Relational Aggression and Victimization in Young Adults' Romantic Relationships: Associations with Perceptions of Parent, Peer, and Romantic Relationship Quality

This study had three goals: (a) To investigate gender differences in relational aggression and victimization within young adults' romantic relationships, (b) to investigate associations between romantic relational aggression and victimization and perceptions of romantic relationship quality, and (c) to explore parent and peer predictors of romantic relational aggression and victimization. College students (70 females and 34 males) completed self‐reports of romantic relational aggression and victimization, and parent, peer, and romantic relationship quality. Men and women reported equal levels of romantic relational aggression, and men reported higher levels of victimization than women. Aggression and victimization were positively correlated with negative romantic relationship qualities and negatively correlated with positive relationship qualities. Regression analyses indicated that both romantic relational victimization and romantic relational aggression explained variance in romantic relationship quality. There were several significant associations between parent and peer relationship quality and romantic relational aggression and victimization, which suggest that poor relationships with parents and peers may play a role in the development and maintenance of these behaviors.     

Social Victimization Trajectories From Middle Childhood Through Late Adolescence

Social victimization refers to being targeted by behaviors intended to harm one's social status or relationships (Underwood, 2003), including malicious gossip, friendship manipulation, and social exclusion (both verbal and non‐verbal). The current study examined social victimization experiences longitudinally from middle childhood through late adolescence. Participants (N = 273, 139 females) reported on their social victimization experiences in grades 4–11 (ages 9 to 16 years). Using mixture (group‐based) modeling, four social victimization trajectories were identified: low, medium decreasing, medium increasing, and elevated. High parent‐child relationship quality decreased the odds of being in the elevated group compared to the low group; however, parent‐child relationship quality was no longer a significant predictor when emotional dysfunction was added to the model. Higher emotional dysfunction and male gender increased the odds of being in the elevated group and medium increaser group relative to the low group even after controlling for parent‐child relationship quality. Implications for intervention and future research directions are discussed.     

Fighting Fair: Adaptive Marital Conflict Strategies as Predictors of Future Adolescent Peer and Romantic Relationship Quality

This study examined the associations between reasoning during inter‐parental conflict and autonomous adolescent conflict negotiation with peers over time. Participants included 133 adolescents and their parents, peers, and romantic partners in a multi‐method, multiple reporter, longitudinal study. Inter‐parental reasoning at adolescent age of 13 predicted greater autonomy and relatedness in observed adolescent–peer conflict one year later and lower levels of autonomy undermining during observed romantic partner conflict five years later. Inter‐parental reasoning also predicted greater satisfaction and affection in adolescent romantic relationships seven years later. Findings suggest that autonomy‐promoting behaviors exhibited in the inter‐parental context may influence adolescents' own more autonomous approaches to subsequent peer and romantic conflict. Possible explanatory models are discussed, including social learning theory and attachment theory.     

Romantic partner satisfaction among low‐income mothers: Links to child‐peer and teacher relationships via mother‐child conflict

The current project explores maternal inter‐parental (IP) romantic partner satisfaction in relation to mother‐child conflict and later peer and teacher relations from early to middle childhood among a sample of low‐income, ethnically diverse mothers (N = 271) who were part of a longitudinal study testing the effectiveness of the Family Check‐Up intervention. We hypothesized spillover effects from IP dissatisfaction during early childhood to mother‐child conflict two years later. Greater mother‐child conflict in turn was expected to lead to poorer peer relations and greater conflict with teachers in middle childhood. The results support a spillover effect from lower IP satisfaction at age 3 to higher mother‐child conflict at age 5 to poorer peer relations and greater conflict with teachers at school at ages 8.5, 9.5, and 10.5. Mother‐child conflict significantly mediates these pathways. The results support the importance of IP satisfaction and mother‐child conflict in early childhood as critical factors in pathways leading to low‐income children's social relationships at school during middle childhood.     

Loneliness and Peer Relations in Adolescence

The present study examined whether adolescent loneliness would be lower within the context of positive relationships with peers. The core conceptual model predicted that hypothesized links between peer‐rated social behaviors or victimization and loneliness would be mediated by social acceptance. Relationship experiences (i.e., social acceptance, reciprocal liking, and romantic relationship history), also were hypothesized to serve as protective factors in the links between social behaviors/victimization and loneliness. Finally, we examined sociometric status group differences in loneliness. Participants were 2091 11th grade students (61 percent girls). As expected, adolescent loneliness was positively associated with shyness, even when social acceptance was controlled. Additionally, loneliness was positively correlated with victimization and inversely related to prosocial and disruptive behavior. The link between victimization and loneliness was fully mediated by social acceptance; no other mediational models were supported. Also, the three relationship experience variables were unique predictors of loneliness (with social acceptance explaining the bulk of the variance in loneliness). There was no evidence, however, that social acceptance moderated the links between social behavior or victimization and loneliness. Sociometric analyses revealed that neglected and shy‐rejected, but not aggressive‐rejected adolescents, were lonelier than average peers.     

The Effects of Early Institutionalization and Foster Care Intervention on Children's Social Behaviors at the Age of Eight

The present study compared the social behaviors of eight‐year‐old previously institutionalized Romanian children from the Bucharest Early Intervention Project (BEIP) in two groups: (1) children randomized to foster care homes (FCG), and (2) children randomized to care as usual (remaining in institutions) (CAUG). Children were observed interacting with an age‐ and gender‐matched unfamiliar, non‐institutionalized peer from the community during six interactive tasks, and their behavior was coded for speech reticence, social engagement, task orientation, social withdrawal, and conversational competence. Group comparisons revealed that FCG children were rated as significantly less reticent during a speech task than CAUG children. For CAUG children, longer time spent in institutional care was related to greater speech reticence and lower social engagement. Using an actor–partner interdependence model, CAUG children's behaviors, but not FCG, were found to influence the behavior of unfamiliar peers. These findings are the first to characterize institutionalized children's observed social behaviors toward new peers during middle childhood and highlight the positive effects of foster care intervention in the social domain.     

Exploratory analysis of verbal aggression in romantic relationships among unmarried men and women: Predictive patterns by gender and race

This is an exploratory study that examined verbal aggression in romantic relationships among unmarried Black and White women and men as a function of gender and race. We employed an ecological approach to examine the receipt of verbal aggression separately for men and women at the levels of individual, relationship, and community. We also explored whether gender-specific correlates of verbal aggression interacted with race. Analyses were based on a sample of 212 women and 133 men in non-marital romantic relationships recruited from 21 U.S. cities for a larger study. Linear mixed-effects models revealed that factors related to experiencing verbal aggression differed substantially for unmarried women and men in romantic relationships. Interesting racial differences also emerged distinctly for women and men.     

Solitary‐functional Play and Solitary‐pretend Play: Another Look at the Construct of Solitary‐active Behavior Using Playground Observations

Although the construct of solitary‐active behavior calls for the aggregation of solitary‐functional play and solitary‐pretend play, there is little empirical support for combining them into one construct. Furthermore, little work has been done in early childhood to examine these behaviors on the playground. The purpose of this study was to observe children's behavior on the playground to explore whether solitary‐functional and solitary‐pretend behaviors are related to one another and to other indices of social adjustment/maladjustment. Examining a sample of 361 preschoolers, results revealed that (1) solitary‐functional and solitary‐pretend play were not related, (2) solitary‐functional play was associated with solitary‐passive and reticent behaviors, as well as less social play, co‐operative rough and tumble play, sociable/friendliness, assertiveness, and lower peer acceptance, and (3) solitary‐pretend play was linked to lower peer acceptance and more social maladjustment, including venting, reactive aggression (but not proactive aggression), active exclusion, victimization, and being distractible.     

Dimensions of Social Status in Preadolescent Peer Groups: Likability, Perceived Popularity, and Social Dominance

A multidimensional, interdisciplinary model of social status was developed and examined in a sample of 487 fourth, fifth, and sixth grade elementary school students. Participants were clustered into seven subtypes (i.e., High Status, Perceived Popular/Dominant, Well‐Liked/Dominant, Average, Low Dominant/Unpopular, Disliked, and Low Status) based on the dimensions of likability, perceived popularity, and social dominance emphasized, respectively, by psychologists working within the sociometric tradition, sociologists of education, and ethologists. The meaningfulness of the cluster solution was supported by cluster differences on peer‐reported social prerogatives of status (e.g., admiration, social control, leadership) and self‐reported social characteristics. Furthermore, each cluster had a distinct behavioral profile. It was argued that a broader, multidisciplinary conceptualization of social status should lead to a better understanding of the complex dynamics present in children's peer groups in middle childhood as well as the tools preadolescents need to successfully navigate the peer system.     

Rewards and Costs in Adolescent Other-sex Friendships: Comparisons to Same-sex Friendships and Romantic Relationships

This study used a social exchange framework to examine the features of non-romantic other-sex (OS) friendships compared with same-sex (SS) friendships and romantic relationships. High school seniors (N  =  141) completed open-ended interviews about the benefits and costs of having OS friendships, SS friendships, and romantic relationships in general. As expected, perspective taking, learning about the other sex, and meeting the other sex were seen as rewards of OS friendships more often than for SS friendships and romantic relationships. Confusion about the nature of the relationship was seen as a cost of OS friendships more often than of SS friendships and romantic relationships. Intimacy, support, and companionship were mentioned less often as rewards of OS friendships than romantic relationships. Adolescents also completed questionnaires about their own specific relationships of each type. Their OS friendships were perceived as less supportive than their other two relationships; OS friendships were also seen as having fewer negative interactions than romantic relationships. Our findings expand the application of social exchange theory and lend empirical support to prior speculations about OS friendships and their importance in adolescents' social worlds.     

Theory of mind and peer relationships: The role of social anxiety

Recent research has shown that individual differences in theory of mind (ToM) during middle childhood are linked with individual differences in children's peer relationships. The present longitudinal study investigated this association more deeply, exploring the potential mediating role played by children's social anxiety. We tested a group of 66 children (11.5 years old at Time 1) three times over one year after their transition to secondary school. Over and above language, SES and stability in individual differences, ToM performance shortly after starting secondary school (Time 1) predicted higher peer acceptance, as well as lower peer rejection, one year later (Time 3) via lower levels of social anxiety over time (Time 2). This study extends our knowledge about the links between social understanding and interpersonal relations in middle childhood. The results suggest that ToM may play an important role in children's adjustment when confronting new social contexts.     

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.     

Narrative skills predict peer adjustment across elementary school years

The importance of peer adjustment in middle childhood coincides with developing social cognitive and discursive skills that include the ability to make personal narrative accounts. Authoring personal stories promotes attention to the sequence of events, the causal connections between events, the moral significance of what has happened, and the motives that drive human action: these skills may be critical for the establishment and maintenance of satisfying peer relationships during elementary school. This study extended previous research by considering whether narrative skills in written stories about peer interactions predicted peer adjustment. As part of an ongoing longitudinal study, 92 children wrote narratives about peer experiences and completed surveys on measures of peer adjustment for two school years. Cross‐lagged panel models indicated that chronological and thematic coherence and reports of moral concerns in narratives in the first year of the study contributed to lower peer disliking in the subsequent academic year. Reports of motives in Year 1 narratives contributed to lower levels of loneliness and peer victimization in Year 2. Writing personal narratives that are coherent and attentive to moral concerns and motives may be especially beneficial for children who have difficulty connecting with peers. We discuss implications for classroom practices.     

Associations between sleep consolidation in infancy and peer relationships in middle childhood

Sleep plays an important role in many aspects of children's development. Research on children's sleep and their peer relationships has begun to emerge in the last years. However, these studies are mostly cross‐sectional. The current study aimed to investigate the associations between infant sleep and peer relationships in middle childhood. The sample comprised 72 children. Sleep was measured at 1 year using a sleep diary completed by mothers. In the second and third grades of elementary school (7 and 8 years of age), mothers and fathers reported on their children's functioning with peers. When they were in third grade, children were interviewed regarding their friendship quality with a best friend. Results revealed negative associations between children's sleep consolidation (i.e., ratio of nighttime sleep) and parent‐reported peer problems, and positive associations between sleep consolidation and perceived friendship quality. These findings suggest that well‐regulated sleep in infancy may help children develop the skills necessary for later appropriate social functioning in peer contexts.     

Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood

Executive function (EF) and theory of mind (ToM) are related to children's social interactions, such as aggression and prosocial behavior, as well as their peer acceptance. However, limited research has examined different forms of aggression and the moderating role of gender. This study investigated links between EF, ToM, physical and relational aggression, prosocial behavior and peer acceptance and explored whether these relations are gender specific. Children (N = 106) between 46‐ and 80‐months‐old completed tasks assessing cool and hot EF and ToM. Teaching staff rated children's aggression, prosocial behavior, and peer acceptance. EF and ToM predicted physical, but not relational, aggression. Poor inhibition and delay of gratification were uniquely associated with greater physical aggression. EF and ToM did not predict prosocial behavior or peer acceptance. Added to this, gender did not moderate the relation between either EF or ToM and social outcomes. The correlates of aggression may therefore differ across forms of aggression but not between genders in early childhood.     

Preschool Boys with Pervasive Hyperactivity: Early Peer Functioning and Mother–Child Relationship Influences

This study compared the peer functioning of a community sample of preschool boys with pervasive hyperactivity (N=33) and comparison boys (N=34), and examined the extent to which any differences in peer functioning between these groups could be explained by comorbid child conduct problems and parenting factors. The quality of boys’ peer relations was assessed on the basis of teacher and observer ratings of peer‐related behavior at preschool. The quality of parenting and boys’ behavior at home were assessed using the Parental Account of Children's Symptoms Interview, the Parenting Scale, and videotaped mother–son interactions. Boys with hyperactive behavior problems showed higher rates of aggressive, noncompliant, and nonsocial behaviors, and lower rates of prosocial behavior and peer acceptance than boys in the comparison group. These between‐group differences in social functioning remained significant following statistical control for the effects of conduct problems, highlighting the wide range of peer difficulties associated with preschool hyperactivity. Results of further analyses suggest that the quality of early mother–child interactions and the behavioral features of hyperactivity may make unique contributions to the 00development of peer relationship difficulties in preschool children with pervasive hyperactivity.     

The Relations between Infant Negative Reactivity,Non‐maternal Childcare,and Children's Interactions with Familiar and Unfamiliar Peers

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

‘You Feel Sad?’ Emotion Understanding Mediates Effects of Verbal Ability and Mother–Child Mutuality on Prosocial Behaviors: Findings from 2 Years to 4 Years

Early individual differences in prosocial behaviors are pivotal for children's peer relationships. To investigate the interplay among verbal ability, emotion understanding, and mother–child mutuality as predictors of prosocial behaviors, we observed 102 children at the ages of two, three, and four. All time points included verbal ability and emotion understanding tests and both video‐based and maternal ratings of prosocial behavior. The first two time points also included video‐based ratings of mother–child mutuality. The third time point included teacher ratings of prosocial behavior and an experimental task. Regression analysis demonstrated robust associations between emotion understanding at the age of three and prosocial behavior at the age of four. Path analysis showed that emotion understanding at the age of three mediated associations between verbal ability/mother–child mutuality at the age of two and prosocial behavior at the age of four.     

The Development of Peer Interaction in Infancy: Exploring the Dyadic Processes

Peer interaction is an important component of children's social repertoires that is associated with a variety of developmental outcomes and life skills. The present study provides an in‐depth study of early dyadic peer behaviors during the infancy period, during which social competence with peers is first being developed. Results from variable‐centered analyses highlight the effectiveness of behaviors, such as offering objects to peers, and point to the importance of the social context set by a peer's prior social behavior and processes for eliciting peer responses. Findings from person‐centered analyses reveal marked individual differences in the processes through which infants are successful in eliciting responses from their peers, illustrating the presence of multiple pathways to achieving social competence with peers.