Peers Flashcards

Question

sociometric status: classes

Answer 1

Popular: Quite liked by others: show up on lots of the liking lists (12-20%) Rejected: few likes, lots of disliked (12-20%) Controversial: lots of likes and lots of dislikes (6-12%) Neglected: nobody likes you, nobody dislikes you (6-20%) Average: (most common) a few liking lists, a few disliking lists, but not notable on being high or low (30-60%)

Answer 2

- skilled at initiating and maintaining positive interactions; get along w/ people - good at recognizing and regulating emotions (pro-social behavior) - good at perspective taking - rated by teachers as cooperative, friendly, helpful, leaders - assertive, but not pushy (stand up for themselves, but won't bully other kids) NOT always the same as 'perceived popularity'

Answer 3

associated with: - externalizing problems (dropping out of schools, violence, etc.) - internalizing problems (depression, anxiety, substances abuse) - academic problems (held back, failing, less likely to grad from HS) subtypes: - rejected-aggressive - rejected-withdrawn - rejected-aggressive/withdrawn

Answer 4

seem to be rejected bc they show a lot of aggression ○ Spreading rumors, physical aggression, etc. Often disliked; kids don’t like people that show a lot of aggression - instrumental and relational aggression, physical aggression, bullying

Answer 5

don't know how to approach other people ○ Awkward, uncomfortable, shy but don’t have social skills to encounter others - difficulty w/ social goals - internalizing problems more common

Answer 6

Withdrawn, but also use aggressive techniques

Answer 7

controversial and neglected - "less stable" means kids move in and out of these statuses across time

Answer 8

- share characteristics of both popular and rejected children --> can be helpful/cooperative, but also disruptive/aggressive - Have both characteristics - Can be pro-social - Snobby, stuck up, pushy - Stand out in good and bad ways

Answer 9

- timid, shy, lack of social skills - often not bothered by classification (not bothered by not being noticed) - Less social - Can look like rejected-withdrawn ○ Rejected-withdrawn: have a lot of anxiety over their status - If put in social situations, they're not bad at it, but tend to prefer to be alone ○ Like solitary activities

Answer 10

- most common - moderately sociable, average cognitive skills - Average social skills, academic skills, aggression, etc. - movement between average and neglected

Answer 11

- social skills/social behavior - temperament - interpretations --> hostile attribution bias, rejection sensitivity - parents - physical attractiveness - name? - race?

Answer 12

tend to attribute things to hostile behavior - Think people are out to get you, tend to interpret things as aggressive towards them - Common in rejected status

Answer 13

children model their parents - Predictor of having more aggressive parents predicting rejected status

Answer 14

those who are more attractive are more likely to be liked

Answer 15

more common names are more likely to be liked, those w less common names are more likely to be less liked

Answer 16

- Black children tend to be less liked - BUT: tends on the proportion of the school ○ When majority are white: black children are more disliked ○ When majority are black: white children more disliked

Answer 17

Perceived popularity: when we give kids a list and say, "who do you think is popular or cool?" - Small/moderate correlation between being likeable + popular/cool

Answer 18

- Physical attractiveness - Adherence to social norms - Controversial (visible and stand out)

Answer 19

- Doing both positive and negative things - Aggression: relational, instrumental ○ Using power and status ○ Rumors, asserting your status, etc.

Answer 20

DESCRIBE: Understand and describe development ○ Are there differences: is rejection from peers stable/universal across contexts? PREDICTION: outcomes ○ Psychopathology: depressive symptoms, psychotic status, etc. ○ What rejected statuses predict (school drop-out, antisocial/criminal behavior, etc.) APPLICATION: what we do with this research to help/better the population ○ If we know rejection is a risk factor, can we intervene to try and reduce some of this rejection + risks associated with it?

Answer 21

- ~50% of those with ADHD have rejected status - Predicted with level of ADHD symptoms (attention, following rules, etc.) - Whether your peers have a lot of stimga around ADHD ○ It means something is wrong/something is bad - Rejected status creates further challenges on top of ADHD ones - APPLICATION: research looks at how to intervene and try and diminish these outcomes in students w ADHD ○ Also interventions into how to reduce stigma in classmates

Answer 22

- Moderate correlation w/ popularity + being liked - Many kids are popular but not necessarily well liked

Answer 23

- mix of positive and negative traits - social skills - aggression (instrumental and relational) - self-interested goals - physical attractiveness - more variable, based on changing norms - Different school and community cultures that can lead to what's considered cool

Answer 24

are there differences in the characteristics linked w/ peer status in the US vs China? HYPOTHESIS - in china: collectivistic values may lead to more emphasis on prosocial behavior and academic achievement

Answer 25

grade 7 in China vs. grade 7 in US ask students to list names of students they: - like the most (sociometric) - think are the most popular (popularity) - admire, respect, want to be like (respect)

Answer 26

prosocial behavior and academic achievement linked with likability and perceived popularity across both cultures --> BUT: more linked for Chinese adolescents, especially for perceived popularity

Answer 27

cultural values may impact peer status, and particularly perceived popularity - Cultural values have more importance for perceived popularity than for likability

Answer 28

Often lack of consistency about what to count as "dating"

Answer 29

14/15 years

Answer 30

interested in romantic partners --> dating casually; group-based dating --> stable relationships

Answer 31

- 12ish: report an interest in romantic partners - 14/15ish: casual, group based dating ○ i.e. your whole group of friends go out to dinner, but the two who are interested in each other would sit next to each other - 16/17/18ish: more stable relationships; emotional intimacy; going out on dates ○ Time spent w/ romantic partner times to displace time with friends/friend groups

Answer 32

- Early adolescence: status ○ Dating someone bc they're cool, similar crowd, higher status, etc. - Middle/late adolescence: actual characteristics or traits ○ Kindness, intelligence - Males put more emphasis on attractiveness

Answer 33

- peer relationships - family relationships - family factors --> older siblings, single parents, family instability - culture - media - sexual orientation

Answer 34

what we gain from friendships we can put into romantic relationships

Answer 35

better relationship with parents --> better romantic relationships

Answer 36

predict more and earlier dating - May because there's less parental supervision

Answer 37

plays a role in who dates + dating style ○ NA: asian american teens are less likely to date § Hidden/secret dating: one way teens try to navigate this ○ Latin American/Canadian teens are less likely to date

Answer 38

teen TV shows, etc. ○ Sets up ideas of dating as well ○ More reality TV shows: more likely to believe in soulmates

Answer 39

○ Most research has looked at straight teens ○ Questions of if there's as much dating in queer teens § Likely to have the same sexual encounters, but less likely to have romantic partners □ Potentially due to lack of availability/openness of queer teens w/i your peer group

Answer 40

- Establish autonomy: gives teens a sense of control over their lives ○ You're not happening within a friend or family dynamic, but your own independent one - Developed intimacy: learning how to be close to another person; to share and affirm to another person - Sense of belonging: you feel like you have a place and a partner - Feelings of self-worth - Status: sometimes being popular was associated w/ dating - Furthering development of gender and/or sexual identity ○ Exploring a relationship w/ someone can help one to learn about themselves and what they want

Answer 41

- earlier timing of dating, atypical sequence - associated with negative outcomes

Answer 42

early starter trajectory - 10-12 years old - Dating begins quite intimate - Starts intimate and stays intimate late bloomer trajectory - 15-17: start exploring dating

Answer 43

Consistent evidence that early dating is linked to less ideal outcomes - Less advanced development, less socially mature, less imaginative in school - Poorer behavioral outcomes (drugs & alcohol, dropping out of school) - Less than ideal power dynamics + large age gaps

Answer 44

- debate over impact: may be linked to delayed social development, lower self esteem - cultural norms over when dating should start

Answer 45

- one study: finds lowest externalizing behaviors - Other studies: risk of less self esteem, delayed social development - Might need to consider the context and norms there ○ In NA: asian teens start dating later § Does this make them a later bloomer or something that's normal within their cultural norms? - OR is that kids that are struggling socially wait to date later? (don’t know which way the correlation works)

Answer 46

- Teenagers take break-ups really hard ○ Breakups: most common single trigger of a depressive episode § More likely for them to engage in drinking, smoking, drug use § Often a challenging experience

Answer 47

○ In the US: 40% report experiencing dating violence ○ Boys report more perpetration + more likely to be a victim ○ 1/2 of teens said it was acceptable for a girl to hit her boyfriend, 1/4 teens say it's acceptable for a boy to hit his girlfriend ○ Leads to mental health challenges, drug and alcohol use, dropping out of school victims: associated with depression, suicidal ideation, drug use, teen pregnancy, dropping out of school

Answer 48

Now: teens say 1/2 of interactions w peers are happening online

Answer 49

- Increased anonymity ○ You can be someone else/hide your identity - Different social cues - Different emphasis on physical appearance? ○ Rise of image faced social media ○ Any argue this increases the emphasis on physical appearance and attractiveness - Can be more public, more long-lasting ○ i.e. instagram comments, seeing who people are connected too, etc. - Easier to find similar others ○ Esp in communities/identities that may not be common, popular, or accepted in some places - All-day access to friends ○ Increased amount of access ○ Expectation of constant access - More quantifiable ○ Many online metrics (esp social media) have numbers build into it ○ If asking how many friends someone has in person, it's hard to quantify § But online: you can see followers, friends, # of likes, etc.

Answer 50

- How to define a friendship online ○ We consider a "friend" someone that we have a mutual liking relationship with, but does this definition translate to online relationships? - Same functions as face to face ○ Connection, social skills + talking, etc.

Answer 51

- Benefits ○ The screen makes people feel like they can disclose more, they can say things, etc. ○ Social support for youth in marginalized identities ○ Many same functions as face-to-face friendships - Risks ○ Online contexts seem to be harder to figure out conflict resolution § You can often just walk away/ignore

Answer 52

○ Some teens have positive effects when using social media, others have negative effects, etc. ○ May be based on extraversion, how we use social media, etc.

Answer 53

○ Can't remove online pair-interactions with offline interactions ○ W/ teens are interacting with: most of the time are people you have face-to-face interactions with ○ Most of the time: moving between offline and online § Most of our relationships are interwoven between online and offline; switch back and forth

Answer 54

question: are there different effects across individuals, depending on their in-person social acceptance? - Defiant activity from the peer group can create more stress and struggle w/ adjustment to university - ^^ look at how this may be affected by online friends

Answer 55

Population: international & indigenous jumpstart students Looking @ Facebook and looking at timelines & walls - Public messaging on each person's profile page - Analyzing friends posts on an individual's timeline Investigating peer sociometric ratings to get a measurement of the in-person perception

Answer 56

Good: - Friends that had more messages + emotional support serves as support - Fewer psychopathology symptoms Bad: - Deviant posts: anything that would look poorly to an employer --> Lower grades (GPA) in adjustment to university - Verbal aggression --> less attachment to university

Answer 57

- Students with low face-to-face social acceptance were more likely to experience the bad - May be because they're more likely to take things more hostilely/aggressively - Students w/ strong face-to-face + deviant posts --> stronger attachment to university THUS: - What's posted can have a different effect dependent on your in-person social acceptance - impact of online friendships may depend on face-to-face relationships

Answer 58

may amplify awareness of status ○ Greater focus on perceived popularity § You can see who people are liking, interacting with, friends with, commenting on, etc. In one survey, 39% report feeling pressure to post content that will "be popular and get lots of comments and likes"

Answer 59

○ Increase link between appearance and status § We've always seen it's a factor of peer status, but now is it increasingly so because of the emphasis on that?? ○ May be beneficial as an "escape" for rejected/neglected youth § Youth who are bullied may be able to find groups or a community online

Answer 60

Multiple players passing the ball around to each other ○ The manipulation: the other 2 players will pass it back and forth to each other (simulating social exclusion) ○ --> you have the option to 1) talk to someone who was also excluded or 2) play an individual game ADOLESCENTS: who choose option 1 see a big recovery in self esteem § When you interact w/ someone online, you get a big boost ○ ^^ trend isn't seen in young adults, but it's notable in teens and adolescents

Peers Flashcards

Final Exam (84 cards)