Browsing by Subject "Peer relationships"

Now showing 1 - 3 of 3
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    Peer relationships among children with symptoms of attention-deficit/hyperactivity disorder: a developmental psychopathology perspective
    (2012-11) Tseng, Wan-Ling
    The goals of the present study were to (1) systematically examine aspects of peer functioning that are concurrently and longitudinally associated with ADHD symptoms; (2) investigate differential and independent effects of inattention and hyperactivity/ impulsivity on peer functioning; (3) examine potential mechanisms and processes involved; (4) study longitudinal effects of ADHD symptoms as well as the dynamic interplay between ADHD symptoms and their associated peer impairment over time; (5) explore potential risk and protective factors underlying the link between ADHD symptoms and peer problems; (6) explore the effect of gender; and (7) expand the current literature in this area of research to a non-Western culture (i.e., Taiwan). The sample of this study consisted of 739 preadolescents (239 fourth graders and 500 fifth graders) from northern Taiwan who participated in a short-term longitudinal study across three time points, six months apart. Overall, results indicated that inattention and hyperactivity/impulsivity each showed unique and independent (both concurrent and longitudinal) associations with a variety of peer relationship problems. Moreover, each core domain of ADHD was associated with different patterns of social behaviors (i.e., relational aggression, physical aggression, prosocial behavior), conferring differential pathways and mechanisms underlying peer impairment. Findings also showed a vicious cycle in which ADHD symptoms predicted later peer impairment, which in turn lead to increases in ADHD symptoms. This study further revealed some potential protective factors (e.g., high levels of prosocial behavior and low levels of physical aggression, relational aggression, and depressive symptoms) that may buffer against peer dislike in youth with ADHD symptoms. In addition, ADHD symptoms may affect girls' peer functioning to a greater extent than boys'. Taken together, the present findings from a Taiwanese sample, in comparison to the Western literature, demonstrated both similarities and differences in the associations between children's ADHD symptoms and their peer functioning as well as the mechanisms and the effect of gender involved. Implications of the present findings are discussed from a developmental psychopathology perspective.
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    The role of depression and social relationships in the intergenerational transmission of observed parenting.
    (2010-06) Coffino, Brianna Sue
    Using prospective, longitudinal, multimethod, and multireporter data, this study examined the role of depression and social relationships in the intergenerational (dis)continuity of observed parenting. Parenting was measured twice (at age 24 and 42 months) at parallel ages in each generation. Results indicated that parenting measured at 42 months related to measures of depression and social relationship indicators while parenting at 24 months generally did not. Using parenting measured at 42 months in both generations, there was a direct link in parenting across generations after accounting for continuities in depression both within and across generations but no mediation through depression. Both experiences of being parented and adolescent peer experiences appeared to independently influence the development of parenting behavior in the next generation. The findings provide support for the enduring effects of early parent-child experiences but suggest that relationships across childhood and adulthood contribute to individual differences in parenting.
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    Social Capital, Education, and Earning: The Important Role of Peer Relationships for Marginalized Tanzanian Youth
    (2016-05) Pellowski Wiger, Nancy
    Given low secondary school completion rates, high rates of youth unemployment, and the importance of relationships in Tanzania, there is a need for nuanced and critical analyses examining the link between social capital, education, and earning for young people. This study drew on theories of social capital from a critical perspective (Bourdieu, 1986, Stanton-Salazar, 1997, 2011) to examine how Tanzanian youth were able, and at times unable, to draw on and utilize their social capital to succeed in education and earning, particularly when faced with gender, economic, and social class inequalities. Drawing on longitudinal survey and interview data over four years from youth attending two boarding secondary schools implementing a youth entrepreneurship training program in Tanzania, this study examined how youth drew on peers and adults, at school and at home, to further their learning and earning goals. Findings showed that, while positive adult relationships furthered earning and learning outcomes, relationships with peers were particularly important for youth, in contrast to other studies focusing solely on youths’ relationships with adults (see, for example, Bajaj, 2009; Stanton-Salazar & Dornbusch, 1995). Females and orphans drew on peer support to supplement a lack of adult support for learning and earning, particularly when faced with challenges such as gender discrimination at home or in the workplace. In addition, older youth (ages 17-20) and youth who financially contributed to their households reported drawing on peers, especially when they lacked adult support for education. Non-orphans, younger youth (ages 11-16), and youth financially responsible for others drew on increased peer support at home over time, particularly to supplement a lack of adult support for earning. Male youth also drew on increased peer support at school for learning, and increased peer support at school and at home for earning. When faced with inequalities in school and the labor market, such as high costs associated with schooling, gender discrimination, unequal land rights, and sexual exploitation while earning, youth drew on peer support to supplement a lack of adult support for education and earning. These findings identify new possibilities for social capital research and have important implications for education and youth livelihood programming as arenas to build social capital for youth from marginalized backgrounds.