Skip to main content
Article thumbnail
Location of Repository

The importance of social worlds: an investigation of peer relationships [Wider Benefits of Learning Research Report No. 29]

By Leslie Gutman and John F Brown

Abstract

In the following report, we investigate the developing social worlds in late primary school, exploring the patterns in children’s general peer relationships, their closer and more significant friendships and bullying behaviours. Using cluster analysis, we identify unique groups of children characterized not only by their experiences of bullying and victimization, but the support and satisfaction they receive from their friendships and interactions between the ages of 8 and 10. We also expand past research by examining how children’s early development (ages 3 to 4) may predict their later designation as bullies and/or victims, and whether peer clusters relate to children’s contemporaneous and later adjustment

Publisher: Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London
Year: 2008
OAI identifier: oai:eprints.ioe.ac.uk.oai2:5975

Suggested articles

Citations

  1. (2001). A person approach in research on adolescence: Some methodological challenges. doi
  2. (1974). A preschool and primary internal-external control scale. doi
  3. (1995). Alltag der Schulkinder: Beobachtungen und Analysen von Interaktionen und Sozialbeziehungen [Everyday life of schoolchildren: Observations and analyses of interactions and social relations].
  4. (1996). An update on the status of the Rutter parents' and teachers' scales. doi
  5. (2004). and the Health Behavior in School-aged Children Bullying Analyses Working Group
  6. (1983). Behavioral antecedents of peer status. doi
  7. (2001). Bullies, victims, and bully/victims: Distinct groups of youth at risk. doi
  8. (1997). Bully/victim problems and their association with Eysenck’s personality dimensions in 8- to 13-year-olds. doi
  9. (1994). Bully/victim problems in middle-school children: Stability, self-perceived competence, peer perceptions and peer acceptance. doi
  10. (1998). Bullying and psychiatric symptoms among elementary school-age children. doi
  11. (2001). Bullying and victimisation of primary school children in England and Germany: Prevalence and school factors. doi
  12. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. doi
  13. (2000). Bullying at school: An indicator of adolescents at risk for mental disorders. doi
  14. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. doi
  15. (1999). Bullying in school children. doi
  16. (1993). Bullying in Schools: What We Know and What We Can Do. doi
  17. (2001). Bullying involvement in primary school and common health problems. doi
  18. (2005). Bullying perspectives: Experiences, attitudes, and recommendations of 9 to 13-year-olds attending health education centers in the United States. doi
  19. (2005). Bullying roles in changing contexts: The stability of victim and bully roles from primary to secondary school. doi
  20. (2000). Children involved in bullying at elementary school age: Their psychiatric symptoms and deviance in adolescence. An epidemiological sample. doi
  21. (2004). Children’s friendships: Shifts over half a century in perspective on their development and on their effects. doi
  22. (2008). Children’s Well-being in Primary School: Pupil and School Effects.
  23. (1984). Cluster Analysis. doi
  24. (1995). Development of a short questionnaire for use in epidemiological studies of depression in children and adolescents.
  25. (2008). Early adolescent school adjustment: Associations with friendship and peer victimisation. doi
  26. (1997). Early Behavior Problems as a Predictor of Later Peer Group Victimization: Moderators and Mediators in the Pathways of Social Risk.
  27. (2003). Examination of peer-group contextual effects on aggression during early adolescence. doi
  28. (1999). Factors associated with bullying behavior in middle school students. doi
  29. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. doi
  30. (2000). Gender differentiated experience in the peer culture. doi
  31. (1966). Generalized expectancies for internal versus external control of reinforcement. doi
  32. (2003). Identification of aggressive and asocial victims and the stability of their peer victimization. doi
  33. (1997). Key issues in the development of aggression and violence from childhood to early adulthood. doi
  34. (1998). Parenting behaviors and parent– child relationships: Correlates of peer victimization in kindergarten? doi
  35. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective.
  36. (2006). Perceptions of friendship quality and observed behaviors with friends: How do sociometrically rejected, average, and popular girls differ? doi
  37. (1990). Recent achievements and adversities in anxious and depressed school age children. doi
  38. (1989). Recent friendships in anxious and depressed school age children. doi
  39. (2003). Relationships between bullying and violence among U.S. doi
  40. (1985). Self-perception profile for children. doi
  41. (1999). Socially undesirable need not be socially incompetent: A response to Crick and Dodge. doi
  42. (1990). SPSS Base System Users Guide.
  43. (2004). SPSS TwoStep Clustering: A First Evaluation.
  44. (2003). Studying Individual Development in an Interindividual Context. Mahwah, NJ: Lawrence Erlbaum Associates.
  45. (2000). Subtypes of victims and aggressors in children’s peer groups.
  46. (1999). Superiority is in the eye of the beholder: A comment on doi
  47. (2000). The association between direct and relational bullying and behaviour problems among primary school children. doi
  48. (1999). The Nature of School Bullying : A Cross-national Perspective doi
  49. (2000). Twenty years’ research on peer victimisation and psychosocial adjustment: A meta-analytic review of cross-sectional studies. doi
  50. (1993). Understanding and preventing bullying. doi
  51. (1998). Victimization by peers: Associations with children’s reports of mother–child interaction. doi
  52. (2002). Victimization in South Korean children’s peer groups. doi
  53. (2004). Wie Du mir, so ich Dir’’: Pra¨valence und Stabilita¨t von Aggression und Bullying in Grundschulklassen [Tit for tat: Prevalence and stability of aggression and bullying in primary school settings]. Psychologie in Erziehung und

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.