Acceptance

ERIC Educational Resources Information Center

Oberle, Eva; Schonert-Reichl, Kimberly A.; Thomson, Kimberly C.

2010-01-01

Past studies have investigated relationships between peer acceptance and peer-rated social behaviors. However, relatively little is known about the manner in which indices of well-being such as optimism and positive affect may predict peer acceptance above and beyond peer ratings of antisocial and prosocial behaviors. Early adolescence--roughly…

Domestic Violence and Vagal Reactivity to Peer Provocation

PubMed Central

Katz, Lynn Fainsilber

2007-01-01

This paper examined whether individual differences in children’s vagal reactivity to peer provocation was related to domestic violence within the family. It also examined the question of whether conduct-problem children who show vagal augmentation to peer provocation come from families with high levels of domestic violence. During the peer provocation, children were expecting to interact with a difficult peer while vagal reactivity was assessed. Groups were divided into children who showed vagal augmentation and vagal suppression to the stressful peer interaction. Findings indicated that conduct-problem children who showed vagal augmentation to interpersonal challenge came from families with the highest levels of domestic violence. Vagal augmentation was also associated with a greater number of conduct-related problems for those children exposed to high levels of domestic violence. Discussion highlights the role of individual differences in physiological reactivity in understanding children’s behavior problems in relation to domestic violence. PMID:17118516

Interactive Contributions of Cumulative Peer Stress and Executive Function Deficits to Depression in Early Adolescence.

PubMed

Agoston, Anna M; Rudolph, Karen D

2016-01-01

Exposure to peer stress contributes to adolescent depression, yet not all youth experience these effects. Thus, it is important to identify individual differences that shape the consequences of peer stress. This research investigated the interactive contribution of cumulative peer stress during childhood (second-fifth grades) and executive function (EF) deficits to depression during early adolescence (sixth grade). Youth (267 girls, 227 boys; X̄ age at Wave 1 = 7.95, SD = .37) completed questionnaires and semi-structured interviews to assess peer stress and depression, respectively; teachers completed the Behavior Rating Scale of Executive Function to assess everyday performance in several EF domains. As anticipated, exposure to peer stress in childhood predicted heightened sixth-grade depression in girls but not boys with higher levels of EF deficits. This study extends theory and research on individual differences in vulnerability to adolescent depression, in turn elucidating potential intervention targets.

Real-time teleconsultation for difficult diseases with high resolution and large volume medical images in regional collaborative healthcare

NASA Astrophysics Data System (ADS)

Xie, Zhe; Sun, Jianyong; Yang, Yuanyuan; Gu, Yiping; Wang, Mingqing; Zhang, Jianguo

2018-03-01

Online peer to peer medical consultation between doctors such as physicians and specialists in China has a broad market demand and has been continuously accepted. For some difficult diseases, electronic medical records with medical images are required to present to both sides at same time during the consultation so that both sides can manipulate the records interactively to understand the medical meanings of the records, especially images. Here, we presented design of a teleconsultation system integrated with a cloud-based collaborative image sharing network to provide online peer-to-peer medical consultation for difficult cases with multi-media medical records including DICOM images. The presented teleconsultation system provides bidirectional interactive manipulations on images presented to peer-to-peer sides and has been used for small lung nodule diagnosis services between Huadong hospital in Shanghai and Jiaxing First Hospital in Zhejiang Province through Internet.

Interactive Contributions of Cumulative Peer Stress and Executive Function Deficits to Depression in Early Adolescence

PubMed Central

Agoston, Anna M.; Rudolph, Karen D.

2017-01-01

Exposure to peer stress contributes to adolescent depression, yet not all youth experience these effects. Thus, it is important to identify individual differences that shape the consequences of peer stress. This research investigated the interactive contribution of cumulative peer stress during childhood (second-fifth grades) and executive function (EF) deficits to depression during early adolescence (sixth grade). Youth (267 girls, 227 boys; X̄age at Wave 1 = 7.95, SD = .37) completed questionnaires and semi-structured interviews to assess peer stress and depression, respectively; teachers completed the Behavior Rating Scale of Executive Function to assess everyday performance in several EF domains. As anticipated, exposure to peer stress in childhood predicted heightened sixth-grade depression in girls but not boys with higher levels of EF deficits. This study extends theory and research on individual differences in vulnerability to adolescent depression, in turn elucidating potential intervention targets. PMID:28936024

Family-Peer Linkages for Children with Intellectual Disability and Children with Learning Disabilities.

PubMed

Floyd, Frank J; Olsen, Darren L

2017-09-01

Family interactions are potential contexts for children with intellectual and learning disabilities to develop skillful social behaviors needed to relate effectively with peers. This study examined problem solving interactions within families of elementary school-age children (7-11 years) with intellectual disability (n = 37), specific learning disabilities (n =48), and without disabilities (n = 22). After accounting for group differences in children's behaviors and peer acceptance, across all groups, mothers' behaviors that encouraged egalitarian problem solving predicted more engaged and skillful problem solving by the children. However, mothers' controlling, directive behaviors predicted fewer of these behaviors by the children. Fathers' behaviors had mixed associations with the children's actions, possibly because they were reactive to children's unengaged and negative behaviors. For the children, greater involvement, more facilitative behaviors, and less negativity with their families were associated with greater acceptance from their peers, supporting family-peer linkages for children at risk for peer rejection.

Exploring the Use of Text and Instant Messaging in Higher Education Classrooms

ERIC Educational Resources Information Center

Lauricella, Sharon; Kay, Robin

2013-01-01

This article examined how higher education students used text and instant messaging for academic purposes with their peers and faculty. Specifically, comfort level, frequency of use, usefulness, reasons for messaging and differences between peer-to-peer and peer-to-instructor interactions were examined. Students noted that they were very…

Cultural and Peer Influences on Homicidal Violence: A Finnish Perspective

ERIC Educational Resources Information Center

Kiilakoski, Tomi; Oksanen, Atte

2011-01-01

Two case examples of school shootings in Finland illustrate the interplay between the distal, international influence of the Columbine shooting and the more immediate impact of local peer interactions involving both peer bullying at school and peer encouragement of violence through the Internet. Both cases involved emotionally troubled young men…

Analysis of Discussion Board Interaction in an Online Peer Mentoring Site

ERIC Educational Resources Information Center

Ruane, Regina; Lee, Vera J.

2016-01-01

This study uses Critical Discourse Analysis and Social Network Analysis to examine an online peer mentoring site created to unite first-year and third-year preservice teachers enrolled in an undergraduate teacher education program. The peer mentoring site was developed to provide both first-year preservice teachers and more experienced peers the…

Preschoolers' Cognitive Representations of Peer Relationships: Family Origins and Behavioural Correlates

ERIC Educational Resources Information Center

Meece, Darrell; Mize, Jacquelyn

2011-01-01

Cognitive representations of peer relationships were conceptualised as the attributions children make about the intentions of others and children's peer affiliation, or desire to interact with peers. Measures of these two constructs were developed and administered to 55 four- to six-year-olds. Findings indicate that measures of both measures of…

Social Engagement with Peers and Stereotypic Behavior of Children with Autism

ERIC Educational Resources Information Center

Lee, SoHyun; Odom, Samuel L.; Loftin, Rachel

2007-01-01

In this study, the authors examined the relationship between engagement in social interaction with peers and stereotypic behavior. Three children with autism with relatively high rates of stereotypic behavior and low rates of social engagement with peers participated in the study. Two typically developing peers learned to direct social initiations…

Try to find me: social anxiety and peer first impressions.

PubMed

Aiken, Audrey; Human, Lauren J; Alden, Lynn E; Biesanz, Jeremy C

2014-11-01

Following initial interactions, some people are less willing to pursue ongoing contact with socially anxious individuals than with those who are not socially anxious. To better understand this process, we conducted two studies that examined peers' first impressions of target individuals. Unacquainted individuals (N=104 and 114) participated in round robin, unstructured interactions in groups of 3 to 10 and then rated each partner and themselves on items reflecting the Big Five personality dimensions. The ratings were analyzed according to Biesanz's (2010) social accuracy model of interpersonal perception, which distinguishes the positivity from the accuracy of social judgments. Study 1 revealed that perceivers did not view socially anxious targets more negatively or as less likable than non-socially anxious targets but were less able to recognize their unique personality features. Study 2 replicated those findings and indicated that perceivers' difficulties recognizing socially anxious targets' unique features were not due to negative biases in the socially anxious targets' self-ratings or to general psychological maladjustment. The findings are consistent with cognitive models, which underscore the role of self-concealment in social anxiety disorder. Copyright © 2014. Published by Elsevier Ltd.

Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues. CEPA Working Paper No. 15-20

ERIC Educational Resources Information Center

Sun, Min; Loeb, Susanna; Grissom, Jason

2015-01-01

Student peer effects are well documented. We know far less, however, about peer effects among teachers. We hypothesize that a relatively effective teacher may positively affect the performance of their peers, while a relatively ineffective teacher may negatively impact the performance of other teachers with whom they work closely. Utilizing a…

The Impact of Peer Mentoring on Pupils' Emotional Literacy Competencies

ERIC Educational Resources Information Center

O'Hara, Donna

2011-01-01

Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive…

Mapping temporal dynamics in social interactions with unified structural equation modeling: A description and demonstration revealing time-dependent sex differences in play behavior

PubMed Central

Beltz, Adriene M.; Beekman, Charles; Molenaar, Peter C. M.; Buss, Kristin A.

2013-01-01

Developmental science is rich with observations of social interactions, but few available methodological and statistical approaches take full advantage of the information provided by these data. The authors propose implementation of the unified structural equation model (uSEM), a network analysis technique, for observational data coded repeatedly across time; uSEM captures the temporal dynamics underlying changes in behavior at the individual level by revealing the ways in which a single person influences – concurrently and in the future – other people. To demonstrate the utility of uSEM, the authors applied it to ratings of positive affect and vigor of activity during children’s unstructured laboratory play with unfamiliar, same-sex peers. Results revealed the time-dependent nature of sex differences in play behavior. For girls more than boys, positive affect was dependent upon peers’ prior positive affect. For boys more than girls, vigor of activity was dependent upon peers’ current vigor of activity. PMID:24039386

Cooperation between referees and authors increases peer review accuracy.

PubMed

Leek, Jeffrey T; Taub, Margaret A; Pineda, Fernando J

2011-01-01

Peer review is fundamentally a cooperative process between scientists in a community who agree to review each other's work in an unbiased fashion. Peer review is the foundation for decisions concerning publication in journals, awarding of grants, and academic promotion. Here we perform a laboratory study of open and closed peer review based on an online game. We show that when reviewer behavior was made public under open review, reviewers were rewarded for refereeing and formed significantly more cooperative interactions (13% increase in cooperation, P = 0.018). We also show that referees and authors who participated in cooperative interactions had an 11% higher reviewing accuracy rate (P = 0.016). Our results suggest that increasing cooperation in the peer review process can lead to a decreased risk of reviewing errors.

Learning through service: student perceptions on volunteering at interprofessional hepatitis B student-run clinics.

PubMed

Sheu, Leslie C; Zheng, Patricia; Coelho, Anabelle D; Lin, Lisa D; O'Sullivan, Patricia S; O'Brien, Bridget C; Yu, Albert Y; Lai, Cindy J

2011-06-01

Student-run clinics (SRCs) are widespread, but studies on their educational impact are limited. We surveyed preclinical medical, nursing, and pharmacy students about their experiences in a hepatitis B elective which provided opportunities to they could volunteer at hepatitis B screening and vaccination SRCs. Student responses revealed positive perceptions of the volunteer experience. Benefits included interacting with patients, developing clinical skills, providing service to disadvantaged populations, and collaborating with health professional peers. Students who participated in clinic reported enhanced skills compared to those who did not attend. SRCs play a valuable role in instilling positive attitudes and improving skills.

The nursing students' attitude toward using blogs in a nursing clinical practicum in Taiwan: a 3-R framework.

PubMed

Lin, Kai-Yin; Shen, Yen-Fen

2013-09-01

Some nursing educators have been using blogs as a channel to reflect on, share, and discuss questions and ideas for educational purpose. There were not many studies focused on the application of blog technology to the professional development of nursing education in Taiwan. The major goal of this study was to use a blog platform for students, writing their reflection notes, and observing the feedbacks from peers during their clinical practicum. Then we tried to probe the nursing students' attitude toward adopting 3-R categories based blog, which included wRiting reflection notes, Reading peers' notes, and Receiving peers' feedback. Of the 179 fourth grade from one five-year technical college students enrolled in a clinical practice course in Taiwan were used as a pool of sampling. Four-eight students were invited by the researcher to take part in this project. 90% of the participants agreed that blogs provided them with opportunities to share personal experiences with others. 81% of them valued that blogs provided opportunities to offering encouragement and emotional support to their peers. A majority of the participants believed that reading peers' journals was helpful in enhancing their professional development. In addition, all of them agreed that reading peers' journals can help them understand their peer's viewpoints. Most of the participants agreed that they were benefited through receiving feedbacks on the blogs. About 98% of them agreed that feedbacks can promote interaction with peers. The findings of this study generally indicated the participants' positive attitude toward using blogs in their clinical practicum. A majority of the participants also claimed that blogs provided them the opportunities to share personal experiences with their peers as well as to see things from their peers' viewpoints. They believed that reading peers' notes was helpful in enhancing their professional development. In addition, most of them agreed that receiving feedbacks could promote in-depth reflections; therefore, they were encouraged to write more reflective notes. Thus, future clinical practicum design should exert efforts to foster students' collaboration, reflections, and dialogues by providing blog platform. Copyright © 2012 Elsevier Ltd. All rights reserved.

The impact of active and passive peer influence on young adult smoking: an experimental study.

PubMed

Harakeh, Zeena; Vollebergh, Wilma A M

2012-03-01

Peers influence adolescent and young adult smoking, but little is known about the underlying mechanisms. It is necessary to understand whether the current assumption of peer pressure is valid, or whether an alternative explanation as imitation is more appropriate. We examined whether passive (imitation) and/or active (pressure) peer influence affects young adult smoking. An experiment was conducted among 68 daily-smoking students aged 16-24. The actual study aim was masked. Participants had to do a 30-min music task with a confederate. The experiment consisted of a 2 (smoking condition: confederate smokes or not) by 2 (pressure condition: confederate offers the participant a cigarette or not) factorial design, resulting in four conditions: (1) no smoking and no pressure (N=15); (2) smoking but no pressure (N=16); (3) pressure but no smoking (N=20); and (4) smoking and pressure (N=17). The primary outcome tested was the total number of cigarettes smoked during this music assignment. Peer smoking significantly predicted the total number of cigarettes smoked by young adults while peer pressure did not. The interaction effect of peer pressure and peer smoking was not significant. Peer pressure did not have a significant additional contribution, over and above smoking of the peer. Passive (imitation) peer influence affected young adult smoking rather than active (pressure) peer influence. Thus, smoking cessation efforts should aim at preventing interaction with smoking peers and raising awareness about its impact. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Interracial Friendship and Structural Diversity: Trends for Greek, Religious, and Ethnic Student Organizations

ERIC Educational Resources Information Center

Park, Julie J.; Kim, Young K.

2013-01-01

This article examines how peer interactions in college organizations (Greek, ethnic, and religious) affect interracial friendships, including whether peer interaction in student organizations mediates the relationship between structural diversity and interracial friendship. Involvement in ethnic student organizations was non-significant;…

Turkish Children's Conversational Oppositions: Usage of Two Discourse Markers

ERIC Educational Resources Information Center

Köymen, Bahar; Küntay, Aylin C.

2013-01-01

This study examined how Turkish-speaking preschoolers displayed oppositions in their peer interactions through two adversative discourse markers, "ya" and "ki". These two markers differ in their syntactic mobility. The data came from seminaturalistic peer interactions of 78 preschoolers. The discursive properties of children's…

Affective associations with negativity: Why popular peers attract youths' visual attention.

PubMed

Lansu, Tessa A M; Troop-Gordon, Wendy

2017-10-01

Visual attention to high-status peers is well documented, but whether this attentional bias is due to high-status individuals' leadership and prosocial characteristics or due to their more agonistic behaviors has yet to be examined. To identify the affective associations that may underlie visual attention for high-status versus low-status peers, 122 early adolescents (67 girls; M age =11.0years, SD=0.7) completed a primed attention paradigm. Visual attention was measured using eye tracking as participants looked simultaneously at photographs of two classmates: one nominated by peers as popular and one nominated by peers as unpopular. Prior to each trial, the early adolescents were presented with a positive prime, the word "nice"; a negative prime, the word "stupid"; or no prime. Primary analyses focused on first-gaze preference and total gaze time The results showed a stronger first gaze preference for popular peers than for unpopular peers in the no-prime and negative prime trials than in the positive prime trials. The visual preference for a popular peer, thus, was attenuated by the positive prime. These findings are consistent with the notion that youths may visually attend to high-status peers due to their association with more negative characteristics and the threat they may pose to youths' own social standing and ability to gain interpersonal resources. Copyright © 2017 Elsevier Inc. All rights reserved.

Caring for Carers of People with Dementia: A Protocol for Harnessing Innovation Through Deploying Leading Edge Technologies to Enable Virtual Support Groups and Services.

PubMed

Parkinson, Lynne; Banbury, Annie; Livingstone, Anne; Gordon, Steven; Ray, Biplob; Byrne, Louise; Nancarrow, Susan; Doran, Chris; McAllister, Margaret; Petersen, Carrie; Pedell, Sonja; Wood, Denise

2018-01-01

In rural Australia, knowledge and utilisation of support by informal carers is lacking. During the caregiving period, socioemotional support from family and friends plays an important role in sustaining caregiving activities. Post-care, these social networks facilitate adjustment to role change and dealing with grief. Developing and improving access to peer support to enable carers to effectively cope with the challenges of caring may positively influence their caring experience. The primary objective of this project is to examine the response of isolated rural carers for older people with dementia to a videoconference (VC) based peer support and information program. Will participation in the program improve self-efficacy, quality of life, and mental health? Secondary objectives are to develop a VC based peer support program for isolated rural carers for older people with dementia, using a co-design approach; and to assess the feasibility of VC technology for enhancing social support to family caregivers in their homes. This project will collaboratively co-design and evaluate a facilitated VC peer support and information program to carers of people with dementia within rural areas. Carers will be recruited through community health and care providers. Program development will use an information sharing approach to facilitate social interaction. A focus of the project is to use off-the-shelf technology which will be more accessible than specialised bespoke solutions that are currently popular in this area of research. A mixed methods repeated measures randomized wait list design will be used to evaluate the project. The primary outcomes are self-efficacy, quality of life, and mental health. Secondary outcomes are perceived social support and user satisfaction with the technology, and intention to continue VC interaction.

Alcohol Use among Adolescent Youth: The Role of Friendship Networks and Family Factors in Multiple School Studies

PubMed Central

Wang, Cheng; Hipp, John R.; Butts, Carter T.; Jose, Rupa; Lakon, Cynthia M.

2015-01-01

To explore the co-evolution of friendship tie choice and alcohol use behavior among 1,284 adolescents from 12 small schools and 976 adolescents from one big school sampled in the National Longitudinal Study of Adolescent to Adult Health (AddHealth), we apply a Stochastic Actor-Based (SAB) approach implemented in the R-based Simulation Investigation for Empirical Network Analysis (RSiena) package. Our results indicate the salience of both peer selection and peer influence effects for friendship tie choice and adolescent drinking behavior. Concurrently, the main effect models indicate that parental monitoring and the parental home drinking environment affected adolescent alcohol use in the small school sample, and that parental home drinking environment affected adolescent drinking in the large school sample. In the small school sample, we detect an interaction between the parental home drinking environment and choosing friends that drink as they multiplicatively affect friendship tie choice. Our findings suggest that future research should investigate the synergistic effects of both peer and parental influences for adolescent friendship tie choices and drinking behavior. And given the tendency of adolescents to form ties with their friends' friends, and the evidence of local hierarchy in these networks, popular youth who do not drink may be uniquely positioned and uniquely salient as the highest rank of the hierarchy to cause anti-drinking peer influences to diffuse down the social hierarchy to less popular youth. As such, future interventions should harness prosocial peer influences simultaneously with strategies to increase parental support and monitoring among parents to promote affiliation with prosocial peers. PMID:25756364

The relationship between the MAOA-uVNTR polymorphism, delinquent peer affiliation, and antisocial behavior with a consideration of sex differences.

PubMed

Cooke, Eric M; Armstrong, Todd; Boisvert, Danielle; Wells, Jessica; Lewis, Richard H; Hughes-Stamm, Sheree; Gangitano, David

2018-05-05

With the advent of new and more readily usable gene sequencing techniques, researchers have been able to examine the interactions between genes and the environment (G X E) within a multitude of scientific perspectives. One area that G X E interactions have been implicated in is the development of antisocial behavior (ASB). Antisocial behavior consists of a wide range of maladaptive behaviors and has been at the forefront of public health and mental health concerns for decades. One genetic polymorphism that has been associated with ASB is MAOA-uVNTR. Meta-analytic studies have found the low-activity MAOA-uVNTR polymorphism to be associated with ASB from early childhood through adulthood. Recently, studies have begun to examine the independent and interactive G X E relationship between MAOA-uVNTR and deviant peer affiliation on ASB. Inconsistent with the broader literature, these findings suggest an interaction between high-activity MAOA-uVNTR and deviant peer affiliation on ASB in a mixed sex sample. The current study re-examines the relationship between MAOA-uVNTR, peer delinquency, and ASB with a consideration of sex differences in 291 college participants. Findings indicate an interaction between the low-activity allele of the MAOA-uVNTR and peer delinquency in predicting ASB. Results are also specific to differences between the sexes. Implications and future research are discussed.

Dysphoria and children's processing of supportive interactions.

PubMed

Shirk, S R; Van Horn, M; Leber, D

1997-06-01

This study examined the processing of supportive interactions by dysphoric and nondysphoric preteens and early adolescents. Seventy-two youngsters between the ages of 10 and 13 evaluated the supportiveness and helpfulness of standardized, videotaped interactions between a distressed preadolescent and a maternal figure. The tape presentations varied in terms of the level of depicted maternal support and instructional condition (degree of self-reference). The results indicated that dysphoric youngsters evaluated both the supportiveness and helpfulness of interactions less positively than nondysphoric agemates. Group differences in support evaluations were most pronounced in the self-referenced condition. The level of depicted support did not affect processing differences. Dysphoric subjects reported lower levels of emotional support in prior relationships and a greater tendency to view supportive behavior as ingenuine than nondysphoric peers. Variation in prior support experiences accounted for group differences in the evaluation of the supportiveness of new interactions.

A New Dyslexia Reading Method and Visual Correction Position Method.

PubMed

Manilla, George T; de Braga, Joe

2017-01-01

Pediatricians and educators may interact daily with several dyslexic patients or students. One dyslexic author accidently developed a personal, effective, corrective reading method. Its effectiveness was evaluated in 3 schools. One school utilized 8 demonstration special education students. Over 3 months, one student grew one third year, 3 grew 1 year, and 4 grew 2 years. In another school, 6 sixth-, seventh-, and eighth-grade classroom teachers followed 45 treated dyslexic students. They all excelled and progressed beyond their classroom peers in 4 months. Using cyclovergence upper gaze, dyslexic reading problems disappeared at one of the Positional Reading Arc positions of 30°, 60°, 90°, 120°, or 150° for 10 dyslexics. Positional Reading Arc on 112 students of the second through eighth grades showed words read per minute, reading errors, and comprehension improved. Dyslexia was visually corrected by use of a new reading method and Positional Reading Arc positions.

To support and to be supported. A qualitative study of peer support centres in cancer care in Norway.

PubMed

Skirbekk, Helge; Korsvold, Live; Finset, Arnstein

2018-04-01

To explore what peer supporters, patients and their relatives want and gain from peer support in cancer care. Focus group interviews with peer supporters, and in-depth interviews with peer supporters, patients and relatives (N=38) and observations of daily activities in a Vardesenter ("Cairn Centre"). Peer supporters helped cancer patients and relatives with coping in and outside the hospital in several ways: (1) conveying hope and providing ways to cope in situations where despair would often be prevalent, thus protecting against unhealthy stress; (2) being someone who had the same experiences of disease and treatment, and thus providing a framework for positive social comparisons; and (3) to be an important supplement to family and health care providers. To be working as a peer supporter was also found to be positive and important for the peer supporters themselves. The peer support program represented a valuable supplement to informal support from family and friends and healthcare providers, and gave the peer supporters a new role as "professionally unprofessional". Organised peer support represents a feasible intervention to promote coping for cancer survivors. Copyright © 2017 Elsevier B.V. All rights reserved.

Peer Assisted Learning Strategy for Improving Students’ Physiologic Literacy

NASA Astrophysics Data System (ADS)

Diana, S.

2017-09-01

Research about the implementation of the Peer Assisted Learning (PAL) strategy in Plant Physiology lecture has carried out, in which it aims to improve students’ physiologic literacy. The PAL strategy began with a briefing by the lecturers to the students tutor about pretest questions, followed by the interaction between student tutors with their peers to discuss response problems, terminated by answering responsiveness questions individually. This study used a quasi-experimental method, one - group pre-test post-test design. This design includes a group of students observed in the pre-test phase (tests carried out before PAL treatment) which is then followed by treatment with PAL and ends with post-test. The other students group (control) was given the pre-test and post-test only. The results showed that the PAL strategy can increase student’s physiologic literacy significantly. One of the weaknesses of students’ physiologic literacy is that they have not been able to read the graph. The faculties are encouraged to begin introducing and teaching material using a variety of strategies with scientific literacy aspects, for example teaching research-based material. All students respond positively to the PAL strategy.

Gender-differentiated effects of theory of mind, emotion understanding, and social preference on prosocial behavior development: A longitudinal study.

PubMed

Kuhnert, Rebecca-Lee; Begeer, Sander; Fink, Elian; de Rosnay, Marc

2017-02-01

Although key differences have been found in boys' and girls' prosocial behavior toward peers, few studies have systematically examined gender differences in how intrinsic perspective-taking abilities-theory of mind (ToM) and emotion understanding (EU)-and the extrinsic peer environment relate to prosocial behavior. In this prospective longitudinal study, we studied gender differences in the relations between children's observed prosocial behavior and their ToM, EU, and social preference ratings in 114 children (58 boys and 56 girls). We used conventional ToM and EU tasks at 5 and 7years of age. Observed prosocial behavior in triadic peer interactions was assessed at both time points. Controlling for gender, age, verbal ability, and earlier prosocial behavior, ToM at 5years was found to predict prosocial behavior at 7years. Results also revealed gender-differentiated associations at 7years, whereby only girls' prosocial behavior was positively associated with EU. Results are discussed in terms of gender-differentiated patterns of socialization. Copyright © 2016 Elsevier Inc. All rights reserved.

Rethinking Adolescent Risk-Taking Behavior and the Peer Leader Dynamic.

ERIC Educational Resources Information Center

Carter, D. S. G.; And Others

The nature of the interactions that occur among peer leaders, peer influence, and the dynamics of the peer reference group in the context of health, interpersonal relations and lifestyle choice were the subjects of this study. Its first stage (of two) employed a case study of a single metropolitan senior high school in Australia. Adolescent peer…

Young Children's Prosocial and Aggressive Behaviors and Their Experiences of Being Targeted for Similar Behaviors by Peers

ERIC Educational Resources Information Center

Persson, Gun E. B.

2005-01-01

Children's target experiences (as recipients of prosocial peer acts and victims of peer aggression) were investigated for their concurrent and longitudinal associations with prosocial and aggressive behavior. Forty-four children (initially 22-40 months) were observed in naturalistic interactions with peers during a two-month period for each of…

Utilizing Peer Interactions to Promote Learning through a Web-Based Peer Assessment System

ERIC Educational Resources Information Center

Li, Lan; Steckelberg, Allen L.; Srinivasan, Sribhagyam

2008-01-01

Peer assessment is an instructional strategy in which students evaluate each other's performance for the purpose of improving learning. Despite its accepted use in higher education, researchers and educators have reported concerns such as students' time on task, the impact of peer pressure on the accuracy of marking, and students' lack of ability…

Learners' Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer-Feedback Activity: An Exploratory Study

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2016-01-01

Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback…

SPED 590 Peer Coaching Seminar: An Online Course about Peer Coaching.

ERIC Educational Resources Information Center

Askvig, Brent A.; Garnes, Lori

This manual presents an online course about peer coaching derived from the Interactive Peer Coaching/Mentoring (IPCM) Project, a program designed to prepare teachers of students with severe behavioral disorders residing in a rural, remote area in North Dakota. The IPCM project was conducted from July 1997 through July 2000 and developed an…

Students' Collaborative Peer Reviewing in an Online Writing Environment

ERIC Educational Resources Information Center

Bradley, Linda; Thouësny, Sylvie

2017-01-01

Peer review is applied as a powerful tool to enhance student collaboration online writing. The purpose of this paper is to analyse learners' mechanisms of peer reviewing in the nature of student interventions and interactions in written online peer reviewing and how categorization of student comments can be used as a means for analysing student…

The Role of Goal Structures and Peer Climate in Trajectories of Social Achievement Goals during High School

ERIC Educational Resources Information Center

Makara, Kara A.; Madjar, Nir

2015-01-01

Students' social goals--reasons for engaging in interpersonal relationships with peers-are consequential for students' interactions with their peers at school and for their well-being. Despite the salience of peer relationships during adolescence, research on social goals is generally lacking compared with academic goals, and it is unknown how…

A Study of Student Interaction in an Online Learning Environment Specially Crafted for Cross-Level Peer Mentoring

ERIC Educational Resources Information Center

Ruane, Regina

2012-01-01

This study explored the ways that students in an online teacher education program connected in a specially crafted peer mentoring program developed for cross-level peer mentoring. Program administrators developed the peer mentoring site in response to observations that enrolled students, particularly new students, were often unsure of how to…

Targeted Peer Victimization and the Construction of Positive and Negative Self-Cognitions: Connections to Depressive Symptoms in Children

ERIC Educational Resources Information Center

Cole, David A.; Maxwell, Melissa A.; Dukewich, Tammy L.; Yosick, Rachel

2010-01-01

The goal was to examine the relation of covert/relational and overt/physical targeted peer victimization (TPV) to each other, to positive and negative self-cognitions, and to symptoms of depression. In a sample of elementary and middle school children, TPV was assessed by self-report, peer-nomination, and parent report in a multitrait-multimethod…

Narrative representations of caregivers and emotion dysregulation as predictors of maltreated children's rejection by peers.

PubMed

Shields, A; Ryan, R M; Cicchetti, D

2001-05-01

This study examined whether maltreated children were more likely than nonmaltreated children to develop poor-quality representations of caregivers and whether these representations predicted children's rejection by peers. A narrative task assessing representations of mothers and fathers was administered to 76 maltreated and 45 nonmaltreated boys and girls (8-12 years old). Maltreated children's representations were more negative/constricted and less positive/coherent than those of nonmaltreated children. Maladaptive representations were associated with emotion dysregulation, aggression, and peer rejection, whereas positive/coherent representations were related to prosocial behavior and peer preference. Representations mediated maltreatment's effects on peer rejection in part by undermining emotion regulation. Findings suggest that representations of caregivers serve an important regulatory function in the peer relationships of at-risk children.

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

NASA Astrophysics Data System (ADS)

Alegre Ansuategui, Francisco José; Moliner Miravet, Lidón

2017-11-01

This paper describes an experience of same-age peer tutoring conducted with 19 eighth-grade mathematics students in a secondary school in Castellon de la Plana (Spain). Three constructs were analysed before and after launching the program: academic performance, mathematics self-concept and attitude of solidarity. Students' perceptions of the method were also analysed. The quantitative data was gathered by means of a mathematics self-concept questionnaire, an attitude of solidarity questionnaire and the students' numerical ratings. A statistical analysis was performed using Student's t-test. The qualitative information was gathered by means of discussion groups and a field diary. This information was analysed using descriptive analysis and by categorizing the information. Results show statistically significant improvements in all the variables and the positive assessment of the experience and the interactions that took place between the students.

Racially diverse classrooms: effects of classroom racial composition on interracial peer relationships.

PubMed

Barth, Joan M; McDonald, Kristina L; Lochman, John E; Boxmeyer, Carolyn; Powell, Nicole; Dillon, Casey; Sallee, Meghann

2013-01-01

The purpose of this study was to examine the interactive effects that a child's race and the racial composition of a classroom have on a variety of sociometric measures. Sociometric nominations were collected from 872 fifth-grade students (48% male, 48% Black) who were in classrooms that ranged from nearly all Black to nearly all White students. Hierarchical Linear Modeling analyses indicated that the race of the child, the race of the rater, and the classroom race composition each impacted sociometric nominations. Results suggest that schools that are more balanced in the distribution of Black and White students might promote more positive interracial peer relationships. However, opportunities to be highly liked and to be perceived as a leader might be greatest in a school in which the child is in the clear racial majority. © 2013 American Orthopsychiatric Association.

An Information Processing Perspective on Divergence and Convergence in Collaborative Learning

ERIC Educational Resources Information Center

Jorczak, Robert L.

2011-01-01

This paper presents a model of collaborative learning that takes an information processing perspective of learning by social interaction. The collaborative information processing model provides a theoretical basis for understanding learning principles associated with social interaction and explains why peer-to-peer discussion is potentially more…

How Passive-Aggressive Behavior in Emotionally Disturbed Children Affects Peer Interactions in a Classroom Setting.

ERIC Educational Resources Information Center

Hardt, Janet

Passive-aggressive behavior in an emotionally disturbed child affects the child's progress and affects peer interactions in classroom settings. Passive-aggressive personalities are typically helpless, dependent, impulsive, overly anxious, poorly oriented to reality, and procrastinating. The characteristics of passive-aggressive children need to be…

Preschool Interactive Peer Play Mediates Problem Behavior and Learning for Low-Income Children

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Romero, Sandy L.; Carter, Tracy M.

2012-01-01

The study employed a developmental, ecological, and resiliency framework to examine whether interactive peer play competencies mediated associations between teacher reported problem behavior and learning outcomes for a representative sample of urban low-income children (N = 507 across 46 Head Start classrooms). Structural equation models provided…

A Case Study on the Communication of Older Adolescents

ERIC Educational Resources Information Center

Davis, Lauren; Spencer, Elizabeth; Ferguson, Alison

2011-01-01

This study compared the communication of two older male adolescents (aged 17 and 19 years) with each other (peer interaction) and with a teacher (non-peer interaction) in three different types of activity (casual conversation, providing/listening to a recount and collaborative problem-solving). Conversation analysis, selected analyses from the…

Classroom "Families": Cooperating or Competing--Girls' and Boys' Interactional Styles in a Bilingual Classroom.

ERIC Educational Resources Information Center

Cook-Gumperz, Jenny; Szymanski, Margaret

2001-01-01

Examines how students use gendered discourse practices in small peer group settings to accomplish their school tasks. The analysis contributes to the separate worlds hypothesis by showing how Latino children interactionally orient to their peer group as a gendered context. (Author/VWL)

Promoting Snack Time Interactions of Children with Autism in a Malaysian Preschool

ERIC Educational Resources Information Center

Lee, Soo Hoon; Lee, Lay Wah

2015-01-01

The purpose of this study was to examine the effects of a comprehensive social skills intervention package combining peer-mediated strategies and environmental arrangements on the peer interactions of three children with autism in a Malaysian preschool. Following baseline, nine typically developing children participated in social initiation…

I. INTRODUCTION: MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH.

PubMed

Gutman, Leslie Morrison; Peck, Stephen C; Malanchuk, Oksana; Sameroff, Arnold J; Eccles, Jacquelynne S

2017-12-01

In this monograph, we investigate the developmental trajectories of a predominantly middle-class, community-based sample of European American and African American adolescents growing up in urban, suburban, and rural areas in Maryland, United States. Within risk-protection and positive youth development frameworks, we selected developmental measures based on the normative tasks of adolescence and the most widely studied indicators in the three major contexts of development: families, peer groups, and schools. Using hierarchical linear growth models, we estimated adolescents' growth trajectories from ages 12 to 20 with variation accounted for by socioeconomic status (SES), gender, race/ethnicity, and the gender by race/ethnicity interaction. In general, the results indicate that: (a) periods of greatest risk and positive development depended on the time frame and outcome being examined and (b) on average, these adolescents demonstrated much stronger evidence of positive than problematic development, even at their most vulnerable times. Absolute levels of their engagement in healthy behaviors, supportive relationships with parents and friends, and positive self-perceptions and psychological well-being were much higher than their reported angry and depressive feelings, engagement in risky behaviors, and negative relationships with parents and peers. We did not find evidence to support the idea that adolescence is a time of heightened risk. Rather, on average, these adolescents experienced relatively stable and developmentally healthy trajectories for a wide range of characteristics, behaviors, and relationships, with slight increases or decreases at different points in development that varied according to domain. Developmental trajectories differed minimally by SES but in some expected ways by gender and race/ethnicity, although these latter differences were not very marked. Overall, most of the young people navigated through their adolescence and arrived at young adulthood with good mental and physical health, positive relationships with their parents and peers, and high aspirations and expectations for what their future lives might hold. © 2017 The Society for Research in Child Development, Inc.

Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

PubMed

Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K; Spinrad, Tracy L; Silva, Kassondra M; Berger, Rebecca H; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S; Southworth, Jody

2016-06-01

This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Emotional Expression in School Context, Social Relationships, and Academic Adjustment in Kindergarten

PubMed Central

Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K.; Spinrad, Tracy L.; Silva, Kassondra M.; Berger, Rebecca H.; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S.; Southworth, Jody

2015-01-01

This study evaluated direct relations of both kindergarteners’ (N = 301) naturalistically observed emotion in two different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher–student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher–student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher–student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher–student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. PMID:26751629

Aggression By Whom–Aggression Toward Whom: Behavioral Predictors of Same- and Other-Gender Aggression in Early Childhood

PubMed Central

Hanish, Laura D.; Sallquist, Julie; DiDonato, Matthew; Fabes, Richard A.; Martin, Carol Lynn

2012-01-01

This study assessed girls’ and boys’ dominance-related behaviors (aggressive, commanding, submissive, and neutral behaviors) as they naturally occurred during interactions with male and female peers and evaluated the possibility that such behaviors elicit aggression from peers. Using a focal observational procedure, young girls’ and boys’ (N = 170; 54% boys) naturally occurring dominance-related behaviors and male and female peers’ aggressive responses to those behaviors were recorded multiple times each week across the academic year. Findings suggested that same-gender aggression occurred at similar rates as other-gender aggression once tendencies toward gender segregated play were controlled. Additionally, there were both gender-based similarities and differences in children’s use of dominance-related behaviors in peer interactions and as antecedents for peers’ aggression. The findings have implications for the literatures on aggression and gendered peer interactions. PMID:22369337

Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

PubMed

Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

2008-11-01

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Perceived peer and school norm effects on youth antisocial and prosocial behaviours through intergroup contact in Northern Ireland.

PubMed

McKeown, Shelley; Taylor, Laura K

2018-04-16

In adolescence, youth spend a high proportion of their time with their peers and in school; it is hardly surprising therefore that perceptions of peer and school norms have a strong influence on their attitudes and behaviours. These norms, however, do not always influence youth in the same way. Building on past research, the present study examines the role of peer norms and school norms in influencing the quantity and quality of intergroup contact, as well as the impact of such contact on positive and negative intergroup behaviours. Youth (aged 14-16) living in Northern Ireland (N = 466, evenly split by religion and gender) were recruited through their school as part of a two-wave study and completed a series of survey measures including intergroup contact (quality and quantity), norms (peer and school), and participation in sectarian antisocial behaviour and outgroup prosocial behaviour. Mediation analysis was conducted in Mplus. Controlling for wave 1 responses on contact and behavioural outcomes, findings demonstrate that more positive peer norms are associated with less participation in antisocial behaviour and more participation in prosocial outgroup behaviours through increased and better quality intergroup contact. Positive school norms were also associated with increased prosocial behaviour, but only though better quality contact. Findings demonstrate the relative importance of peer norms compared to school norms for this age group. The results have implications for school-based interventions that aim to improve intergroup relations and highlight the importance of peer networks to promote more positive outgroup behaviours in divided societies such as Northern Ireland. © 2018 The British Psychological Society.

Learning Gains from a Recurring "Teach and Question" Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class.

PubMed

Bailey, E G; Baek, D; Meiling, J; Morris, C; Nelson, N; Rice, N S; Rose, S; Stockdale, P

2018-06-01

Providing students with one-on-one interaction with instructors is a big challenge in large courses. One solution is to have students interact with their peers during class. Reciprocal peer tutoring (RPT) is a more involved interaction that requires peers to alternate the roles of "teacher" and "student." Theoretically, advantages for peer tutoring include the verbalization and questioning of information and the scaffolded exploration of material through social and cognitive interaction. Studies on RPT vary in their execution, but most require elaborate planning and take up valuable class time. We tested the effectiveness of a "teach and question" (TQ) assignment that required student pairs to engage in RPT regularly outside class. A quasi-experimental design was implemented: one section of a general biology course completed TQ assignments, while another section completed a substitute assignment requiring individuals to review course material. The TQ section outperformed the other section by ∼6% on exams. Session recordings were coded to investigate correlation between TQ quality and student performance. Asking more questions was the characteristic that best predicted exam performance, and this was more predictive than most aspects of the course. We propose the TQ as an easy assignment to implement with large performance gains.

Using the iPad to facilitate interaction between preschool children who use AAC and their peers.

PubMed

Therrien, Michelle C S; Light, Janice

2016-09-01

Social interaction is one of the key components of education, yet children with complex communication needs often face social isolation in the classroom, rarely interacting with same-age peers. This study investigated the impact of the provision of an iPad(®) (1) with an AAC app with visual scene displays and a dyadic turn taking training on the number of communicative turns taken by children with complex communication needs in interaction with same-age peers. Two preschool children with complex communication needs and six peers without disabilities participated in this research. A single-subject, multiple probe across partners design with one replication was used to evaluate the effectiveness of the intervention on the frequency of communicative turns expressed by the children with complex communication needs. Parents, teachers, speech-language pathologists, and the children participated in social validation measures. As a result of intervention, Participant 1 showed immediate gains in the frequency of symbolic communicative turns after the first training session across all three partners (average gains of 30-46 symbolic communicative turns per 10-min session across peer partners). Participant 2 showed some initial gains, but they were not maintained over time (average gains of 11-24 turns across partners). Classroom implications and future research directions are discussed.

More Than Just Keeping Busy: The Protective Effects of Organized Activity Participation on Violence and Substance Use Among Urban Youth.

PubMed

Eisman, Andria B; Lee, Daniel B; Hsieh, Hsing-Fang; Stoddard, Sarah A; Zimmerman, Marc A

2018-06-08

Violence and substance use disproportionately affect African American youth in urban, disadvantaged communities. Expanding positive peer and adult connections is a mechanism by which organized activity participation may reduce risk of negative outcomes. We assessed if organized activity participation decreases the likelihood of later negative outcomes through expanding positive social connections using a parallel mediation model (Wave 1: N = 681; 50% female; M age  = 14.86 years; SD = 0.65). We found indirect effects from participation to cigarette use (b = -0.04, 95% CI: -0.07, -0.01) and violent behavior (b = -0.04; 95% CI: -0.07, -0.01) through positive peer connections. We did not find indirect effects through positive adult connections. This may be because of the notable influence of peers on negative outcomes during adolescence. Organized activities can help youth expand positive peer connections, which, in turn, reduces risk of later negative outcomes. Implications for prevention are discussed.

Facebook usage among those who have received treatment for an eating disorder in a group setting.

PubMed

Saffran, Kristina; Fitzsimmons-Craft, Ellen E; Kass, Andrea E; Wilfley, Denise E; Taylor, Craig Barr; Trockel, Mickey

2016-08-01

This study explored Facebook use among individuals with a history of receiving treatment for an eating disorder (ED) in a group setting (e.g., inpatient, residential, outpatient group), focusing primarily on comparisons individuals make about their bodies, eating, or exercise to those of their peers from treatment on Facebook and the relation between these comparisons and ED pathology. Individuals (N = 415; mean age 28.15 years ± 8.41; 98.1% female) who self-reported receipt of ED treatment in a group setting were recruited via e-mail and social media to complete an online survey. Participants reported having an average of 10-19 Facebook friends from treatment and spending up to 30 min per day interacting on Facebook with individuals from treatment or ED-related organizations. More comparison to treatment peers on Facebook was associated with greater ED psychopathology and ED-related impairment. Conversely, positive interaction with treatment peers on Facebook was associated with lower ED psychopathology and ED-related impairment. Individuals who had been in treatment longer, more times, and more recently had more Facebook friends from treatment and ED-related organizations as well as spent more time in ED groups' pages on Facebook. Few participants (19.5%) reported that a therapist asked about the impact of Facebook on pathology. Interactions on Facebook could affect patients' recovery and potential for relapse. It may be helpful for treatment providers to discuss Facebook use and its potential benefits and drawbacks with patients preparing for discharge from group treatment. © 2016 Wiley Periodicals, Inc. (Int J Eat Disord 2016; 49:764-777). © 2016 Wiley Periodicals, Inc.

Adolescents, gangs, and perceptions of safety, parental engagement, and peer pressure.

PubMed

Kelly, Sarah E; Anderson, Debra G

2012-10-01

Adolescents are exposed to various forms of gang violence, and such exposure has led them to feel unsafe in their neighborhood and have differing interactions with their parents and peers. This qualitative study explored adolescents', parents', and community center employees' perceptions of adolescents' interaction with their neighborhood, family, and peers. Three themes emerged from the data: Most adolescents reported that the community center provided a safe environment for them; parental engagement influenced adolescents' experiences with gangs; and adolescents were subjected to peer pressure in order to belong. Exposure to gang violence can leave an impression on adolescents and affect their mental health, but neighborhood safety and relationships with parents and peers can influence adolescents' exposure to gang violence. Recommendations regarding the use of health care professionals at community centers are proposed. Copyright 2012, SLACK Incorporated.

Active defending and passive bystanding behavior in bullying: the role of personal characteristics and perceived peer pressure.

PubMed

Pozzoli, Tiziana; Gini, Gianluca

2010-08-01

This study examined the role of pro-victim attitudes, personal responsibility, coping responses to observations of bullying, and perceived peer normative pressure in explaining defending the victim and passive bystanding behavior in bullying. A total of 462 Italian early adolescents (mean age = 13.4 years, SD = 9 months) participated in the study. The behaviors were measured through two informants: each individual student and the teachers. The findings of a series of hierarchical regressions showed that, regardless of the informant, problem solving coping strategies and perceived peer normative pressure for intervention were positively associated with active help towards a bullied peer and negatively related to passivity. In contrast, distancing strategies were positively associated with passive bystanding, whereas they were negatively associated with teacher-reported defending behavior. Moreover, self-reported defending behavior was positively associated with personal responsibility for intervention, but only under conditions of low perceived peer pressure. Finally, the perception of peer pressure for intervention buffered the negative influence of distancing on passive bystanding tendencies. Future directions are discussed.

The Role of Parental Monitoring and Affiliation with Deviant Peers in Adolescents’ Sexual Risk Taking: Toward an Interactional Model

PubMed Central

Ahmadi, Khodabakhsh; Khodadadi Sangdeh, Javad; Aminimanesh, Sajad; Mollazamani, Ali; Khanzade, Mostafa

2013-01-01

Background Adolescence is considered as an important phase for beginning sexual high risk behaviors that increases the possibility of negative, unpleasant and problematic consequences like unwanted pregnancy and probability of copulative disease transmission. Objectives To determine the prevalence of sexual risk taking among students in Tehran and to develop and test a model for the relationship between parental monitoring and affiliation with deviant peers as they predict youth risky sexual behaviors. Materials and Methods In this cross sectional study, 1266 adolescents were recruited from high schools in Tehran and three scales of sexual risk behavior, parental monitoring and adolescent affiliation with deviant peers were completed. Data was analyzed using independent sample t-test, Pearson correlation coefficient and structural equation modeling. Results According to the results, about one-fifth of subjects were at high risk in terms of unsafe sexual relationships. The percent of positive attitude among males was nearly 2 times more than that of females. The investigated model for the mediating role of affiliation with deviant peers in the relationship between parental monitoring and sexual risk taking was confirmed and explained 0.32 of sexual risk taking variance. Conclusions The results of this study suggested that parental monitoring and affiliation with deviant peers largely explained sexual risk taking among adolescents. Therefore, prevention efforts aimed at reducing risky sex should compose of these factors. In fact, the results suggested that earlier prevention efforts may be warranted. PMID:24971267

Anonymity as an Instructional Scaffold in Peer Assessment: Its Effects on Peer Feedback Quality and Evolution in Students' Perceptions about Peer Assessment Skills

ERIC Educational Resources Information Center

Rotsaert, Tijs; Panadero, Ernesto; Schellens, Tammy

2018-01-01

Although previous research has indicated that providing anonymity is an effective way to create a safe peer assessment setting, continuously ensuring anonymity prevents students from experiencing genuine two-way interactive feedback dialogues. The present study investigated how installing a transitional approach from an anonymous to a…

Moderating Effect of Negative Peer Group Climate on the Relation Between Men's Locus of Control and Aggression Toward Intimate Partners.

PubMed

Schmidt, Megan R; Lisco, Claire G; Parrott, Dominic J; Tharp, Andra T

2016-03-01

The present study sought to examine the interactive effects of an external locus of control and interaction in a negative peer group climate on men's perpetration of physical aggression and infliction of injury toward their female intimate partners. Participants were 206 heterosexual males recruited from the metro-Atlanta community who completed self-report measures of external locus of control, involvement in a negative peer group climate, and physical aggression and infliction of injury against intimate partners during the past 12 months. Negative peer group climate was conceptualized as a peer group that displays behavior which may instigate aggressive norms, attitudes, and behaviors. Results indicated that men with an external locus of control were more likely to perpetrate physical aggression toward and inflict injury on their intimate partners if they reported high, but not low, involvement in a negative peer group climate. These results extend current research suggesting external locus of control as a risk factor for intimate partner aggression by highlighting the impact of negative peer groups. Implications and future intervention research are discussed. © The Author(s) 2014.

The effect of family and peer communication on college students' communication with dating partners about HIV and AIDS.

PubMed

Powell, Heather L; Segrin, Chris

2004-01-01

As family and peers are primary socializing agents in the lives of young adults, a social learning based model of communication about HIV/AIDS among dating partners was developed and tested, examining the role of interactions with family and peers in this type of communication. Specifically, the model describes relationships between general communication, communication about sexuality, and communication about HIV/AIDS with parents, peers, and dating partners. Participants were 153 young adult couples who completed measures of their communication practices, as well as their communication with family and peers. Communication practices in the family of origin appear to influence both general communication and communication about HIV/AIDS with dating partners. Communication practices with peers influenced general communication, communication about sexuality, and communication about HIV/AIDS with dating partners. Participants and their dating partners exhibited relative agreement about their general communication practices and their communication about HIV/AIDS, but showed less agreement in reports of their communication about sexuality. Implications for understanding the role of family and peer interactions in communication about HIV/AIDS with dating partners are discussed.

Let's chat: developmental neural bases of social motivation during real-time peer interaction.

PubMed

Warnell, Katherine Rice; Sadikova, Eleonora; Redcay, Elizabeth

2018-05-01

Humans are motivated to interact with each other, but the neural bases of social motivation have been predominantly examined in non-interactive contexts. Understanding real-world social motivation is of special importance during middle childhood (ages 8-12), a period when social skills improve, social networks grow, and social brain networks specialize. To assess interactive social motivation, the current study used a novel fMRI paradigm in which children believed they were chatting with a peer. The design targeted two phases of interaction: (1) Initiation, in which children engaged in a social bid via sharing a like or hobby, and (2) Reply, in which children received either an engaged ("Me too") or non-engaged ("I'm away") reply from the peer. On control trials, children were told that their answers were not shared and that they would receive either engaged ("Matched") or non-engaged ("Disconnected") replies from the computer. Results indicated that during Initiation and Reply, key components of reward circuitry (e.g., ventral striatum) were more active for the peer than the computer trials. In addition, during Reply, social cognitive regions were more activated by the peer, and this social cognitive specialization increased with age. Finally, the effect of engagement type on reward circuitry activation was larger for social than non-social trials, indicating developmental sensitivity to social contingency. These findings demonstrate that both reward and social cognitive brain systems support real-time social interaction in middle childhood. An interactive approach to understanding social reward has implications for clinical disorders, where social motivation is more affected in real-world contexts. © 2017 John Wiley & Sons Ltd.

The role of peer group aggression in predicting adolescent dating violence and relationship quality.

PubMed

Ellis, Wendy E; Chung-Hall, Janet; Dumas, Tara M

2013-04-01

Past research has shown that adolescent peer groups make a significant contribution to shaping behavior but less is known about the role of peer groups in adolescent dating relationships. This longitudinal study examined the contribution of aggressive peer group norms on relationship quality and dating violence among dating adolescents. At the beginning of the school year (T1) and 6 months later (T2), participants (n = 1,070; M(age) = 15.45; 49 % Female) provided self-reports of attitudes towards aggression, and physically- and relationally-aggressive behaviors. Peer groups were identified using a peer-nomination technique and aggressive behaviors and attitudes were averaged across peer groups. Participants with dating experience (n = 598) reported on the frequency of their experience with dating violence (both as a victim and perpetrator). Multilevel analyses indicated that peer group relational aggression at T1 positively predicted dating abuse victimization and perpetration, and negatively predicted relationship quality at T2, beyond individual predictions. An unexpected finding was that membership in physically aggressive peer groups at T1 was associated positively with relationship quality at T2. Results point to the importance of the peer group in shaping adolescent dating experiences.

Influence of Peer Social Experiences on Positive and Negative Indicators of Mental Health among High School Students

ERIC Educational Resources Information Center

Suldo, Shannon M.; Gelley, Cheryl D.; Roth, Rachel A.; Bateman, Lisa P.

2015-01-01

Modern definitions of complete mental health include both positive and negative indicators of psychological functioning. We examined the associations between peer relationships (victimization and receipt of prosocial acts) and multiple indicators of mental health that represent subjective well-being (i.e., life satisfaction, positive and negative…

Determinants of Engagement in Face-to-Face and Online Patient Support Groups

PubMed Central

Van Uden-Kraan, Cornelia F; Taal, Erik; Smit, Willem M; Bernelot Moens, Hein J; Van de Laar, Mart AFJ

2011-01-01

Background Although peer-to-peer contact might empower patients in various ways, studies show that only a few patients actually engage in support groups. Objective The objective of our study was to explore factors that facilitate or impede engagement in face-to-face and online peer support, using the Theory of Planned Behavior. Methods A questionnaire was completed by 679 patients being treated for arthritis, breast cancer, or fibromyalgia at two Dutch regional hospitals. Results Our results showed that only a minority of the patients engaged in organized forms of peer support. In total 10% (65/679) of the respondents had engaged in face-to-face meetings for patients in the past year. Only 4% (30/679) of the respondents had contact with peers via the Internet in the past year. Patients were more positive about face-to-face peer support than about online peer support (P < .001). In accordance with the Theory of Planned Behavior, having a more positive attitude (P < .01) and feeling more supported by people in the social environment (P < .001) increased the intention to participate in both kinds of peer support. In addition, perceived behavioral control (P = .01) influenced the intention to participate in online peer support. Nevertheless, the intention to engage in face-to-face and online peer support was only modestly predicted by the Theory of Planned Behavior variables (R 2 = .33 for face-to-face contact and R 2 = .26 for online contact). Conclusion Although Health 2.0 Internet technology has significantly increased opportunities for having contact with fellow patients, only a minority seem to be interested in organized forms of peer contact (either online or face-to-face). Patients seem somewhat more positive about face-to-face contact than about online contact. PMID:22155649

The emergence of gender differences in physical aggression in the context of conflict between young peers.

PubMed

Hay, Dale F; Nash, Alison; Caplan, Marlene; Swartzentruber, Jan; Ishikawa, Fumiko; Vespo, Jo Ellen

2011-06-01

It is well known that a gender difference in physical aggression emerges by the preschool years. We tested the hypothesis that the gender difference is partly due to changing tactics in peer interaction. Observations of girls' and boys' social initiatives and reactions to opportunities for conflict were made, using the Peer Interaction Coding System (PICS) in four independent samples of children between 9 and 36 months of age, which were aggregated to form a summary data set (N= 323), divided into two age bands (below or above 24 months of age). Linear mixed-model analyses revealed significant age by gender interactions in the use of bodily force in response to peers' initiatives and in the tendency to use bodily force at later stages of conflicts with peers. The gender difference in use of force was not explained by differences in the use of verbal tactics. These cross-sectional findings suggest that girls are initially more likely than boys to use reactive aggression, but then desist, whereas boys increase their use of force to defend their territory and possessions. The difference between older and younger girls likely reflects girls' abilities to regulate their behaviour in response to social challenges and the fact that girls are explicitly socialized to yield to peers' demands.

Using Exponential Random Graph Models to Analyze the Character of Peer Relationship Networks and Their Effects on the Subjective Well-being of Adolescents.

PubMed

Jiao, Can; Wang, Ting; Liu, Jianxin; Wu, Huanjie; Cui, Fang; Peng, Xiaozhe

2017-01-01

The influences of peer relationships on adolescent subjective well-being were investigated within the framework of social network analysis, using exponential random graph models as a methodological tool. The participants in the study were 1,279 students (678 boys and 601 girls) from nine junior middle schools in Shenzhen, China. The initial stage of the research used a peer nomination questionnaire and a subjective well-being scale (used in previous studies) to collect data on the peer relationship networks and the subjective well-being of the students. Exponential random graph models were then used to explore the relationships between students with the aim of clarifying the character of the peer relationship networks and the influence of peer relationships on subjective well being. The results showed that all the adolescent peer relationship networks in our investigation had positive reciprocal effects, positive transitivity effects and negative expansiveness effects. However, none of the relationship networks had obvious receiver effects or leaders. The adolescents in partial peer relationship networks presented similar levels of subjective well-being on three dimensions (satisfaction with life, positive affects and negative affects) though not all network friends presented these similarities. The study shows that peer networks can affect an individual's subjective well-being. However, whether similarities among adolescents are the result of social influences or social choices needs further exploration, including longitudinal studies that investigate the potential processes of subjective well-being similarities among adolescents.

Using Exponential Random Graph Models to Analyze the Character of Peer Relationship Networks and Their Effects on the Subjective Well-being of Adolescents

PubMed Central

Jiao, Can; Wang, Ting; Liu, Jianxin; Wu, Huanjie; Cui, Fang; Peng, Xiaozhe

2017-01-01

The influences of peer relationships on adolescent subjective well-being were investigated within the framework of social network analysis, using exponential random graph models as a methodological tool. The participants in the study were 1,279 students (678 boys and 601 girls) from nine junior middle schools in Shenzhen, China. The initial stage of the research used a peer nomination questionnaire and a subjective well-being scale (used in previous studies) to collect data on the peer relationship networks and the subjective well-being of the students. Exponential random graph models were then used to explore the relationships between students with the aim of clarifying the character of the peer relationship networks and the influence of peer relationships on subjective well being. The results showed that all the adolescent peer relationship networks in our investigation had positive reciprocal effects, positive transitivity effects and negative expansiveness effects. However, none of the relationship networks had obvious receiver effects or leaders. The adolescents in partial peer relationship networks presented similar levels of subjective well-being on three dimensions (satisfaction with life, positive affects and negative affects) though not all network friends presented these similarities. The study shows that peer networks can affect an individual’s subjective well-being. However, whether similarities among adolescents are the result of social influences or social choices needs further exploration, including longitudinal studies that investigate the potential processes of subjective well-being similarities among adolescents. PMID:28450845

The Impact of Peer Mentoring on Marketing Content Mastery

ERIC Educational Resources Information Center

Metcalf, Lynn E.; Neill, Stern; Simon, Lisa R.; Dobson, Sharon; Davis, Brennan

2016-01-01

This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students' perceptions of the learning experience. Peer marketing mentors, along…

The Role of Peer Relationships in Adjustment to College

ERIC Educational Resources Information Center

Swenson, Lisa A.; Nordstrom, Alicia; Hiester, Marnie

2008-01-01

According to developmental research, peer relationships serve a positive function in children's, adolescents', and adults' lives. We expected that peer relationships would also benefit emerging adults as they transition into college. Using friendship quality and attachment measures, we examined the link between the closeness of peer relationships…

Collaborative Learning with Web 2.0 Tools: Analysing Malaysian Students' Perceptions and Peer Interaction

ERIC Educational Resources Information Center

Leow, Fui Theng; Neo, Mai

2015-01-01

Today, ICT, web resources and multimedia contents have become prevalent in Malaysian university classrooms; hence, the learning approaches need to be redesigned for enabling students to use these technologies in co-constructing new meaning. This study analyses student's perception and their peer interaction in the constructivist-collaborative…

Cooperative Interactions in Peer Tutoring: Patterns and Sequences in Paired Writing

ERIC Educational Resources Information Center

Duran, David

2010-01-01

The research analyzes the interaction of 24 students (12 pairs) of secondary students when using peer tutoring techniques to learn Catalan. Students worked together in a program to produce an authentic writing experience. Significant increases were observed in pre- and posttest Catalan attainment scores of students. An analysis of the…

The Emergence of Inclusive Exploratory Talk in Primary Students' Peer Interaction

ERIC Educational Resources Information Center

Rajala, Antti; Hilppo, Jaakko; Lipponen, Lasse

2012-01-01

In this study, we examine a prominent type of classroom talk, exploratory talk, in primary school peer interactions. Exploratory talk has been shown to be productive in facilitating problem solving and fostering school achievement. However, within the growing body of research concerning exploratory talk, the relation between exploratory talk and…

Developmental Perspectives on Prosocial and Aggressive Motives in Preschoolers' Peer Interactions

ERIC Educational Resources Information Center

Persson, Gun E. B.

2005-01-01

Preschoolers' prosocial and aggressive behaviours were explored longitudinally, with a focus on the inferred underlying motives of these behaviours. Forty-four children (initially 22-40 months of age) were observed in naturalistic interactions with peers, during a 2-month period, for each of three consecutive years. Three categories of prosocial…

Breaking Barriers with Collaborative Language Practices in a Multiethnic Classroom: A Potential Model for Immigrant Children

ERIC Educational Resources Information Center

Tarim, Seyda Deniz

2018-01-01

Children's spontaneous peer-group interactions were video-recorded and analyzed using techniques of ethnography and talk-in interaction. The examples illustrate how the children socialize novices to language practices and other culturally appropriate practices used in their peer-group communities. The children's translation work is a discursive…