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26-01-2021 | Original Paper | Uitgave 3/2021

Social Networks in Fifth Grade Classrooms: Who Reports being in a Group and Who Does Not?

Tijdschrift:: Journal of Child and Family Studies > Uitgave 3/2021

Auteurs:: Cristin M. Hall, Molly Dawes, Thomas W. Farmer

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Abstract

The present study examined the behavioral and affiliative differences between 2403 fifth grade students (1307 female, 1096 male) who reported that they belonged to a social group on social cognitive map (SCM) procedures and those who did not even though their peers viewed them as members of a peer group. Students who did not report their affiliations were more often classified as victims of bullying, have lower peer preference, have more peer-assessed internalizing symptoms, and have lower prosocial behavior and social prominence than students who reported their peer affiliates. Females with higher self-reported levels of aggression were more likely to report their peer affiliations. Males with higher self-reported levels of internalizing symptoms were less likely to report their affiliations. Implications and future directions are discussed.

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Titel: Social Networks in Fifth Grade Classrooms: Who Reports being in a Group and Who Does Not?
Auteurs:: Cristin M. Hall
Molly Dawes
Thomas W. Farmer
Publicatiedatum: 26-01-2021
DOI: https://doi.org/10.1007/s10826-020-01886-z
Uitgeverij: Springer US
Tijdschrift: Journal of Child and Family Studies
Uitgave 3/2021
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843

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Social Networks in Fifth Grade Classrooms: Who Reports being in a Group and Who Does Not?

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