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Journal articles on the topic 'Peer relationships'

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Published: 4 June 2021
Last updated: 15 June 2024

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1

Pepler, Debra J., and Wendy M. Craig. "Assessing Children's Peer Relationships." Child Psychology and Psychiatry Review 3, no. 4 (November 1998): 176–82. http://dx.doi.org/10.1017/s1360641798001737.

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Peers have both positive and negative influences on children; therefore, considerable attention has focused on assessing peer relationships and friendships through childhood and adolescence. The present article provides an overview of the main methods of assessing peer relationships. The adaptive nature of children's peer relations has been assessed through four main methodologies: (1) asking the children themselves about elements of peer relations and friendships; (2) asking children about their perceptions of others within the peer group; (3) asking adults (i.e. parents and teachers) about the peer relations skills of children in their care; and (4) directly observing children during interactions with peers. Each of these approaches is described, with attention to relative strengths and weaknesses and their suitability for assessing peer relations in early childhood, middle childhood, and adolescence.
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Lee, Jongwook, Amelia Anderson, and Gary Burnett. "Peer relationships and mentoring between LIS doctoral students: A qualitative approach." Journal of Librarianship and Information Science 49, no. 1 (July 8, 2016): 115–24. http://dx.doi.org/10.1177/0961000615592024.

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Despite the critical role of peers in the socialization of doctoral students, relatively few researchers have studied types of peer relationships and information exchanged between doctoral students. This study aims to explore doctoral students’ perceptions of their peer relationships and informal peer mentoring within a library and information science program. The authors applied Kram and Isabella’s peer relationship framework developed in organizational settings to examine peer relationship types of library and information science doctoral students. Interviews with 12 doctoral students reveal the existence of cohort, social/academic peer, and other peer groups, which can be mapped onto Kram and Isabella’s continuum of peer relationships, categorized as special, collegial, and information peers; however, this framework suffers from a limitation in explaining dysfunctional peer relationships identified in the study. In regard to differences between peer relationships and peer mentoring, respondents tend to perceive mentoring as a developmental function that takes place in peer relationships. Moreover, the authors propose five types of information exchanged between doctoral students, which are (a) basic, (b) administrative, (c) professional, (d) social, and (e) personal information, and they suggest that peer relationships influence the topical diversity and degree of disclosure in information exchange.
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Gowing, Annie. "Peer-peer relationships: A key factor in enhancing school connectedness and belonging." Educational and Child Psychology 36, no. 2 (June 2019): 64–77. http://dx.doi.org/10.53841/bpsecp.2019.36.2.64.

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AimsThe relational climate of schools is highly influential in nurturing a sense of connectedness to school with the teacher-student relationship widely recognised as the central relationship for students. Peer-peer relationships have been less scrutinised in terms of their contribution to students’ feelings of closeness to school. This mixed-methods study explored young people’s understandings of school connectedness and their experience of their peer relationships at school.MethodData sources included focus groups, a questionnaire and diaries with a total sample size of 336 students aged between 13 and 18 years. Focus groups and diaries were analysed using thematic analysis and the questionnaire data were examined using descriptive and inferential statistical analyses.FindingsStudents’ relational worlds at school were peopled by teachers and peers, however peers emerged as the lead relationship. This was evident for students across the school connectedness spectrum. For some students with low self-reported connectedness, their peer relationships were the single positive aspect of their school experience.ConclusionsYoung people in this study were unequivocal in naming peer relationships as the most valued aspect of their school experience. This view of peer relationships as a resource that builds connectedness to school invites all school staff to provide multiple planned and spontaneous relational opportunities among peers, both within and outside the classroom. The educational psychologist, as a relational specialist, has a key role in this work.
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Thompson, Sanna J., Jihye Kim, Holly McManus, Patrick Flynn, and Hyangcho Kim. "Peer relationships." International Social Work 50, no. 6 (November 2007): 783–95. http://dx.doi.org/10.1177/0020872807079922.

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Zhou, Yuan, Xiao Meng, Jiayin Wang, Xu Mo, Sa Jiang, Chengjun Dai, and Mengting Liu. "Daily Peer Relationships and Academic Achievement among College Students: A Social Network Analysis Based on Behavioral Big Data." Sustainability 15, no. 22 (November 9, 2023): 15762. http://dx.doi.org/10.3390/su152215762.

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This study aimed to detect college students’ daily peer networks through a behavioral big-data-driven social network analysis and to explore the relationship between college students’ daily peer relationships and academic achievement. We collected data on the class attendance, eating, and bathing records of 4738 undergraduate students who entered a university in 2018 to infer the daily peer relationship networks of students. The Louvain algorithm and some network indicators such as density and average clustering coefficient were used to investigate social network characteristics of peer relationship networks. The findings show that initially, students in the same dormitory tended to form daily peer relationships, gradually shifting toward relationships centered on classmates as time progressed. These peer networks often aligned with geographical location and living areas. Moreover, the peers of college students who received high-level scholarships were more likely to receive scholarships. The number of peers was positively correlated with the likelihood of receiving a scholarship. The research findings contribute to the application of information technology to promote the sustainable development of higher education and individual students.
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Muñoz, Luna C., Margaret Kerr, and Nejra Besic. "The Peer Relationships of Youths With Psychopathic Personality Traits." Criminal Justice and Behavior 35, no. 2 (February 2008): 212–27. http://dx.doi.org/10.1177/0093854807310159.

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Because a callous use of others in many short-term relationships is one criterion for diagnosing psychopathy in adults, one would expect adolescents who are high on psychopathic personality traits to have unstable, conflict-ridden peer relationships. Little is known about this, however, or about the peer activities of youths who are high in psychopathic traits. The authors examined relationship quality and delinquency with peers in a community sample of 12- to 15-year-old adolescents who were stably high or stably low on psychopathic traits during 4 years. Peers also provided data on relationship quality. Youths high on psychopathic traits often engaged in antisocial activities with their peers. Although they reported conflict in their peer relationships, their peers did not report low support or high conflict in those relationships. The authors conclude that youths with psychopathic traits have biased perspectives on interactions with close peers, and this might underlie future problems.
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De Lise, Francesca, Valeria Bacaro, and Elisabetta Crocetti. "The Social Side of Sleep: A Systematic Review of the Longitudinal Associations between Peer Relationships and Sleep Quality." International Journal of Environmental Research and Public Health 20, no. 3 (January 21, 2023): 2017. http://dx.doi.org/10.3390/ijerph20032017.

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In adolescence, peer relationships become crucial since youths start to rely on their peers for support. Thus, multiple facets of adolescents’ well-being are affected by their peer relationships. In this vein, one of the central well-being aspects that could be affected by the peer relationships of adolescents is sleep quality. Nevertheless, it is still unclear how multiple peer relationship factors (i.e., positive, negative, emotional, and behavioral issues related to peer relationships) are intertwined with adolescents’ sleep quality. For this reason, this systematic review with meta-analysis aims to summarize longitudinal studies to uncover how the interplay between peer relationship factors and adolescents’ sleep quality unfolds over time. Nineteen longitudinal studies involving a total of 21,232 adolescents were included. Overall, findings from this review showed that (a) positive peer relationships and sleep quality were not associated over time; (b) negative peer relationships and sleep quality were bidirectionally associated over time; (c) few studies evaluated the bidirectional relations between emotional and behavioral issues and sleep quality, showing links with sleep schedule and duration, but not with sleep quality. Meta-analytic results were discussed, considering their implications.
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Krnjajic, Stevan. "Peer relationships and academic achievement." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 213–35. http://dx.doi.org/10.2298/zipi0204213k.

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After their childhood, when children begin to establish more intensive social contacts outside family, first of all, in school setting, their behavior i.e. their social, intellectual, moral and emotional development is more strongly affected by their peers. Consequently, the quality of peer relationships considerably affects the process of adaptation and academic achievement and their motivational and emotional attitude towards school respectively. Empirical findings showed that there is bi-directional influence between peer relationships and academic achievement. In other words, the quality of peer relationships affects academic achievement, and conversely, academic achievement affects the quality of peer relationships. For example, socially accepted children exhibiting prosocial, cooperative and responsible forms of behavior in school most frequently have high academic achievement. On the other hand, children rejected by their peers often have lower academic achievement and are a risk group tending to delinquency, absenteeism and drop out of school. Those behavioral and interpersonal forms of competence are frequently more reliable predictors of academic achievement than intellectual abilities are. Considering the fact that various patterns of peer interaction differently exert influence on students' academic behavior, the paper analyzed effects of (a) social competence, (b) social acceptance/rejection, (c) child's friendships and (d) prosocial behavior on academic achievement.
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Liu, Yawen. "The role of peer relationships in adolescents’ psychological well-being." SHS Web of Conferences 180 (2023): 03027. http://dx.doi.org/10.1051/shsconf/202318003027.

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As a crucial period of development, adolescence builds the foundation of how a person would become. Peer relationship is considered to be a vital part of adolescents’ interpersonal relationships, which naturally contributes to shaping a psychological well-being for them. This review primarily pays attention to the role played by peer relationship. Peer relationship serves as a shaping factor of adolescents’ behaviors as adolescents tend to mirror how their peers behave. Meanwhile, peer relationship can work with adult support, such as teacher relationships and parental relationships, and thus benefit adolescents’ psychological well-being in a further way. Moreover, gender difference should not be neglected when discussing the role played by peer relationship in the psychological well-being of adolescents. In respect of the influence of stressful life events, girls’ peer relationship quality is more affected than boys’ is. Concerns about this review may be that not enough studies on the field of adolescents’ psychological well-being are reviewed and different results may thus not be considered. For future research, the role of peer relationship in other age groups’ psychological well-being (middle-aged and elderly) can be studied.
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Mahajan, Sourabh S., and S. K. Pathan. "A Self-Orgnizing Model for Peer-to-Peer Systems using Trust Relations." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 14, no. 1 (December 4, 2014): 5394–97. http://dx.doi.org/10.24297/ijct.v14i1.2128.

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Peer-to-Peer systems enables the interactions of peers to accomplish tasks. Attacks of peers with malicious can be reduced by establishing trust relationship among peers. In this paper we presents algorithms which helps a peer to reason about trustworthiness of other peers based on interactions in the past and recommendations. Local information is used to create trust network of peers and does not need to deal with global information. Trustworthiness of peers in providing services can be describedby Service metric and recommendation metric. Parameters considered for evaluating interactions and recommendations are Recentness, Importance and Peer Satisfaction. Trust relationships helps a good peer to isolate malicious peers.
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Shi, Qianru. "Factors Influencing Chinese Adolescent Moral Behaviors." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1171–76. http://dx.doi.org/10.54097/ehss.v8i.4446.

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The main purpose of this paper is to discuss the moral development of adolescents and the influence of peers on their moral behavior. Good peer relationships promote social development and acquisition of social skills; poor peer relationships may lead to maladaptive behavioral problems. moreover, other factors influenced the relationship between peers and adolescent moral behavior, including gender differences, peer closeness, and the influence of family economic status. Specifically, adolescents are more influenced by close friends than by friends in general; boys may be more involved in physical and verbal aggression and girls more involved in relational aggression; family socioeconomic status significantly affects adolescents' peer relationships, with more affluent families having more friends and peer relationships; while disadvantaged family socioeconomic backgrounds make adolescents more likely to experience peer rejection or be marginalized. Due to regional and cultural differences, adolescents in different environments and cultures may be influenced differently, which needs to be further explored in future research. This paper will help parents and schools to understand the psychological and behavioral characteristics of adolescents, and to assist and teach adolescents' education and healthy growth.
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CAO, JUAN, and QIN AN. "Effects of peer relationships on parent–youth relationships and self-differentiation." International Journal of Psychology and Educational Studies 5, no. 3 (September 1, 2018): 14–22. http://dx.doi.org/10.17220/ijpes.2018.03.002.

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Law, Kwok Hong, Ben Jackson, Xuan Hui Tan, Samantha Teague, Amanda Krause, Kaila Putter, Monique Du’cane, et al. "Strengthening Peer Mentoring Relationships for New Mothers: A Qualitative Analysis." Journal of Clinical Medicine 11, no. 20 (October 12, 2022): 6009. http://dx.doi.org/10.3390/jcm11206009.

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(1) Background: The transition to motherhood can be challenging, especially for first-time mothers, and can accompany maternal distress. Social support—such as that offered by peers—can be important in assisting mothers to manage such distress. Although primiparous mothers often seek out and value peer support programs, few researchers have investigated factors that may influence the strength of relationships in non-professional maternal peer support programs. Insight into these factors can be key to enhancing the success of future peer support interventions. (2) Methods: Reflexive thematic analysis was applied to data gathered from 36 semi-structured interviews conducted with 14 primiparous mothers and 17 peer mentors in a peer support program. (3) Results: Four themes related to successful mentorship were identified: expectations of peer relationship, independence of peer mentor, contact, and similarities. (4) Conclusions: For primiparous mothers who are developing their support network, these factors appear important for promoting close and effective peer support relationships. Interventions that harness the dynamics between these factors may contribute to more successful peer support relationships and mental health outcomes for participants.
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Burgstahler, Sheryl, Deb Cronheim, and Linda Baker. "Peer-to-peer relationships on the Internet." ACM SIGCUE Outlook 25, no. 3 (July 1997): 12–22. http://dx.doi.org/10.1145/272888.272890.

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Engels, Rutger C. M. E., Maja Deković, and Wim Meeus. "PARENTING PRACTICES, SOCIAL SKILLS AND PEER RELATIONSHIPS IN ADOLESCENCE." Social Behavior and Personality: an international journal 30, no. 1 (January 1, 2002): 3–17. http://dx.doi.org/10.2224/sbp.2002.30.1.3.

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The influence of parents on their offsprings' peer relations is not limited to childhood but continues throughout the adolescent years. Little is, however, known about which mechanisms link adolescent functioning in family and peer systems. This study focuses on social skills as a mediator between characteristics of the parent-child relationship and peer relations. Data from a cross-sectional study among 508 12–18-year olds were used for analyses. Findings showed that adolescents' social skills mediated the effects of some parental practices, such as responsiveness, autonomy, cohesion, as well as parental attachment on the degree of peer activity, the attachment to peers and perceived social support from peers to some extent. Nonetheless, direct parental influence on peer relations remained apparent after controlling for the effects of social skills. No effects of gender and age were found. The overall picture is that social skills of adolescents as well as parenting factors, parental attachment and family climate are associated with the quality and intensity of peer relations.
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Yabko, Brandon A., Audrey Hokoda, and Emilio C. Ulloa. "Depression as a Mediator Between Family Factors and Peer-Bullying Victimization in Latino Adolescents." Violence and Victims 23, no. 6 (December 2008): 727–42. http://dx.doi.org/10.1891/0886-6708.23.6.727.

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The purpose of this study was to assess the mediating role of depression in three different relationships: (a) sibling bullying and peer victimization, (b) mothers’ power-assertive parenting and peer victimization, and (c) fathers’ power-assertive parenting and peer victimization. Results from 242 Latino middle school adolescents from a large southwestern city bordering Mexico revealed that both boys’ and girls’ peer victimization were related to familial factors and depression. Regression analyses for boys revealed that depression mediated three relationships: (a) sibling bullying and peer victimization, (b) mothers’ power-assertive parenting and peer victimization, and (c) fathers’ power-assertive parenting and peer victimization. Depression also mediated the relationship between fathers’ power-assertive parenting and girls’ victimization by peers. The findings support the development of family-based interventions for peer victimization that include curriculum addressing depression.
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Moradi, Sara, and Farzaneh Mardani. "The Impact of Peer Attachment on Academic Motivation: A Quantitative Analysis." KMAN Counseling and Psychology Nexus 2, no. 1 (2024): 4–9. http://dx.doi.org/10.61838/kman.psychnexus.1.2.2.

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This study aimed to explore the predictive relationship between peer attachment and academic motivation among adolescents, understanding how emotional bonds with peers influence educational engagement and performance. Utilizing a cross-sectional design, data were collected from 300 high school students through standardized questionnaires measuring peer attachment and academic motivation. Linear regression analysis was conducted using SPSS-27 to examine the predictive capacity of peer attachment on academic motivation. Results indicated that peer attachment significantly predicts academic motivation, accounting for 23% of the variance in motivation levels among participants. A positive correlation was found between the quality of peer relationships and the degree of academic motivation, suggesting that stronger peer attachments are associated with higher motivation. The study underscores the importance of peer relationships in shaping academic motivation, suggesting that interventions aimed at enhancing peer connections could positively impact students' educational outcomes. These findings contribute to the broader discourse on the role of social relationships in educational settings, highlighting the need for supportive peer networks to foster academic success.
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Jeong, Young-Ja, and Ji-Hae Lee. "Relationship between peer relationships and career adaptability of high school students by gender: dual-mediation effects of self-esteem and grit." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 23 (December 15, 2023): 703–19. http://dx.doi.org/10.22251/jlcci.2023.23.23.703.

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Objectives The study aims to explore how high school students’ perceived self-esteem and grit mediate the rela-tionship between peer relationships and career adaptability while also examining whether there are any differ-ences in the relationships between variables depending on gender. Methods The data from the Children and Youth Panel Survey (KCYPS) 2018 conducted by the Korea Youth Policy Research Institute was used to analyze the data collected from 1,217 male students and 1,048 female students in their first grade of high school. SPSS and PROCESS Macro programs were used to analyze the data and inves-tigate the relationships between variables using a dual mediation model analysis. In addition, to verify the differ-ences according to gender, the analysis was performed by dividing the male and female groups and comparing the results. Results Peer relationships positively affected career adaptability in both male and female groups. In both genders, the paths of peer relationships affecting career adaptability through self-esteem and peer relationships affecting career adaptability through self-esteem and grit sequentially were significant. However, while the path of peer relationships affecting career adaptability through grit was significant in the male group, it was not significant in the female group. Conclusions This study focused on the result that positive relationships with peers contribute to positive evalua-tions of themselves and also grit, thereby affecting career adaptability. This study also yielded gender differences in how peer relationship affects career adaptability. Based on the results, suggestions for career guidance practice were dealt on how to utilize peer relationships.
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Redder, Bridgette, and E. Jayne White. "Implicating teachers in infant–peer relationships: Teacher answerability through alteric acts." Contemporary Issues in Early Childhood 18, no. 4 (November 24, 2017): 422–33. http://dx.doi.org/10.1177/1463949117742782.

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While academic attention is now being paid to infant–peer relationships in early childhood education and care settings and the role of teachers in these interactions, research is inclined to emphasise the importance of shared understanding as a feature in infant–peer relationships. As such, little research attention has been given to the alteric potential of the teacher when she or he engages in infant–peer relationships. This article draws on a dialogic analysis of infants in a New Zealand early childhood education and care setting to argue that infant relationships with their peers can be radically altered by the presence and participation of teachers. The results highlight the pivotal role of the teacher as a connecting figure within and between infant–peer experiences – one that has the potential to significantly impact on the nature of relationships between infants and peers. The study highlights the alteric potential for teachers within infant–peer dialogues, and the significance of these engagements accordingly, and concludes by suggesting that teachers are fully implicated in infant–peer relationships, since the dialogic space posits that there is no alibi!
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Gummer, Burton. "Peer Relationships in Organizations." Administration in Social Work 25, no. 4 (December 2001): 85–103. http://dx.doi.org/10.1300/j147v25n04_05.

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Pepler, Debra J., and Wendy M. Craig. "Assessing Children's Peer Relationships." Child and Adolescent Mental Health 3, no. 4 (November 1998): 176–82. http://dx.doi.org/10.1111/1475-3588.00238.

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Westby, Carol. "DLD and Peer Relationships." Word of Mouth 35, no. 5 (April 20, 2024): 4–7. http://dx.doi.org/10.1177/10483950241240557a.

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Feng, Xueqiao, Ziwen Han, and Siyuan Zheng. "Peer influence on prosocial behavior in adolescence." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1879–85. http://dx.doi.org/10.54097/ehss.v8i.4604.

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Peer relationships are crucial for the formation and development of prosocial behavior among adolescents. However, most studies have focused on harmful behaviors and risky behaviors of adolescence, and previous verifiable work has often focused on peer relationship influences for antisocial behavior in adolescents. The research on the influence of adolescent peer relationship on prosocial behavior is relatively insufficient, especially the lack of systematic reviewing articles. This article presents peer influence can affect the prosocial behavior by demonstrating social and prosocial behavior in adolescent stage, exploring the importance of peer relationship, decision information of peers and peer intimacy. Moreover, this paper reviews recent experiential studies to explain the mechanism of peer influence on adolescent prosocial behavior from the perspectives of social learning and conformity theory and gender differences. This paper builds a higher study basement for future prosocial behavior field. Limitations of differences between different prosocial behaviors, and the influence level from peers are also worth investigating in the future.
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Dewar, Emma. "Promoting healthy relationships through peer-to-peer learning." British Journal of School Nursing 10, no. 6 (July 2, 2015): 306–7. http://dx.doi.org/10.12968/bjsn.2015.10.6.306.

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Chen, Changyu. "The Influence of Peer Relationships on Children's Social Development." Lecture Notes in Education Psychology and Public Media 45, no. 1 (April 19, 2024): 221–25. http://dx.doi.org/10.54254/2753-7048/45/20230544.

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Children's peer relationship plays a crucial role in the development process of children, and having good peer communication skills can help children shape good personality qualities and promote children's positivity. The formation of optimistic emotions and emotions allows children to carry out social cognition and social skills, thereby enabling the development of children's sociality. In the process of the development of children's peer relationships, peer communication on children's social cognition and social communication ability now has a more significant impact, children's peer relationship on children's social development problems based on the reality of domestic and foreign research, need to be further solved, so the impact of children's peer relationship on social development is worth in-depth development. Therefore, the research on the influence of children's peer relationships on social development has specific practical and theoretical significance. This paper first explains the concept of children's peer relationships and social development, secondly describes the influencing factors of children's peer relationships, and finally elaborates on the influence of children's peer relationships on children's social development.
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Matthews, Amy, Maureen Ziegler, Margie Mayberry, Jamie Owen-DeSchryver, and Erik W. Carter. "Scaling Up a Peer-Mediated Program Statewide: Lessons Learned Through Peer to Peer." Intellectual and Developmental Disabilities 60, no. 4 (July 22, 2022): 334–44. http://dx.doi.org/10.1352/1934-9556-60.4.334.

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Abstract Peer-mediated interventions are a powerful and practical way of promoting the social relationships, learning, and inclusion of students with disabilities. In this article, we describe one state's efforts to scale up a research-based, peer-mediated program called Peer to Peer throughout Michigan. Among the more than 700 schools that now offer this program, as many as 18,000 peers are involved in supporting nearly 5,000 schoolmates with autism and other developmental disabilities in their learning and relationships. We share our perspectives on eight key factors that have contributed to the growth and widespread adoption of Peer to Peer over the last 20 years. We discuss enduring challenges in this long-haul work and conclude with recommendations for future research focused on schoolwide peer-mediated programs.
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Kim, Hyeyoung, Sungbae Kang, and Soeyon Park. "Peer Relationships and Job Satisfaction: Longitudinal Study Using Latent Growth Model." Korean Society of Culture and Convergence 45, no. 3 (March 30, 2023): 867–74. http://dx.doi.org/10.33645/cnc.2023.03.45.03.867.

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This study was conducted to examine the longitudinal relationship between coworker relationships and job satisfaction among injured workers. To investigate the impact of peer relationships on changes in job satisfaction, data from the second cohort(2018~2020) of the PSWCI(Panel Study of Worker’s Compensation Insurance). The results showed that while job satisfaction tended to increase over time, peer relationships tended to decrease. The analysis using the latent growth model revealed that higher initial peer relationships were associated with higher initial job satisfaction, and that higher peer relationships were associated with higher job satisfaction over time. Furthermore, it was found that workers who rated their initial peer relationships higher were more satisfied with their job, and this satisfaction level remained similar over time. This study highlights the importance of early peer relationship formation for job satisfaction among injured workers, and suggests the need for policy and organizational support to foster positive peer relationships in the workplace.
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Ozdemir, Selda. "Peer Relationship Problems of Children With AD/HD: Risk Factors and New Directions in Interventions." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 42–59. http://dx.doi.org/10.1375/ajse.33.1.42.

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AbstractThis review integrates and evaluates research conducted on possible contributing factors to peer relationship problems of children with attention deficit/hyperactivity disorder (AD/HD). Substantial evidence suggests that children with AD/HD have serious problems in multiple aspects of their relationships with peers. Difficulties resulting from inattention, impulsivity, and over activity negatively affect these children's performance in the peer group and as a result, children with the disorder are often rated as less popular and more rejected by their non-AD/HD peers. This article critically reviews risk factors for peer relationship problems of children with AD/HD including family, school, and child-specific factors. The implications of AD/HD research are examined with an emphasis on developing an ecological perspective to addressing the peer relationship problems of children with the disorder.
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Forgeron, Paula A., Sara King, Jennifer N. Stinson, Patrick J. McGrath, Amanda J. MacDonald, and Christine T. Chambers. "Social Functioning and Peer Relationships in Children and Adolescents with Chronic Pain: A Systematic Review." Pain Research and Management 15, no. 1 (2010): 27–41. http://dx.doi.org/10.1155/2010/820407.

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BACKGROUND: Peer relationships during childhood and adolescence are acknowledged to be negatively impacted by chronic pain; however, to date there has been no synthesis of this literature.OBJECTIVE: To systematically review existing literature describing the social functioning and peer relationships in children and adolescents with recurrent or continuous chronic pain.METHODS: Articles on peer relationship factors studied in samples of children and adolescents with chronic pain published in English or French were identified using EMBASE, Medline, CINAHL and PsycINFO. Two independent reviewers performed initial screenings using study titles and abstracts, and reviewed each eligible article in full.RESULTS: Of 1740 published papers yielded by the search, 42 articles met the inclusion criteria and were included in the present review. Nine studies had peer relationship investigation as the primary purpose of the study; the remaining 33 examined peer relationships as part of a broader study. A range of specific and more general measures was used to examine peer relationships. Across studies, children and adolescents with chronic pain were reported to have fewer friends, be subjected to more peer victimization, and were viewed as more isolated and less likeable than healthy peers.CONCLUSIONS: Children and adolescents with chronic pain have peer relationship deficiencies. However, the majority of studies to date measure peer relationships as part of a broader study and, thus, little attention has been paid specifically to peer relationships in this group. Additional research examining the quality of peer relationships of children and adolescents with chronic pain, as well as development of measures specifically designed to assess these relationships, is needed.
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Tamm, Anni, Kairi Kasearu, Tiia Tulviste, and Gisela Trommsdorff. "Links Between Adolescents’ Relationships With Peers, Parents, and Their Values in Three Cultural Contexts." Journal of Early Adolescence 38, no. 4 (October 4, 2016): 451–74. http://dx.doi.org/10.1177/0272431616671827.

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The study examined associations among adolescents’ perceived mother-child and father-child relationship quality (intimacy, conflict, and admiration), perceived peer acceptance, and their values (individualism and collectivism) in a sample of 795 Estonian, German, and Russian 15-year-olds. Adolescents from the three cultural contexts differed in terms of their relationships with parents and peers but were similar in valuing both individualism and collectivism highly. Individualistic values were positively linked to adolescents’ peer acceptance in individualistic cultures, whereas collectivistic values of adolescents were positively associated with the quality of their relationships with parents in all cultures. Across cultures, maternal and paternal admiration showed the strongest positive association with peer acceptance of adolescents. Among Estonian adolescents, further associations emerged: higher levels of intimacy with fathers and conflict levels in both mother-child and father-child relationship were related to adolescents’ lower peer acceptance. The results are discussed from a social-cultural perspective.
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Gracey, Fergus, Suzanna Watson, Meghan McHugh, Andrew Swan, Ayla Humphrey, and Anna Adlam. "Age at injury, emotional problems and executive functioning in understanding disrupted social relationships following childhood acquired brain injury." Social Care and Neurodisability 5, no. 3 (August 5, 2014): 160–70. http://dx.doi.org/10.1108/scn-08-2013-0030.

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Purpose – Clinically significant childhood acquired brain injury (ABI) is associated with increased risk of emotional and behavioural dysfunction and peer relationship problems. The purpose of this paper is to determine how emotional and peer related problems for children with ABI compare with those of children referred to mental health services, and to identify clinical predictors of peer relationship problems in a heterogeneous sample typical of a specialist community rehabilitation setting. Design/methodology/approach – Participants were 51 children with clinically significant ABI (32 traumatic brain injury; 29 male) referred for outpatient neuropsychological rehabilitation. Emotional, behavioural and social outcomes were measured using the Strengths and Difficulties Questionnaire (SDQ), and executive functioning was measured with the Behaviour Rating Inventory of Executive Functions. Correlational analyses were used to explore variables associated with peer relationships. A subgroup (n=27) of children with ABI were compared to an age and sex matched mental health group to determine differences on SDQ subscales. Findings – The SDQ profiles of children with clinically significant ABI did not significantly differ from matched children referred to mental health services. Time since injury, peer relationship problems, metacognitive, and behavioural problems correlated with age at injury. These variables and SDQ emotional problems correlated with peer relationship problems. Linear multiple regression analysis indicated that only metacognitive skills remained a significant predictor of peer relationship problems, and metacognitive skills were found to significantly mediate between age at injury and peer relationship problems. Research limitations/implications – The study confirms the significant effect of childhood ABI on relationships with peers and mental health, those injured at a younger age faring worst. Within the methodological constraints of this study, the results tentatively suggest that age of injury influences later peer relationships via the mediating role of poor metacognitive skills within a heterogeneous clinical sample. Originality/value – This is the first study to examine the roles of emotional, behavioural and executive variables on the effect of age at injury on peer relationship problems in a sample with a wide range of ages and ages of injury.
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Bernadowski, Carianne. "Reciprocal Peer Coaching an Instrumental Case Study of the Journey of a Three Year Doctoral Cohort." Advances in Social Sciences Research Journal 7, no. 7 (July 19, 2020): 208–15. http://dx.doi.org/10.14738/assrj.77.8576.

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Reciprocal Peer coaching is a viable pedagogical strategy to use with doctoral students in order to encourage engagement, retention, collaboration, and engagement in a cohort model. This study explored a peer coaching model that randomly paired students in a three-year cohort doctoral program. Results indicated that doctoral candidates found that peer coaching and peer collaboration was beneficial both academically and personally. Moreover, candidates continued their relationship with their peers from year one to year three. Three themes emerged which included random assignment, building relationships through dialogue, and obstacles to success.
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Lee, Seung-ha. "Kindergarten Teachers’ Perspectives on Young Children’s Bullying Roles in Relation to Dominance and Peer Relationships: A Short-Term Longitudinal Approach in South Korea." International Journal of Environmental Research and Public Health 17, no. 5 (March 6, 2020): 1734. http://dx.doi.org/10.3390/ijerph17051734.

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There are several studies on young children’s bullying roles in relation to dominance or peer relationships. Although those are closely related, few studies examined this from longitudinal view and the influence of bullying role change on dominance and peer relationships. This study aimed to examine (1) the relationship between bullying roles and dominance, (2) the relationship between bullying roles and peer relationships, (3) the percentage of bullying role change over time, and (4) the changes in bullying roles in relation to changes in dominance and peer relationships. Sixty-three South Korean kindergarten teachers completed questionnaires regarding bullying roles, dominance, and peer relationships about 1312 children aged 3–5. The data were collected in mid-October 2017 and January 2018. The results showed that bullies had the highest dominance. No-role children had the most positive peer relationships, followed by bullies. About 10% of all sampled children remained involved in bullying over time. Their role changes related to changes in dominance rather than to changes in peer relationships. The findings imply that dominance should be considered to prevent young children’s bullying, in which peer relationships are interrelated. Intervention should be implemented as soon as possible to stop repeated victimization or bullying in early childhood.
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Gifford-Smith, Mary E., and Celia A. Brownell. "Childhood peer relationships: social acceptance, friendships, and peer networks." Journal of School Psychology 41, no. 4 (July 2003): 235–84. http://dx.doi.org/10.1016/s0022-4405(03)00048-7.

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Wang, Shencheng, Baochen Liu, Yongzheng Yang, Liangwei Yang, and Min Zhen. "Urban–Rural Distinction or Economic Segmentation: A Study on Fear and Inferiority in Poor Children’s Peer Relationships." Healthcare 10, no. 10 (October 17, 2022): 2057. http://dx.doi.org/10.3390/healthcare10102057.

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Peer relationships play an important role in the growth of children. This study offers insights about feelings of fear and inferiority in children’s peer relationships. Based on a national survey, the 2018 Construction for Social Policy Support System for Urban and Rural Poor Families in China, initiated by the Ministry of Civil Affairs, and using multiple regression models and a structural equation model, this study discusses whether and how having a rural household registration or being from a poor (dibao) family has an isolation effect on fear and inferiority in children’s peer relationships. The research findings indicate that children with a rural household registration or those from a dibao family are at a disadvantage in peer interactions. Moreover, rural resident identity has an indirect effect on children’s fear of peers and inferiority, mainly through psychological resilience, anxiety and depression, and mobile phone dependence. Being from a dibao family directly influences children’s fear and inferiority in their peer relationships; it also indirectly influences fear of peers and inferiority through psychological resilience. This study suggests that more attention should be paid to fear of peers and inferiority in rural children or children from a dibao family.
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Lee, Seon Ji, and Soo Eun Chae. "Effects of Parenting Attitudes on Third Grade Elementary Students’ Peer Relationships During the COVID-19 Pandemic." Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft 27, no. 2 (August 30, 2022): 1–16. http://dx.doi.org/10.26894/kdge.2022.27.2.1.

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This study investigated how the parenting attitude of primary caregivers perceived by lower-grade elementary students during the COVID-19 pandemic affects the students’ peer relationships, and whether their self-esteem plays a mediating role in parenting attitudes and peer relationships of primary caregivers. For this purpose, 139 elementary students, enrolled in 3rd grades in Gangwon-do, were recruited excluding children with intellectual disabilities and children who did not attend school. We performed hierarchical regression according to the research model and Sobel test to examine the statistical significance of the mediating effect of students’ self-esteem. As a result of the study, it was reported that children in the lower grades of elementary school spent more time with their parents and less time spent offline with their peers during the COVID-19 pandemic. As a result of the regression analysis, it was found that the parenting attitude of the primary caregiver greatly affects the child's peer relationship. In addition, it was shown that peer relationships were more positive when self-esteem was intervened as a mediating effect. It was concluded that the parenting attitude of the primary caregiver had an effect on their children’s peer relationships, but had more influence through self-esteem. Implications of the study and future research were suggested.
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Liu, Zichan. "The Effect of Emotion Regulation on Pupils’ Peer Relationships." BCP Education & Psychology 9 (March 29, 2023): 323–29. http://dx.doi.org/10.54691/bcpep.v9i.4701.

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Peer relationships are one of the irreplaceable interpersonal relationships in the development of children's socialisation. What happens in children's peer interactions affects the development and functioning of other aspects of children's lives, such as family, school and community. The competence to deal with emotions, especially the skills to manage emotions like anger and control impulses, is an essential social competence for children and is important for peer interaction and social adjustment. This study aims to explore how primary school students' emotion management skills influence their peer relationships, to provide a scientific basis for intervention in problems that arise in primary school students' peer interactions (e.g. aggressive behaviour, school bullying, etc.), to try to control and reduce the frequency of these problems, to lay the foundation for developing and exercising students' future abilities to enter society, and to provide a reference for subsequent mental health education work by schools, teachers and parents. According to the study results, it is argued that young people who have a correct knowledge of the rules of emotional expression and a higher understanding of their own and others' emotions are less likely to be rejected by their peers and are more popular in larger peer network interactions. Children's access to effective emotion regulation strategies positively predicted and positively influenced their peer relationships.
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Mo, Hwasook, and So-Young Park. "Middle School Students' Trajectory of Cooperative Competence: Contemporaneous and Lagged Effects of Parenting Behavior, Peer Relationships, and Teacher-Student Relationships." Korean Journal of Teacher Education 38, no. 6 (November 30, 2022): 393–412. http://dx.doi.org/10.14333/kjte.2022.38.6.18.

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Purpose: This study investigated students‘ trajectory of cooperative competence in middle school and examined if time-varying covariates - parenting behavior, peer relationships, teacher-student relationships - predict contemporary and 1-year lagged cooperative competence. Methods: samples from 2,590 seventh-grade students drawn from the Korean Children and Youth Panel Survey 2018, Second-Order Latent Growth Modeling analysis were examined to ascertain to what extent the time-varying covariates (parenting behavior, peer relationship and teacher-student relationships) have on contemporaneous and lagged effects. Results: First, the cooperative competence of middle school students decreased over time, and the decrease rates were steeper for those who showed a higher level of initial cooperative competence. Second, the contemporaneous effects of three time-varying covariates on cooperative competence were significant, while only peer and student-teacher relationships were found to have lagged effects. Conclusion: The result of this study suggests the importance of positive relationships with parents, peers and teachers for the development of cooperative competence and calls for future interventions to promote students‘ cooperative competence.
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Bluebond-Langer, Myra, Dale Perkel, and Ted Goertzel. "Pediatric Cancer Patients' Peer Relationships." Journal of Psychosocial Oncology 9, no. 2 (July 29, 1991): 67–80. http://dx.doi.org/10.1300/j077v09n02_05.

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Sheridan, Susan M., Eric S. Buhs, and Emily D. Warnes. "Childhood peer relationships in context." Journal of School Psychology 41, no. 4 (July 2003): 285–92. http://dx.doi.org/10.1016/s0022-4405(03)00049-9.

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41

Rudolph, Karen D. "Implicit Theories of Peer Relationships." Social Development 19, no. 1 (February 2010): 113–29. http://dx.doi.org/10.1111/j.1467-9507.2008.00534.x.

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42

Verduyn, Chrissie M. "Peer relationships in child development." Journal of Psychosomatic Research 34, no. 5 (January 1990): 596. http://dx.doi.org/10.1016/0022-3999(90)90039-7.

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43

Fujiki, Martin, Bonnie Brinton, and Cindy M. Todd. "Social Skills of Children With Specific Language Impairment." Language, Speech, and Hearing Services in Schools 27, no. 3 (July 1996): 195–202. http://dx.doi.org/10.1044/0161-1461.2703.195.

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The social skills of 19 elementary school children with specific language impairment (SLI) and 19 chronological age-matched peers were examined. Children in both groups were selected from those children between the ages of 8 and 12 years. Each child with SLI was individually matched to a classmate of the same age. First, the Social Skills Rating System-Teacher Form (Gresham & Elliott, 1990) was administered to provide a general measure of social skill. Following this measure, the quantity of peer relationships was assessed in both groups using an informal picture task. This measure provided an indication of the peers with whom each child interacted while taking part in a variety of activities. The quality of peer relationships was then assessed using the Williams and Asher Loneliness Questionnaire (Williams & Asher, 1992). It was found that children with SLI differed from their peers on all three measures. These results suggested that the children with SLI had poorer social skills and fewer peer relationships, and were less satisfied with the peer relationships in which they participated when compared with their age-matched classmates.
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Reitz, Anne K., Julia Zimmermann, Roos Hutteman, Jule Specht, and Franz J. Neyer. "How Peers Make a Difference: The Role of Peer Groups and Peer Relationships in Personality Development." European Journal of Personality 28, no. 3 (May 2014): 279–88. http://dx.doi.org/10.1002/per.1965.

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Peers are a pervasive aspect of people's lives, but their role in personality development has rarely been considered. This is surprising, given that peers are promising candidates to explain personality development over the entire lifespan. Owing to the lack of clear–cut definitions of peers, we first elaborate on their defining criteria and functions in different life phases. We then discuss the role of peers in personality development across the lifespan. We advocate that an integration of social group perspectives and social relationship perspectives is essential to understand peer effects on personality development. Group socialization theory is particularly suited to explain developmental differences between groups as a result of group norms. However, it is blind towards differences in development within peer groups. In contrast, the PERSOC framework is particularly suited to explain individual differences in development within groups as a result of specific dyadic peer–relationship experiences. We propose that a conjunct consideration of peer–group effects and dyadic peer–relationship effects can advance the general understanding of personality development. We discuss examples for a cross–fertilization of the two frameworks that suggest avenues for future research. Copyright © 2014 European Association of Personality Psychology
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45

Xu, Fei. "The Relationship between Family Function and Aggression in Peer Relationships among Adolescents." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 1030–37. http://dx.doi.org/10.54097/2ev1xt38.

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This research studied the influence of family function on adolescents’ aggression in peer relationships, including romantic relationships and friendships. 62 participants from different high schools in Beijing fulfilled the Family Assessment Device (FAD) Family Functioning Scale and the Chinese Version of the Buss-Warren Attack Questionnaire (BWAQ). Results showed that in peer relationships, total family function, affective involvement, and general function have weak positive correlations with adolescent aggression; In friendship, affective involvement, and general function have weak positive correlations with adolescent aggression. This study helps identify potential risk factors for aggression in peer relationships, informs the design of effective prevention and intervention strategies, and can contribute to broader research on the impact on adolescent development and well-being.
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Shin, Eunyoung. "The Relationship between Early Adolescence School Violence Victimization, Peer Relationships, and the Moderating Effect of School Transfer Experience." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 19 (October 15, 2023): 149–58. http://dx.doi.org/10.22251/jlcci.2023.23.19.149.

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Objectives This study examines the relationship between early adolescence school violence victimization, peer relationships, and the moderating effect of school transfer experience. Methods Using panel data from the Korean Educational Development Institute's ongoing Korean Education Longitudinal Study, which has been conducted since 2013, we conducted an analysis of school violence victim-ization experiences, peer relationships, and transfer experiences from elementary 5th grade to high school graduation. For data preprocessing and identifying transfer experiences, we utilized SPSS 27, while for examining moderation effects (multigroup analysis) using structural equation modeling, we employed Mplus 8.3. Results Firstly, experiences of school violence during early adolescence have a negative impact on subsequent peer relationships during the adolescent period. Secondly, transfer experiences moderate the effects of school violence victimization during early adolescence on later peer relationships in adolescence. Conclusions Experiencing school violence during early adolescence had a negative impact on the formation of peer relationships during subsequent schooling. However, it was found that when students transfered schools and joined a new peer group, they experienced less difficulty in forming peer relationships. Therefore, policy alter-natives that allow school violence victims to choose school transfers are needed.
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Liu, Jiahe. "The Effect of Peer Relationship on Academic Performance in High School Students." Lecture Notes in Education Psychology and Public Media 13, no. 1 (October 26, 2023): 136–44. http://dx.doi.org/10.54254/2753-7048/13/20230870.

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Due to the singleness of high school students contact with social groups and the onerous nature of learning tasks, peer relationships have become one of the most important interpersonal relationships among high school students. Moreover, peer relationships have been proven to have a certain impact on their academic performance. Based on this fact, this study mainly explains three indicators of peer relationship: the number of friends, friends academic performance, and the quality of friendship. The interrelationship and internal impact mechanisms of peer relationships on the academic performance of high school students were also discussed. A cluster sampling method was used to collect a sample of 165 high school students. The Friendship Quality Scale was used to measure the quality of friendship among high school students. Furthermore, the present study explored the interaction between peer relationships and academic performance among high school students. According to the research results, we find that Peer relationships among high school students have a significant impact on academic performance. The better peer relationships are, the better the students academic performance is. The author suggests that good peer relationships should be used in students daily study life, which does good to their physical and mental fitness.
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Lund, Terese Jean, Belle Liang, Brenna Lincoln, Allison E. White, Angela M. DeSilva Mousseau, Lester A. Mejia Gomez, and Elizabeth Akins. "Purpose in Life among First-Generation College Students: Friends Make a Difference." Youth 2, no. 1 (January 10, 2022): 12–22. http://dx.doi.org/10.3390/youth2010002.

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Purpose in life is linked with numerous positive outcomes among adolescents and emerging adults. Peer relationships may play an important role in the cultivation of purpose, especially among first-generation college (FGC) students. The present study examined the association between the quality of peer relationships and commitment to purpose among students from three universities (N = 195). Analyses also examined whether FGC student status moderated this association. The results indicated that the quality of peer relationships significantly predicted commitment to purpose. FGC status moderated this association; high-quality relationships with peers helped close the gap in purpose commitment between FGC students and their counterparts.
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Liao, Mingyue, Shike Zhou, and Ronghua Ying. "The Influence of Parent-Child Relationship on the Academic Pressure of Elementary Students: A Moderated Mediation Model-Based on the Survey and Analysis of 38,069 Elementary Students." Science Insights Education Frontiers 9, no. 1 (June 30, 2021): 1161–82. http://dx.doi.org/10.15354/sief.21.or035.

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Taking the elementary students of grade 5 in Jiangsu Province as the object, the research is carried out on the family and peer factors that affect the academic pressure of elementary students. The results show that parent-child relationships and peer relationships are critical protective factors for elementary students’ academic pressure. The parent-child relationship negatively predicts the academic pressure and affects its academic pressure through the peer relationship, while self-esteem regulates the relationship between the peer relationship and the academic pressure. The study results suggest that constructing a good parent-child relationship and peer relationship while improving children’s self-esteem positively impacts elementary students to cope with academic pressure.
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Baker, Charlene K. "What Role Do Peers Play in Adolescent Dating? Insights From Adolescents With a History of Dating Violence." Violence Against Women 23, no. 2 (July 9, 2016): 178–201. http://dx.doi.org/10.1177/1077801216638769.

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Prior research suggests that peers are important to adolescent dating experiences. However, questions remain about the role peers play in adolescent relationships, including dating violence. To fill this gap, eight sex-specific focus groups were conducted with 39 high school–aged teens, all of whom had experienced prior relationship problems. Participants described how peers helped them initiate dating relationships, but once in the relationship, peers would spread rumors and create dramas that led to jealousy, discord, and violence between the couple. Prevention programs should focus on cultivating peers as helpful bystanders and counteracting peer actions that lead to dating violence.
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