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Does childhood peer status predict social adjustment in midadolescence?: (Abstract)
Stockholm University, Faculty of Social Sciences, Department of Psychology.
2006 (English)In: Clinicians's Research Digest: Briefings in Behavioral Science, ISSN 8756-3207, Vol. 24, no 4Article in journal (Other academic) Published
Abstract [en]

The author examined the relationship between (a) stable sociometric status (rejected, popular, and average popularity) among same-gender class peers at ages 10-11 and (b) peer situation and social adjustment at age 15. Findings revealed that rejected children maintained their lower popularity with same-gender classmates as well as with different-gender peers up to midadolescence, suggesting that low popularity is gender independent. This group of children also perceived their peer situation (index of friendship, loneliness, and popularity) more negatively than did children in the average and popular groups. As expected, adolescents of both genders reported most of their peers to be in conventional peer categories, such as school-mates, same-age peers, and classmates. However, the rejected participants reported a smaller number of conventional peers. These findings suggest that exposure to peer rejection during late childhood among same-gender classmates as well as among different-gender classmates may be seen as a negative factor for an individual's future adjustment and development. With the development of sexual maturity during adolescence, negative reactions of both genders increase difficulties in identity formation and self-esteem. Therefore, clinicians working with individuals in late childhood and midadolescence should implement interventions that focus on decreasing the impact of peer rejection in late childhood.

Place, publisher, year, edition, pages
2006. Vol. 24, no 4
Keyword [en]
peer status, adjustment, adolescence
National Category
URN: urn:nbn:se:su:diva-19973OAI: diva2:186498
Also in Zettergren, P. (2005). Childhood peer status as predictor of midadolescence peer situation and social adjustment. Psychology in the Schools, 42, 745-757.Available from: 2007-11-21 Created: 2007-11-21 Last updated: 2011-01-11Bibliographically approved

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