Emotion Knowledge Skills in Low-income Elementary School Children: Associations with Social Status and Peer Experiences

This short‐term longitudinal study examined relations between emotion knowledge and social functioning in a sample of low‐income kindergarten and 1st graders. Individual differences in spontaneous emotion naming and emotion recognition skills were used to predict children's social functioning at school, including peer‐nominated sociometric status, and child self‐reports of negative experiences with peers in school (peer victimization and rejection). Children who had greater emotional vocabulary and recognized emotions more accurately had better outcomes in all areas, and many of the associations between fall emotion knowledge skills and spring social functioning outcomes held after covarying grade and children's previous status with regard to these outcomes. Results are discussed with regard to implications for prevention and intervention programs (e.g., the PATHS curriculum) that focus on teaching emotion knowledge skills in order to foster high‐risk children's social competence.     

Peer Victimization,Self‐esteem,and Ego Resilience Types in Adolescents: A Prospective Analysis of Person‐context Interactions

This study examined bidirectional, longitudinal associations between peer victimisation and self‐esteem in adolescents, and tested for moderator effects of undercontrolling, overcontrolling, and ego‐resilient personality types in these associations. Data were used from 774 adolescents ages 11–16 years who participated in a three‐wave (i.e., 2005, 2006, and 2007) longitudinal study. Structural equation modelling analyses in Mplus demonstrated that, controlling for earlier levels of self‐esteem, self‐reported peer victimization was associated with lower self‐esteem across one‐year time intervals. Vice versa, however, low self‐esteem was not predictive of subsequent self‐reported victimization. Evidence was also found for a moderator effect of personality type on the longitudinal associations between self‐esteem and victimization. Only in the subgroup of overcontrolling adolescents was lower self‐esteem related to subsequently higher levels of peer victimization; their undercontrolling and ego‐resilient peers were unaffected.     

Parent and Peer Restrictions of Opportunities Attenuate the Link between Low Self‐control and Antisocial Behavior

Focusing on parents and peers as restrictors of opportunities, this study tested whether restricted opportunities attenuate the link between low self‐control and antisocial behavior as hypothesized by the General Theory of Crime. Early adolescents (N = 180, M age = 12.04 years, 49.4 percent female, 49 percent European American, 45 percent African American) reported their levels of self‐control, antisocial peer involvement, unsupervised time, parental solicitation, family rules, and involvement in antisocial behavior. Low levels of antisocial peer involvement and high levels of parental supervision, solicitation, and family rules were conceptualized as restricted opportunities for antisocial behavior. Opportunity restrictions attenuated the association between low self‐control and antisocial behavior such that low self‐control was less strongly associated with antisocial behavior when youth experienced less antisocial peer involvement, less unsupervised time, more parental solicitation, and more family rules than when youth experienced more antisocial peer involvement, more unsupervised time, less parental solicitation, and fewer family rules. Results clarify and extend our understanding of the role of restricted opportunities for low self‐control youth in the General Theory of Crime.     

Interpersonal Behavior, Peer Popularity, and Self-esteem in Early Adolescence

The present study compared the behavioral correlates of sociometric popularity status and consensual popularity status among a large group of children (N = 778) in their first year of secondary school. By means of self‐report and classmates’ nomination procedures, the relative contribution of the two types of popularity to peer role strain and self‐esteem were investigated. Results indicated large differences in the behavioral correlates of both types of popularity: Sociometric popularity is largely related to cooperative behavior and being perceived as popular. Consensual popularity is highly related to fashion style and being perceived as not boring. The two types of popu‐larity were uniquely related to self‐esteem levels. Consensual popularity was directly linked to social self‐esteem; sociometric popularity appeared to be linked to self‐esteem through the reduction of peer role strain levels. The results are discussed in the light of social psychological theories of dominance and prestige among children.     

The Intertwined Relationship between Self‐esteem and Peer Stress Among Korean Adolescents: A Prospective Longitudinal Study

Although the association between self‐esteem and peer stress among adolescents is not unidirectional, and the two constructs probably coevolve and coexist over time, these two constructs and their possible mutual influence have rarely been tested in one single study. The present study examined whether there are bidirectional interactions between self‐esteem and perceptions of peer stress across five or six annual waves using a nationally representative sample of two cohorts of South Korean youth. The sample comprised 2844 fourth graders (M = 9.86 years) and 3449 eighth graders (M = 13.79 years) at wave 1. Findings suggested that self‐esteem was positively associated with peer stress in early and middle adolescence, whereas peer stress was negatively associated with self‐esteem in early adolescence, but had positive links in middle and late adolescence. The implications of the results were discussed.     

Contingent Self‐worth in Chinese Adolescents and Young Adults: Relations with Global Self‐Esteem and Depressive Symptoms

Contingent self‐worth (CSW) is the extent to which an individual's sense of self‐worth is dependent on performance in a particular domain. CSW has been linked to poorer psychological health (e.g., lower global self‐esteem, greater depression and anxiety). However, the majority of work on CSW has been conducted with US college students. Far less is known about the influence of CSW for younger individuals or for non‐Western populations. This study examined relations between CSW domains and two indicators of well‐being (depressive symptoms and global self‐esteem) with Chinese adolescents (ages 13–16) and young adults (ages 19‐22). Results indicated that CSW in the domains of academic performance and others’ approval were positively related to depressive symptoms, whereas CSW in the domain of family support was negatively related to depressive symptoms. Others’ approval CSW was negatively related to self‐esteem for both adolescents and young adults, whereas CSW in the domains of academic performance and family support were related to self‐esteem for adolescents but not young adults. This study indicates that CSW is a meaningful and predictive construct for Chinese youth, and that cultural, environmental, and developmental factors may impact the relations between CSW and psychological health.     

The intergenerational continuity of parental conditional regard and its role in mothers’ and adolescents’ contingent self‐esteem and depressive symptoms

Although research has documented the adverse consequences of parental academic conditional regard in different developmental periods, few studies have examined antecedents and, in particular, the possibility of intergenerational continuity of this parenting dimension. The current study aimed to identify patterns of intergenerational similarity in two types of conditional regard (i.e., positive and negative). Additionally, it examined mothers’ and adolescents’ contingent self‐esteem (CSE) and depressive symptoms as outcomes of this process. In total, 211 mothers and their 10‐ to 16‐year‐old adolescents filled out questionnaires assessing perceived conditional regard in the relationship with their own mother (i.e., grandmothers’, and mothers’ conditional positive (PACPR) and negative regard (PACNR)), contingent self‐esteem (i.e., maternal child‐invested CSE and adolescents’ academic CSE), and maternal and adolescents’ depressive symptoms. Results revealed direct intergenerational similarity for PACPR, but not for PACNR. Within generations, PACPR was related positively to CSE, which, in turn, was related positively to depressive symptoms. Moreover, PACNR was related positively to depressive symptoms. Our findings provide preliminary evidence for the intergenerational continuity of conditional regard, which has important consequences because of its relation to CSE and subsequent depressive symptoms within both generations.     

It's Not Just Being Popular,it's Knowing it,too: The Role of Self‐perceptions of Status in the Associations between Peer Status and Aggression

Moderators of the well‐established association between status and overt and relational aggression were tested in a four‐year longitudinal sample (N = 358) of high school students. Self‐perceptions of popularity were found to moderate the link between actual peer‐perceived popularity and aggression, with adolescents who were both popular and aware of their popular status, scoring highest on peer‐nominated aggression and showing the greatest increases in aggression over time. Self‐perceptions of liking moderated the associations between social preference and aggression as well. Adolescents who saw themselves as disliked were particularly likely to show increases in aggression over time. The moderating effect of self‐perceptions was further moderated by gender in several cases. Findings are discussed in light of Coie's theory of the development of peer status theory. The social‐cognitive elements of high peer status, particularly of perceived popularity, are also highlighted.     

Experiencing Loneliness in Adolescence: A Matter of Individual Characteristics,Negative Peer Experiences,or Both?

The present study builds on the child‐by‐environment model and examines the joint contribution of intra‐individual characteristics (i.e., self‐esteem and shyness) and peer experiences (i.e., social acceptance, victimization, friendship quantity, and friendship quality) in the association with loneliness. A total of 884 adolescents (M_age = 15.80; 68 percent female) participated in this multi‐informant study. Results indicated that, in addition to self‐esteem and shyness, being poorly accepted by peers, being victimized, lacking friends, and experiencing poor‐quality friendships each contributed independently to the experience of loneliness. Further, friendship quantity and quality mediated the relation between the two intra‐individual characteristics and loneliness. Finally, a significant interaction was found between self‐esteem and social acceptance in predicting loneliness. The present study highlights the importance of investigating the joint effects of inter‐individual experiences and intra‐individual characteristics in examining loneliness. Suggestions to elaborate the child‐by‐environment model in loneliness research are discussed, and clinical implications are outlined.     

Currents in a Stream: College Student Identities and Ethnic Identities and Their Relationship with Self‐Esteem,Efficacy, and Grade Point Average in an Urban University*

Objectives. We investigate how college student identities and ethnic identities vary among black, white, and Asian students and among immigrant, second‐, and third‐generation students at a large public urban university (in counterpoint to recent studies at highly selective schools). In addition, we explore how those identities are related to college students' sense of self‐esteem and efficacy and their academic performance. Methods. We use survey data from a sample (N=652) of students attending a large diverse public urban university to create new indexes for several dimensions of college identity and ethnic identity and use existing self‐esteem and efficacy indexes to compare black, white, and Asian students, as well as immigrant, second‐generation, and third‐generation students. Results. Among several significant identity differences, we find: (1) whites are lower than blacks on college identity indexes, and immigrant students are higher than subsequent‐generation students on college student identity measures; (2) whites are lower than blacks and Asians on ethnic identity measures; only the ethnic activities index declines linearly from immigrant to second‐ to third‐generation students; (3) blacks have higher self‐esteem and efficacy than whites or Asians; whites have higher GPAs than blacks or Asians, while immigrant students have higher GPAs than third‐generation students; and (4) at least one college student identity dimension and one ethnic identity dimension is related to self‐esteem, efficacy, and GPA. Conclusions. How young adults conceive of themselves as college students and the way they formulate their own racial‐ethnic identities is related to their self‐esteem, efficacy, and academic performance. Moreover, the pattern that these relationships take is somewhat different at a large diverse public urban university than at highly selective universities.     

Understanding Popularity and Relational Aggression in Adolescence: The Role of Social Dominance Orientation

This study investigated a potential moderator of the association between popularity and relational aggression: social dominance orientation (SDO), the degree to which an individual endorses the importance of social hierarchy. One hundred eighty‐five ninth graders completed a sociometric assessment of RA and popularity, and a self‐report SDO measure. SDO was positively associated with popularity for both boys and girls, and with RA for girls. Popularity and RA were positively correlated for both genders. Regression analyses showed that SDO moderated the association between popularity and RA for girls, but not for boys. Girls who were both popular and who were social dominance‐oriented were particularly high in peer‐nominated RA. SDO may provide a useful framework for understanding the role of popularity in adolescent peer groups.     

Social Self‐Control,Externalizing Behavior,and Peer Liking Among Children with ADHD‐CT: A Mediation Model

This study investigated the role of externalizing behavior as a mediator of the relation between social self‐control and peer liking among children with attention‐deficit/hyperactivity disorder‐combined type (ADHD‐CT). A model was proposed whereby externalizing behavior would fully statistically account for the direct relation of social self‐control to peer liking. One hundred seventy‐two children ages 7.0–9.9 years with ADHD‐CT were rated by their teachers regarding their social self‐control and by their parents and teachers regarding their rates of externalizing behavior. Same‐sex classmates provided ratings of overall liking. Structural equation modeling was used to assess the proposed model. Results supported the proposed model of externalizing behavior as fully statistically accounting for the relation of social self‐control to peer liking. This study demonstrated the crucial role that externalizing behaviors play in the social impairment commonly seen among children with ADHD‐CT.     

Unsociability in Chinese adolescents: Cross‐informant agreement and relations with social and school adjustment

We examined cross‐informant agreement of unsociability and associations of unsociability with social and school adjustment. Participants were 229 (48% girls; M _age = 14.25, SD = .78 years) seventh‐ and eighth‐graders in Liaoning, China. Unsociability and shyness were assessed with self‐reports and peer nominations. Social and school adjustment data were obtained from multiple sources (self‐, peer‐, teacher‐reports). Peer‐reported unsociability was not significantly correlated with self‐reported unsociability, but was positively correlated with self‐reported shyness. Path models indicated that controlling for shyness and demographic covariates, peer‐, but not self‐reported, unsociability was associated with low peer acceptance, high peer rejection and exclusion, low school liking, and low academic performance and achievement. The findings suggest that unsociable Chinese adolescents may have multifaceted adjustment difficulties with peers and at school, but only when perceived as unsociable by peers. Methodological and theoretical implications of the results and the lack of correspondence between self‐ and peer‐reports were discussed.     

They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

This study examined who among the 526 fourth to sixth graders are nominated as among the coolest kids in their class. There were two questions: (1) Are popular‐aggressive (tough) children nominated as cool by a broad spectrum of their peers, or only by a select few? (2) Does variability in children’s cool nominations more closely follow their individual characteristics or group affiliations? Three‐level hierarchical linear modeling (nominators in groups in classrooms) tested the study hypotheses. The main finding was that children in aggressive groups nominated tough peers as cool and children in nonaggressive groups nominated popular‐nonaggressive (model) peers, regardless of nominators’ individual characteristics or the prominence of their groups across diverse classroom contexts. Girls were proportionately more likely to nominate tough than model boys, but only a minority (less than 25 percent) of relatively aggressive girls nominated any boys as cool. Findings indicate that normative boy and girl peer cultures give broad reputational support to some aggressive children.     

Parental self‐esteem,parent–child relationships,and authoritative parenting of Chinese migrant parents of left‐behind children: Implications for social policy and services

In this study, we aimed to examine whether and how parental self‐esteem and parent–child relationships interact and associate with the authoritative parenting of Chinese rural‐to‐urban migrant mothers and fathers of left‐behind children. Results from a cross‐sectional survey of 295 Chinese migrant parents living in Shenzhen revealed no statistically significant differences between migrant mothers and fathers in parental self‐esteem, parent–child relationships, and authoritative parenting. Both parental self‐esteem and parent‐child relationships had positive associations with authoritative parenting among two groups of respondents; however, the perceived parent–child relationship quality was a more important predictor than parental self‐esteem. There was also an interaction effect between parental self‐esteem and parent–child relationships on migrant mothers’ authoritative parenting. The findings indicate that migrant parents’ perception of their encounters with their children has a profound influence on their parenting behaviors. Social services should, thus, be provided to strengthen both virtual and face‐to‐face parent–child interactions via mobile phone parenting and periodic visits. New policies should be developed to provide migrant parents with more options regarding family reunion.     

Bad Days Don't End When the School Bell Rings: The Lingering Effects of Negative School Events on Children's Mood, Self-esteem, and Perceptions of Parent–Child Interaction

Each day for five days, 79 fifth‐grade children reported on events that occurred at school and they and their parents described their interactions with each other each evening. Consistent with previous research, it was found that on days when children reported more academic or peer problems during the day at school, they later described more aversive interactions with their parents. As hypothesized, increases in anxiety and drops in children's state self‐esteem partially mediated this link. However, parents did not report any differences in their interactions with the target child on days when the child experienced problems at school. This study suggests that negative events experienced by children while at school lead to short‐term changes in mood and self‐esteem, which influence their perceptions of subsequent interactions at home with parents.     

Bullying and the Need to Belong: Early Adolescents' Bullying-Related Behavior and the Acceptance they Desire and Receive from Particular Classmates

Based on the notion that one of the motives underlying children's antisocial behavior is their need to belong to particular peers, it was examined how each of four types of bullying‐related behavior would be related to the acceptance that 10 to 13‐year‐old children desired and received from same‐ and other‐sex children with different bullying‐related behavioral styles. Bullying‐related behavior was assessed using a peer nomination procedure. Children rated the importance of being accepted by each particular classmate and their own acceptance of these same classmates. Among boys, antisocial involvement in bullying was related to a desire to be accepted by other antisocial boys and to actually being rejected by boys in general. Among girls, antisocial involvement in bullying was related to a desire to be accepted by boys in general.     

Horizontal Hostility; Relations Between Similar Minority Groups

Two studies were conducted to examine the relations between similar minority groups. We predicted that minority group members would show horizontal hostility, a form of prejudice, against members of a similar, but more mainstream, minority group. The results of both studies confirmed this hypothesis. In Study 1, members of 3 Jewish congregations (reform, conservative, orthodox) showed prejudice against a member of a similar but slightly more secular congregation. In Study 2, members of a college varsity soccer team showed prejudice against junior varsity players. We conclude by suggesting that horizontal hostility is the result of social changes since Allport (1954) wrote The Nature of Prejudice. Members of minority groups value their minority social identity, even when the group is stigmatized. The positive value of minority social identity causes group members to look down on members of similar, more mainstream groups.     

Aggressive behaviour in adolescence: Links with self‐esteem and parental emotional availability

Aggressive behaviours during adolescence may be predictive of later conduct disorders, hence it is important to early detect their signals and deepen the study of their possible risk factors. In order to address these issues, our study pursued two main objectives: to evaluate the psychometric properties of the Italian adaptation of the Aggression Questionnaire Short‐Form (AQ‐SF), a form never previously used among Italian adolescents; and to investigate the relation among aggressiveness, emotional relationship with both parents and self‐esteem in a sample of adolescents. Our results highlighted that psychometric properties of the Italian AQ‐SF are satisfactory and encourage a wider use of this tool; in addition, we found that self‐esteem plays a mediation role between parental emotional availability and aggression. Prevention efforts should focus on improving the relationship with both parents and strengthening adolescent's self‐esteem.