Top

Gepubliceerd in:

13-07-2018 | Empirical Research

Development of Friendship and Task Values in a New School: Friend Selection for the Arts and Physical Education but Socialization for Academic Subjects

Auteurs: Angela Chow, Noona Kiuru, Philip D. Parker, Jacquelynne S. Eccles, Katariina Salmela-Aro

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 9/2018

Abstract

Friends provide important social contexts for student development. Research has shown that adolescent friends are similar to each other in their interest and values for different school subjects. Yet our current understanding does not extend to knowing whether selection, deselection, or socialization processes are responsible for this phenomena. Without this knowledge, it is very difficult for parents, teachers, and schools to know how and when to intervene. This study investigated selection, deselection, and socialization effects on adolescent students’ task values for academic (languages, math and science, and social sciences) and non-academic subject areas (the arts and physical education). A social network approach was used to examine two waves of annual data collected from school-based networks of adolescents in the first and second years of high school education in Finland (N = 1419; female = 48.6%; mean age at first measurement point = 16). The results revealed that adolescents tended to select friends with similar levels of task values (friend selection) for the arts and physical education, but friends did not become more similar in these areas over time (friend socialization). In contrast, there was evidence of friend socialization, but not friend selection, for the academic school subjects. Across all subjects, differences in task values did not predict friendship dissolution (friend deselection). These findings suggest that to a significant extent, students make agentic choices in developing friendship with schoolmates based on their task values in non-academic subjects. The resultant friend contexts that individuals created, in turn, affected their task values in academic subject areas. These results shed light on the complexity of friend effect mechanisms on task values at the subject domain-specific level.

vorige artikel Trajectories of Social and Emotional Competencies according to Cyberbullying Roles: A Longitudinal Multilevel Analysis

volgende artikel Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter?

Berndt, T.J., & Keefe, K. (1995). Friends’ influence on adolescents’ adjustment to school. Child Development, 66, 1312–1329. https://doi.org/10.1111/j.1467-8624.1995.tb00937.x.CrossRefPubMed

Bissell-Havran, J.M., & Loken, E. (2009). The role of friends in early adolescents’ academic self-competence and intrinsic value for math and English. Journal of Youth and Adolescence, 38(1), 41–50. https://doi.org/10.1007/s10964-007-9266-3.CrossRefPubMed

Brechwald, W.A., & Prinstein, M.J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166–179. https://doi.org/10.1111/j.1532-7795.2010.00721.x.CrossRefPubMedPubMedCentral

Burns, G.N., Jasinski, D., Dunn, S., & Fletcher, D. (2013). Academic support services and career decision‐making self‐efficacy in student athletes. The Career Development Quarterly, 61(2), 161–167. https://doi.org/10.1002/j.2161-0045.2013.00044.x.CrossRef

Byrne, D. (1971). The attraction paradigm. New York: Academic Press.

Carter-Francique, A., Hart, A., & Steward, A. (2013). Black college athletes’ perceptions of academic success and the role of social support. Journal of Intercollegiate Sport, 6(2), 231–246. https://doi.org/10.1123/jis.6.2.231.CrossRef

Chow, A., Eccles, J., & Salmela-Aro, K. (2012). Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland. Developmental Psychology, 48(6), 1612–1628. https://doi.org/10.1037/a0030194.CrossRefPubMed

Cillessen, A.H.N. (2009). Sociometric methods. In K.H. Rubin, W.M. Bukowski & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 82–99). New York, NY: Guilford Press.

Cook, T.D., Deng, Y., & Morgano, E. (2007). Friendship influences during early adolescence: The special role of friends’ grade point average. Journal of Research on Adolescence, 17(s), 325–356. https://doi.org/10.1111/j.1532-7795.2007.00525.x.CrossRef

DeLay, D., Laursen, B., Kiuru, N., Salmela-Aro, K., & Nurmi, J.-E. (2013). Selecting and retaining friends on the basis of cigarette smoking similarity. Journal of Research on Adolescence, 23, 464–473. https://doi.org/10.1111/jora.12017. CrossRef

Dijkstra, J.K., Berger, C., & Lindenberg, S. (2011). Do physical and relational aggression explain adolescents’ friendship selection? The competing roles of network characteristics, gender, and social status. Aggressive Behavior, 37(5), 417–429. https://doi.org/10.1002/ab.20402.CrossRefPubMed

Dijkstra, J.K., Cillessen, A.H., & Borch, C. (2013). Popularity and adolescent friendship networks: Selection and influence dynamics. Developmental Psychology, 49(7), 1242–1252. https://doi.org/10.1037/a0030098.CrossRefPubMed

Duineveld, J., Parker, P.D., Ryan, R., Ciarrochi, J., & Salmela-Aro, K. (2017). The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Developmental Psychology, 53, 1978–1994. https://doi.org/10.1037/dev0000364.CrossRefPubMed

Eccles, J.S. (1983). Expectancies, values, and academic behaviours. In J.T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman.

Eccles, J.S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153.CrossRefPubMed

Feldman, A.F., & Matjasko, J.L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75, 159–210. https://doi.org/10.3102/00346543075002159.CrossRef

Fortuin, J., van Geel, M., & Vedder, P. (2015). Peer influences on internalizing and externalizing problems among adolescents: A longitudinal social network analysis. Journal of Youth and Adolescence, 44(4), 887–897. https://doi.org/10.1007/s10964-014-0168-x.CrossRefPubMed

Fortuin, J., van Geel, M., & Vedder, P. (2016). Peers and academic achievement: A longitudinal study on selection and socialization effects of in-class friends. The Journal of Educational Research, 109(1), 1–6. https://doi.org/10.1080/00220671.2014.917257.CrossRef

Franken, A., Keijsers, L., Dijkstra, J.K., & Ter Bogt, T. (2017). Music preferences, friendship, and externalizing behavior in early adolescence: a SIENA examination of the Music Marker Theory using the SNARE Study. Journal of Youth and Adolescence, 46(8), 1839–1850. https://doi.org/10.1007/s10964-017-0633-4.CrossRefPubMedPubMedCentral

Giordano, P.C. (2003). Relationships in adolescence. Annual Review of Sociology, 29, 257–281. https://doi.org/10.1146/annurev.soc.29.010202.100047.CrossRef

Gremmen, M.C., Dijkstra, J.K., Steglich, C., & Veenstra, R. (2017). First selection, then influence: Developmental differences in friendship dynamics regarding academic achievement. Developmental Psychology, 53(7), 1356–1370. https://doi.org/10.1037/dev0000314.CrossRefPubMed

Gruenenfelder-Steiger, A.E., Harris, M.A., & Fend, H.A. (2016). Subjective and objective peer approval evaluations and self-esteem development: A test of reciprocal, prospective, and long-term effects. Developmental Psychology, 52(10), 1563–1577. https://doi.org/10.1037/dev0000147.CrossRefPubMed

Holopainen, L., & Savolainen, H. (2005). Erityisopetus ja oppimisvaikeudet. In E. Korkeakoski (Ed.), Koulutuksen perusturva ja oppimisen tuki perusopetuksessa. Osaraportti, (Vol 3, pp. 58–72). Jyväskylä, Finland: Koulutuksen arviointineuvosto..

Huisman, M., & Steglich, C. (2008). Treatment of non-response in longitudinal network studies. Social Networks, 30, 297–308. https://doi.org/10.1016/j.socnet.2008.04.004.CrossRef

Kindermann, T.A. (2007). Effects of naturally-existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78(4), 1186–1203. https://doi.org/10.1111/j.1467-8624.2007.01060.x.CrossRefPubMed

Kindermann, T.A. (2016). Peer group influences on students’ academic motivation. In R. Wentzel & G.B. Ramani (Eds.), Handbook of social influence on social-emotional, motivation, and cognitive outcomes in school contexts (pp. 31–47). New York, US: Routledge.

Kiuru, N., Aunola, K., Nurmi, J.-E., Leskinen, E., & Salmela-Aro, K. (2008). Peer group influence and selection in adolescents’ school burnout: A longitudinal study. Merrill-Palmer Quarterly, 54, 23–55. https://doi.org/10.1353/mpq.2008.0008.CrossRef

Kiuru, N., Aunola, K., Vuori, J., & Nurmi, J.-E. (2007). The role of peer groups in adolescents’ educational expectations and adjustment. Journal of Youth and Adolescence, 36, 995–1009. https://doi.org/10.1007/s10964-006-9118-6.CrossRef

Kiuru, N., Burk, W., Laursen, B., Salmela-Aro, K., & Nurmi, J.-E. (2010). Pressure to drink but not to smoke: Disentangling selection and socialization in adolescent peer networks and peer groups. Journal of Adolescence, 33, 801–812. https://doi.org/10.1016/j.adolescence.2010.07.006.CrossRefPubMed

Kiuru, N., DeLay, D., Laursen, B., Burk, W.J., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2017). Peer selection and influence in students’ reading skills in early primary grades: A social network approach. Reading and Writing, 30, 1473–1500. https://doi.org/10.1007/s11145-017-9733-5.CrossRef

Lam, C.B., McHale, S.M., & Crouter, A.C. (2014). Time with peers from middle childhood to late adolescence: Developmental course and adjustment correlates. Child Development, 85(4), 1677–1693. https://doi.org/10.1111/cdev.12235.CrossRefPubMedPubMedCentral

Leaper, C., Farkas, T., & Brown, C.S. (2012). Adolescent girls’ experiences and gender-related beliefs in relation to their motivation in math/science and English. Journal of Youth and Adolescence, 41(3), 268–282. https://doi.org/10.1007/s10964-011-9693-z.CrossRefPubMed

Lenhart, A., Smith, A., Anderson, M., Duggan, M., & Perrin, A. (2015). Teens, technology and friendships. Retrieved from http://assets.pewresearch.org/wp-content/uploads/sites/14/2015/08/Teens-and-Friendships-FINAL2.pdf

Lerner, R.M. (2004). Diversity in individual-context relations as the basis for positive development across the life span: A developmental systems perspective for theory, research, and application. Research in Human Development, 1, 327–346. https://doi.org/10.1207/s15427617rhd0104_5.CrossRef

Marion, D., Laursen, B., Kiuru, N., Nurmi, J.-E., & Salmela-Aro, K. (2014). Maternal affection moderates friend influence on schoolwork engagement. Developmental Psychology, 50, 766–771. https://doi.org/10.1037/a0034295.CrossRefPubMed

McPherson, M., Smith-Lovin, L., & Cook, J.M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27, 415–444. https://doi.org/10.1146/annurev.soc.27.1.415.CrossRef

Morry, M.M. (2005). Relationship satisfaction as a predictor of similarity ratings: A test of the attraction-similarity hypothesis. Journal of Social and Personal Relationships, 22(4), 561–584. https://doi.org/10.1177/0265407505054524.CrossRef

Ojanen, T., Sijtsema, J.J., Hawley, P.H., & Little, T.D. (2010). Intrinsic and extrinsic motivation in early adolescents’ friendship development: Friendship selection, influence, and prospective friendship quality. Journal of Adolescence, 33(6), 837–851. https://doi.org/10.1016/j.adolescence.2010.08.004.CrossRefPubMed

Ripley, R., Snijders, T.A.B., & Preciado, P. (2013). Manual for SIENA version4.0. Oxford: University of Oxford.

Ruschoff, B., Salmela-Aro, K., Kowalewski, T., Dijkstra, J.K., & Veenstra, R. (2018). Peer networks in the post-graduate transition: Does peer group efficacy matter? (Manuscript submitted for publication).

Ryan, A. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72, 1135–1150. https://doi.org/10.1111/1467-8624.00338.CrossRefPubMed

Shin, H., & Ryan, A.M. (2014). Early adolescent friendships and academic adjustment: Examining selection and influence processes with longitudinal social network analysis. Developmental Psychology, 50(11), 2462–2472. https://doi.org/10.1037/a0037922.CrossRefPubMed

Simpkins, S.D., Schaefer, D.R., Price, C.D., & Vest, A.E. (2013). Adolescent friendships, BMI, and physical activity: untangling selection and influence through longitudinal social network analysis. Journal of Research on Adolescence, 23(3), 537–549. https://doi.org/10.1111/j.1532-7795.2012.00836.x.CrossRef

Snijders, T.A.B., & Baerveldt, C. (2003). A multilevel network study of the effects of delinquent behavior on friendship evolution. Journal of Mathematical Sociology, 27, 123–151. https://doi.org/10.1080/00222500305892.CrossRef

Snijders, T.A.B., van de Bunt, G.G., & Steglich, C.E.G. (2010). Introduction to stochastic actor-based models for network dynamics. Social Networks, 32, 44–60. https://doi.org/10.1016/j.socnet.2009.02.004.CrossRef

Steglich, C., Snijders, T.A.B., & Pearson, M. (2010). Dynamic networks and behavior: Separating selection from influence. Sociological Methodology, 40(1), 329–393. https://doi.org/10.1111/j.1467-9531.2010.01225.x. CrossRef

Suls, J., Martin, R., & Wheeler, L. (2002). Social comparison: why, with whom, and with what effect? Current directions in psychological Science, 11, 159–163. https://doi.org/10.1111/1467-8721.00191.CrossRef

van Workum, N., Scholte, R.H.J., Cillessen, A.H.N., Lodder, G.M.A., & Giletta, M. (2013). Selection, deselection, and socialization processes of happiness in adolescent friendship networks. Journal of Research on Adolescence, 23, 563–573. https://doi.org/10.1111/jora.12035.CrossRef

Van Zalk, M.H.W., Kerr, M., Branje, S.J.T., Stattin, H., & Meeus, W.H.J. (2010). It takes three: Selection, influence, and de-selection processes of depression in adolescent friendship networks. Developmental Psychology, 46, 927–938. https://doi.org/10.1037/a0019661.CrossRefPubMed

Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002.CrossRef

Veenstra, R., Dijkstra, J.K., Steglich, C., & Van Zalk, M.H. (2013). Network–behavior dynamics. Journal of Research on Adolescence, 23(3), 399–412. https://doi.org/10.1111/jora.12070.CrossRef

Yli-Piipari, S., Kiuru, N., Jaakkola, T., Liukkonen, J., & Watt, A. (2011). The role of peer groups in male and female adolescents’ task values and physical activity. Psychological Reports, 108(1), 75–93. https://doi.org/10.2466/05.10.11.17.pr0.108.1.75-93.CrossRefPubMed

Titel: Development of Friendship and Task Values in a New School: Friend Selection for the Arts and Physical Education but Socialization for Academic Subjects
Auteurs: Angela Chow
Noona Kiuru
Philip D. Parker
Jacquelynne S. Eccles
Katariina Salmela-Aro
Publicatiedatum: 13-07-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 9/2018
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-018-0894-6

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2018

Trajectories of Social and Emotional Competencies according to Cyberbullying Roles: A Longitudinal Multilevel Analysis

How do Adolescents Learn Cyber-victimization Coping Skills? An Examination of Parent and Peer Coping Socialization

Is Inspiring Group Members an Effective Predictor of Social Dominance in Early Adolescence? Direct and Moderated Effects of Behavioral Strategies, Social Skills, and Gender on Resource Control and Popularity

Modeling Trajectories of Sensation Seeking and Impulsivity Dimensions from Early to Late Adolescence: Universal Trends or Distinct Sub-groups?

How to Attain a Popularity Goal? Examining the Mediation Effects of Popularity Determinants and Behaviors

Longitudinal Examination of the Bullying-Sexual Violence Pathway across Early to Late Adolescence: Implicating Homophobic Name-Calling