Pub Date : 2021-10-12DOI: 10.13110/merrpalmquar1982.67.3.0293
L. Tighe, P. Davis‐Kean
Abstract:Research in developmental psychology often contains samples where education and income are highly related. This study examines characteristics of low-income families who have at least one parent with a college education and how their children's achievement and parenting practices compare to other types of families. Using the Early Childhood Longitudinal Study 1998–1999, 768 families were identified as low income and college educated. The majority of parents were White, working, and married, with high educational expectations. Children from low-income, college-educated families scored higher on achievement tests compared to children from low-income, less educated and high-income, less educated families. Compared to these same two types of families, low-income, college-educated parents were more involved in school and home activities, such as taking their child to libraries. The present findings extend understanding of, and confront common stereotypes about, families living in or near poverty. Even when lacking financial resources, education may provide a protective buffer for low-income families.
{"title":"The Influence of College Education on Parents and Children in Low-Income Families","authors":"L. Tighe, P. Davis‐Kean","doi":"10.13110/merrpalmquar1982.67.3.0293","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.67.3.0293","url":null,"abstract":"Abstract:Research in developmental psychology often contains samples where education and income are highly related. This study examines characteristics of low-income families who have at least one parent with a college education and how their children's achievement and parenting practices compare to other types of families. Using the Early Childhood Longitudinal Study 1998–1999, 768 families were identified as low income and college educated. The majority of parents were White, working, and married, with high educational expectations. Children from low-income, college-educated families scored higher on achievement tests compared to children from low-income, less educated and high-income, less educated families. Compared to these same two types of families, low-income, college-educated parents were more involved in school and home activities, such as taking their child to libraries. The present findings extend understanding of, and confront common stereotypes about, families living in or near poverty. Even when lacking financial resources, education may provide a protective buffer for low-income families.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"293 - 328"},"PeriodicalIF":0.8,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47453184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:In peer relations research, interest is increasing in studying the neural underpinnings of peer experiences in order to understand how peer interactions relate to adjustment and well-being. This review provides an overview of 27 studies examining how positive and negative peer experiences with personally familiar peers relate to neural processes. The review illustrates the ways that researchers have creatively designed controlled functional magnetic resonance imaging (fMRI) experiments employing real-life relationships. The review highlights evidence supporting the role of reward and affect sensitivity, as well as neural sensitivity to social exclusion in relation to peer experiences. Further, the review highlights research about how peer experiences modulate neural underpinnings of risk-taking and prosocial behavior. The review concludes with the challenges that studies aiming to combine peer and brain research face and provides avenues for future research.
{"title":"Neural Underpinnings of Peer Experiences and Interactions: A Review of Social Neuroscience Research","authors":"Berna Güroğlu, R. Veenstra","doi":"10.1353/mpq.2021.0021","DOIUrl":"https://doi.org/10.1353/mpq.2021.0021","url":null,"abstract":"Abstract:In peer relations research, interest is increasing in studying the neural underpinnings of peer experiences in order to understand how peer interactions relate to adjustment and well-being. This review provides an overview of 27 studies examining how positive and negative peer experiences with personally familiar peers relate to neural processes. The review illustrates the ways that researchers have creatively designed controlled functional magnetic resonance imaging (fMRI) experiments employing real-life relationships. The review highlights evidence supporting the role of reward and affect sensitivity, as well as neural sensitivity to social exclusion in relation to peer experiences. Further, the review highlights research about how peer experiences modulate neural underpinnings of risk-taking and prosocial behavior. The review concludes with the challenges that studies aiming to combine peer and brain research face and provides avenues for future research.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"416 - 456"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41332987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:With the increasing availability of electronic devices, social media platforms are pervasive in adolescents’ lives. Much of adolescents’ peer interactions occur virtually—to the point that the line between online and off-line relationships has become blurred. This article aims at sharing starting points with researchers who are in the initial stages of incorporating social media into their program of research on peer relationships in the context of adolescent development. We first present promising theoretical frameworks to contextualize research questions on this topic, and we then provide an overview of empirical work documenting the motivations for adolescents to use social media, followed by risks of social media use for adolescents’ well-being. Last, as we propose directions for future research, we highlight novel realities that have emerged from the social media, and we suggest methodological approaches to deepen our understanding of adolescents’ peer relationships and adjustment in the social media era.
{"title":"Social Media and Peer Relationships in Adolescence: Current State of Science and Directions for Future Research","authors":"M. Véronneau, R. Schwartz-Mette","doi":"10.1353/mpq.2021.0023","DOIUrl":"https://doi.org/10.1353/mpq.2021.0023","url":null,"abstract":"Abstract:With the increasing availability of electronic devices, social media platforms are pervasive in adolescents’ lives. Much of adolescents’ peer interactions occur virtually—to the point that the line between online and off-line relationships has become blurred. This article aims at sharing starting points with researchers who are in the initial stages of incorporating social media into their program of research on peer relationships in the context of adolescent development. We first present promising theoretical frameworks to contextualize research questions on this topic, and we then provide an overview of empirical work documenting the motivations for adolescents to use social media, followed by risks of social media use for adolescents’ well-being. Last, as we propose directions for future research, we highlight novel realities that have emerged from the social media, and we suggest methodological approaches to deepen our understanding of adolescents’ peer relationships and adjustment in the social media era.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"485 - 508"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44683242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Social withdrawal refers to the process whereby a child removes him/herself from opportunities for peer interaction. For the last 30 years, social withdrawal research has been predominantly influenced by Asendorpf’s (1990) conceptual model characterizing subtypes of social withdrawal based on combinations of social approach and social avoidance motivations (i.e., shyness, unsociability, or social avoidance). In this essay, we highlight some key limitations in this model and present a series of novel theoretical perspectives that offer opportunities to address these issues. These new perspectives are intended to compliment, supplement, and ultimately be integrated with the existing motivational model. Expanding this conceptual model in this regard can reveal novel insights regarding the development and implications of social withdrawal.
{"title":"Looking Beyond Social Motivations: Considering Novel Perspectives on Social Withdrawal in Childhood and Adolescence","authors":"R. Coplan, J. Bowker","doi":"10.1353/mpq.2021.0020","DOIUrl":"https://doi.org/10.1353/mpq.2021.0020","url":null,"abstract":"Abstract:Social withdrawal refers to the process whereby a child removes him/herself from opportunities for peer interaction. For the last 30 years, social withdrawal research has been predominantly influenced by Asendorpf’s (1990) conceptual model characterizing subtypes of social withdrawal based on combinations of social approach and social avoidance motivations (i.e., shyness, unsociability, or social avoidance). In this essay, we highlight some key limitations in this model and present a series of novel theoretical perspectives that offer opportunities to address these issues. These new perspectives are intended to compliment, supplement, and ultimately be integrated with the existing motivational model. Expanding this conceptual model in this regard can reveal novel insights regarding the development and implications of social withdrawal.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"390 - 415"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47713116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The history of research on peer relations consists of stability and change. Even as our questions about how the features and processes of experiences with peers affect development have remained constant, our methods and the measures we use have evolved. The goal of the six articles in this special issue is to push peer research into the future. Two articles focus on well-known peer constructs, specifically friendship and withdrawal; another focuses on a basic peer-related process, specifically peer influence. Two other articles show how the study of peer relations can intersect with emerging areas of research, specifically social developmental neuroscience and the study of computer-mediated communication. Another article shows how multilevel modeling can be used to assess in a single model effects from different levels of social complexity. Together these articles provide guidance about the next wave of research on peer relations.
{"title":"Introduction: The Future of Research on Peer Relations","authors":"W. Bukowski, A. J. Rose","doi":"10.1353/mpq.2021.0018","DOIUrl":"https://doi.org/10.1353/mpq.2021.0018","url":null,"abstract":"Abstract:The history of research on peer relations consists of stability and change. Even as our questions about how the features and processes of experiences with peers affect development have remained constant, our methods and the measures we use have evolved. The goal of the six articles in this special issue is to push peer research into the future. Two articles focus on well-known peer constructs, specifically friendship and withdrawal; another focuses on a basic peer-related process, specifically peer influence. Two other articles show how the study of peer relations can intersect with emerging areas of research, specifically social developmental neuroscience and the study of computer-mediated communication. Another article shows how multilevel modeling can be used to assess in a single model effects from different levels of social complexity. Together these articles provide guidance about the next wave of research on peer relations.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"361 - 366"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44986335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The challenge and pleasures of studying child and adolescent peer experiences come from the complexity and the significance of these relationships for development in childhood and adolescence. In spite of the recognized strengths of the current literature on the effects of experiences with peers, research on peer experiences is often limited by an inattention to the effects of the hierarchical structure of the peer system. Experiences with peers are known to be situated in complex and multilevel social contexts. These contexts can be as small (or as focal) as a relationship dyad (e.g., two best friends interacting together), a peer group (e.g., more than two peers interacting together simultaneously), or as large and diverse as the cultural contexts of nation-states. A consequence of this multilevel organization peer research would benefit from the use of models that can account for variables and processes that occur at different levels of social complexity. This multilevel approach would also be multidisciplinary because it would require the integration of constructs typically studied in different scholarly disciplines. We show how a broader and less disciplinarily focused perspective can enrich our understanding of the features and processes of peer experiences.
{"title":"Multilevel Models and Multidisciplinary Perspectives: Bringing Peer Relations Research Into the Future","authors":"Dawn Delay, W. Bukowski","doi":"10.1353/mpq.2021.0016","DOIUrl":"https://doi.org/10.1353/mpq.2021.0016","url":null,"abstract":"Abstract:The challenge and pleasures of studying child and adolescent peer experiences come from the complexity and the significance of these relationships for development in childhood and adolescence. In spite of the recognized strengths of the current literature on the effects of experiences with peers, research on peer experiences is often limited by an inattention to the effects of the hierarchical structure of the peer system. Experiences with peers are known to be situated in complex and multilevel social contexts. These contexts can be as small (or as focal) as a relationship dyad (e.g., two best friends interacting together), a peer group (e.g., more than two peers interacting together simultaneously), or as large and diverse as the cultural contexts of nation-states. A consequence of this multilevel organization peer research would benefit from the use of models that can account for variables and processes that occur at different levels of social complexity. This multilevel approach would also be multidisciplinary because it would require the integration of constructs typically studied in different scholarly disciplines. We show how a broader and less disciplinarily focused perspective can enrich our understanding of the features and processes of peer experiences.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"509 - 524"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41589623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Friendship is a developmentally significant relationship in childhood and adolescence that contributes to socioemotional, social-cognitive, and psychological development and well-being. It is a dyadic relationship based on mutual affection, with both friends thinking of each other as friends. Despite this definitional understanding of the dyadic nature of friendship, it is common to study friendships individually, for example, by investigating how one child’s perception of the quality of a friendship is associated with that child’s psychological functioning. Although this research approach yields important information about friendships and their effects on youth, we suggest that putting the dyad back into friendship research, by conceptualizing the dyad as the unit of analysis or by including characteristics or perceptions of both members of the dyad in analyses, will generate valuable new knowledge about friendships and their developmental significance. We focus on three key areas of study about children’s and adolescents’ friendships that would benefit from a dyadic perspective: (a) features and processes in friendships, (b) temporal and contextual approaches to the study of friendship, and (c) friendship tasks and social-cognitive perspectives on intervention.
{"title":"Back to the Dyad: Future Directions for Friendship Research","authors":"Catherine L. Bagwell, J. Bowker, S. Asher","doi":"10.1353/mpq.2021.0022","DOIUrl":"https://doi.org/10.1353/mpq.2021.0022","url":null,"abstract":"Abstract:Friendship is a developmentally significant relationship in childhood and adolescence that contributes to socioemotional, social-cognitive, and psychological development and well-being. It is a dyadic relationship based on mutual affection, with both friends thinking of each other as friends. Despite this definitional understanding of the dyadic nature of friendship, it is common to study friendships individually, for example, by investigating how one child’s perception of the quality of a friendship is associated with that child’s psychological functioning. Although this research approach yields important information about friendships and their effects on youth, we suggest that putting the dyad back into friendship research, by conceptualizing the dyad as the unit of analysis or by including characteristics or perceptions of both members of the dyad in analyses, will generate valuable new knowledge about friendships and their developmental significance. We focus on three key areas of study about children’s and adolescents’ friendships that would benefit from a dyadic perspective: (a) features and processes in friendships, (b) temporal and contextual approaches to the study of friendship, and (c) friendship tasks and social-cognitive perspectives on intervention.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"457 - 484"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48231227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Peer relations are a fundamental context for development. Experiences of children and adolescents with peers affect developmental outcomes. The study of peer relations continues to be important and peer relations research continues to be conducted.
{"title":"The Current State and Future of Peer Relations Research: Commentary on the Special Section","authors":"A. Cillessen","doi":"10.1353/mpq.2021.0017","DOIUrl":"https://doi.org/10.1353/mpq.2021.0017","url":null,"abstract":"Abstract:Peer relations are a fundamental context for development. Experiences of children and adolescents with peers affect developmental outcomes. The study of peer relations continues to be important and peer relations research continues to be conducted.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"525 - 539"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42125327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-07DOI: 10.13110/merrpalmquar1982.67.2.0149
Mylien T. Duong, D. Badaly, A. Ross, D. Schwartz
Abstract:Previous research has shown that adolescent peer groups play a role in maintaining and exacerbating demographic differences in achievement. However, there is still limited knowledge about the malleable factors that contribute to these achievement disparities. This short-term longitudinal study examined one such malleable factor—namely, perceived norms. Participants were 710 Asian American and Hispanic/Latino students in Grades 9 and 10 followed over 1 year. Normative perceptions and academic engagement were measured with adolescent self-report. Grade-point averages and standardized test scores were obtained from school records. Path analyses showed that injunctive norms (perception of the acceptability of academic effort), but not descriptive norms (perception of peers’ typical academic effort), significantly accounted for racial/ethnic group differences in self-reported engagement and standardized test scores. This study indicates that perceived norms may contribute to racial/ethnic differences in educational outcomes.
{"title":"Longitudinal Associations Between Academic Descriptive and Injunctive Norms and Adolescent Achievement","authors":"Mylien T. Duong, D. Badaly, A. Ross, D. Schwartz","doi":"10.13110/merrpalmquar1982.67.2.0149","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.67.2.0149","url":null,"abstract":"Abstract:Previous research has shown that adolescent peer groups play a role in maintaining and exacerbating demographic differences in achievement. However, there is still limited knowledge about the malleable factors that contribute to these achievement disparities. This short-term longitudinal study examined one such malleable factor—namely, perceived norms. Participants were 710 Asian American and Hispanic/Latino students in Grades 9 and 10 followed over 1 year. Normative perceptions and academic engagement were measured with adolescent self-report. Grade-point averages and standardized test scores were obtained from school records. Path analyses showed that injunctive norms (perception of the acceptability of academic effort), but not descriptive norms (perception of peers’ typical academic effort), significantly accounted for racial/ethnic group differences in self-reported engagement and standardized test scores. This study indicates that perceived norms may contribute to racial/ethnic differences in educational outcomes.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"149 - 174"},"PeriodicalIF":0.8,"publicationDate":"2021-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47154020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-07DOI: 10.13110/merrpalmquar1982.67.2.0175
Resnik, Bellmore
Abstract:As a test of the poor-get-poorer hypothesis, which shows that socially anxious teens are less likely to communicate online and in turn feel less closeness to friends, this study explored whether peer victimization is similarly related to social media involvement. High-school participants (n = 307, Mage = 15.91) reported about their victimization experiences, general social media usage, Twitter engagement, and strategic safety behaviors on Twitter, and provided their Twitter content. Results show that peer victimization experiences interact with social anxiety such that teens who experience both more peer victimization and more social anxiety engage with Twitter less than all other teens. Specifically, they spend fewer minutes per day on Twitter, feel less attached to Twitter, and Tweet less in general and about social relationships in particular. These findings indicate that adolescents whom experience social risk use Twitter in different ways than others and extends the application of the poor-get-poorer model.
{"title":"Is Peer Victimization Associated With Adolescents’ Social Media Use, Engagement, Behavior, and Content?","authors":"Resnik, Bellmore","doi":"10.13110/merrpalmquar1982.67.2.0175","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.67.2.0175","url":null,"abstract":"Abstract:As a test of the poor-get-poorer hypothesis, which shows that socially anxious teens are less likely to communicate online and in turn feel less closeness to friends, this study explored whether peer victimization is similarly related to social media involvement. High-school participants (n = 307, Mage = 15.91) reported about their victimization experiences, general social media usage, Twitter engagement, and strategic safety behaviors on Twitter, and provided their Twitter content. Results show that peer victimization experiences interact with social anxiety such that teens who experience both more peer victimization and more social anxiety engage with Twitter less than all other teens. Specifically, they spend fewer minutes per day on Twitter, feel less attached to Twitter, and Tweet less in general and about social relationships in particular. These findings indicate that adolescents whom experience social risk use Twitter in different ways than others and extends the application of the poor-get-poorer model.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"175 - 202"},"PeriodicalIF":0.8,"publicationDate":"2021-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44265454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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