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Book: Social network analysis and children's peer relationships

Rodkin, Philip C.

(New directions for child and adolescent development ; 118)

2007

Author's details	Philip C. Rodkin ..., ed
Series title	New directions for child and adolescent development ; 118
Collection
Language	English
Size	112 S. : graph. Darst.
Publisher	Jossey-Bass
Publishing place	San Francisco
Publishing country	United States
Document type	Book
HBZ-ID	HT015389757
ISBN	978-0-470-25966-5 ; 0-470-25966-3
Database	Catalogue ZB MED Medicine, Health

In stock of ZB MED Cologne/Königswinter

Shelf mark	Loan status	Location
Zs A 2481 -118-	not available for loan	Zeitschriften-Lesesaal

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Article ; Online: Children's cross-ethnic relationships in elementary schools: concurrent and prospective associations between ethnic segregation and social status.

Wilson, Travis M / Rodkin, Philip C

Child development

2013 Volume 84, Issue 3, Page(s) 1081–1097

Abstract: This study examined whether ethnic segregation is concurrently (fall) and prospectively (fall to spring) associated with social status among 4th- and 5th-grade African American and European American children (n = 713, ages 9-11 years). Segregation ... ...

Abstract	This study examined whether ethnic segregation is concurrently (fall) and prospectively (fall to spring) associated with social status among 4th- and 5th-grade African American and European American children (n = 713, ages 9-11 years). Segregation measures were (a) same-ethnicity favoritism in peer affiliations and (b) cross-ethnicity dislike. Social status measures were same- and cross-ethnicity peer nominations of acceptance, rejection, and cool. Among African Americans, fall segregation predicted declines in cross-ethnicity (European American) acceptance and same-ethnicity rejection, and increases in same-ethnicity acceptance and perceived coolness. For European American children, fall segregation predicted declines in cross-ethnicity (African American) acceptance and increases in cross-ethnicity rejection. Results indicate that segregation induces asymmetric changes in social status for African American and European American children.
MeSH term(s)	African Americans ; Child ; Cross-Cultural Comparison ; European Continental Ancestry Group ; Female ; Humans ; Interpersonal Relations ; Longitudinal Studies ; Male ; Midwestern United States ; Models, Theoretical ; Peer Group ; Racism ; Schools ; Social Class ; Social Environment ; Students/psychology
Language	English
Publishing date	2013-05
Publishing country	United States
Document type	Journal Article ; Multicenter Study ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	215602-7
ISSN	1467-8624 ; 0009-3920
ISSN (online)	1467-8624
ISSN	0009-3920
DOI	10.1111/cdev.12020
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: A relational framework for understanding bullying: Developmental antecedents and outcomes.

Rodkin, Philip C / Espelage, Dorothy L / Hanish, Laura D

The American psychologist

2015 Volume 70, Issue 4, Page(s) 311–321

Abstract: This article reviews current research on the relational processes involved in peer bullying, considering developmental antecedents and long-term consequences. The following themes are highlighted: (a) aggression can be both adaptive and maladaptive, and ... ...

Abstract	This article reviews current research on the relational processes involved in peer bullying, considering developmental antecedents and long-term consequences. The following themes are highlighted: (a) aggression can be both adaptive and maladaptive, and this distinction has implications for bullies' functioning within peer social ecologies; (b) developmental antecedents and long-term consequences of bullying have not been well-distinguished from the extant research on aggressive behavior; (c) bullying is aggression that operates within relationships of power and abuse. Power asymmetry and repetition elements of traditional bullying definitions have been hard to operationalize, but without these specifications and more dyadic measurement approaches there may be little rationale for a distinct literature on bullying--separate from aggression. Applications of a relational approach to bullying are provided using gender as an example. Implications for future research are drawn from the study of relationships and interpersonal theories of developmental psychopathology.
MeSH term(s)	Aggression/psychology ; Bullying ; Child ; Child Development/physiology ; Crime Victims ; Humans ; Peer Group
Language	English
Publishing date	2015-05
Publishing country	United States
Document type	Journal Article ; Review
ZDB-ID	209464-2
ISSN	1935-990X ; 0003-066X
ISSN (online)	1935-990X
ISSN	0003-066X
DOI	10.1037/a0038658
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: African American and European American children in diverse elementary classrooms: social integration, social status, and social behavior.

Wilson, Travis / Rodkin, Philip C

Child development

2011 Volume 82, Issue 5, Page(s) 1454–1469

Abstract: With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- ... ...

Abstract	With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American--but not European American--children had more segregated relationships and were more disliked by cross-ethnicity peers when they had fewer same-ethnicity classmates. African American children's segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity. European American children's segregation was positively associated with same-ethnicity social preference but negatively associated with cross-ethnicity social preference and perceived popularity.
MeSH term(s)	African Americans/psychology ; Child ; Cultural Diversity ; European Continental Ancestry Group/psychology ; Female ; Humans ; Interpersonal Relations ; Male ; Models, Psychological ; Peer Group ; Prejudice ; Psychological Distance ; Schools ; Social Behavior ; Social Environment ; Social Identification ; Sociometric Techniques
Language	English
Publishing date	2011-08-16
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	215602-7
ISSN	1467-8624 ; 0009-3920
ISSN (online)	1467-8624
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01634.x
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: The company they keep and avoid: social goal orientation as a predictor of children's ethnic segregation.

Wilson, Travis M / Rodkin, Philip C / Ryan, Allison M

Developmental psychology

2014 Volume 50, Issue 4, Page(s) 1116–1124

Abstract: This study examined whether social goal orientation (i.e., demonstration-approach, demonstration-avoid, and social development goals) predicts changes in ethnic segregation among 4th and 5th grade African American and European American children (n = 713, ...

Abstract	This study examined whether social goal orientation (i.e., demonstration-approach, demonstration-avoid, and social development goals) predicts changes in ethnic segregation among 4th and 5th grade African American and European American children (n = 713, ages 9-11 years) from fall to spring. Segregation measures were (a) same-ethnicity favoritism in friendships, (b) same-ethnicity favoritism in peer group affiliations, and (c) cross-ethnicity dislike. Social goal orientation was asymmetrically associated with ethnic segregation for the 2 groups. Among African Americans, aspiring to achieve high social status predicted increases in same-ethnicity favoritism and cross-ethnicity dislike. Among European Americans, aspiring to achieve high social status predicted decreases in same-ethnicity favoritism.
MeSH term(s)	African Americans/psychology ; Attitude ; Child ; European Continental Ancestry Group/psychology ; Female ; Friends ; Goals ; Humans ; Interpersonal Relations ; Linear Models ; Longitudinal Studies ; Male ; Peer Group ; Prejudice ; Social Dominance ; Social Identification ; United States
Language	English
Publishing date	2014-04
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	2066223-3
ISSN	1939-0599 ; 0012-1649
ISSN (online)	1939-0599
ISSN	0012-1649
DOI	10.1037/a0035040
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Antecedents and correlates of the popular-aggressive phenomenon in elementary school.

Rodkin, Philip C / Roisman, Glenn I

Child development

2010 Volume 81, Issue 3, Page(s) 837–850

Abstract: This study identified correlates and developmental antecedents that distinguish popular-aggressive elementary school children from other youth. Drawing on the National Institute of Child Health and Human Development Study of Early Child Care and Youth ... ...

Abstract	This study identified correlates and developmental antecedents that distinguish popular-aggressive elementary school children from other youth. Drawing on the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1022), popular-aggressive children were identified through teacher ratings over Grades 3-6. Potential correlates included social competence as rated by observers, mothers, and teachers. Potential developmental antecedents included cognitive functioning, maternal sensitivity, and participation in child care through age 4.5. Multinomial regressions allowed for the determination of group differences net of covariates such as gender, ethnicity, maternal education, and income-to-needs. Results showed that popular-aggressive elementary school children were distinguished from other youth as having had an extensive child-care history. Discussion focuses on developmental associations between child-care quantity and aggression.
MeSH term(s)	Aggression/psychology ; Aptitude ; Attention Deficit and Disruptive Behavior Disorders/diagnosis ; Attention Deficit and Disruptive Behavior Disorders/psychology ; Child ; Child Rearing ; Child, Preschool ; Female ; Humans ; Infant ; Intelligence ; Longitudinal Studies ; Male ; Peer Group ; Personality Assessment ; Personality Development ; Social Adjustment ; Social Desirability ; Social Environment ; Social Identification ; Socialization
Language	English
Publishing date	2010-05-30
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural
ZDB-ID	215602-7
ISSN	1467-8624 ; 0009-3920
ISSN (online)	1467-8624
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01437.x
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Why the bully/victim relationship is so pernicious: a gendered perspective on power and animosity among bullies and their victims.

Rodkin, Philip C / Hanish, Laura D / Wang, Shuai / Logis, Handrea A

Development and psychopathology

2014 Volume 26, Issue 3, Page(s) 689–704

Abstract: The bully/victim relationship was studied in a sample of elementary school children (N = 1,289 in first, third, and fifth grades). Three questions were tested. Does bullying involve a power differential between bully and victim? Are bully/victim dyads ... ...

Abstract	The bully/victim relationship was studied in a sample of elementary school children (N = 1,289 in first, third, and fifth grades). Three questions were tested. Does bullying involve a power differential between bully and victim? Are bully/victim dyads participants in a relationship, whether mutual liking or disliking? Does the gender composition of the bully/victim dyad moderate power differential and relational context patterns? Hierarchical linear modeling was used to analyze predictors of the reputational strength of bully/victim ties. The findings revealed that the bully/victim dyads most frequently nominated by peers were characterized by asymmetries in social status, where bullies were increasingly more popular than their victims, and by asymmetries in aggression, where bullies were increasingly less aggressive than their victims. Bullies and victims were likely to select one another as among the children that they least like. Most effects with respect to aggression, popularity, and relationships were moderated by the gender composition of the bully/victim dyad. Implications for a developmental psychopathology perspective on peer bullying and victimization are highlighted.
MeSH term(s)	Bullying/psychology ; Child ; Crime Victims/psychology ; Cross-Sectional Studies ; Emotions ; Female ; Hierarchy, Social ; Humans ; Interpersonal Relations ; Male ; Peer Group ; Power (Psychology) ; Sex Factors ; Social Environment ; Students ; Surveys and Questionnaires
Language	English
Publishing date	2014-08
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	1036173-x
ISSN	1469-2198 ; 0954-5794
ISSN (online)	1469-2198
ISSN	0954-5794
DOI	10.1017/S0954579414000327
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article: Bridging children's social development and social network analysis.

Hanish, Laura D / Rodkin, Philip C

New directions for child and adolescent development

2007 , Issue 118, Page(s) 1–8

MeSH term(s)	Adolescent ; Child ; Child Development ; Humans ; Personality Development ; Social Behavior ; Social Support
Language	English
Publishing date	2007
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't ; Research Support, U.S. Gov't, Non-P.H.S.
ISSN	1520-3247
ISSN	1520-3247
DOI	10.1002/cd.197
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade.

Garandeau, Claire F / Ahn, Hai-Jeong / Rodkin, Philip C

Developmental psychology

2011 Volume 47, Issue 6, Page(s) 1699–1710

Abstract: This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether ... ...

Abstract	This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed.
MeSH term(s)	Achievement ; Aggression/psychology ; Child ; Educational Status ; Female ; Hierarchy, Social ; Humans ; Interpersonal Relations ; Male ; Multilevel Analysis ; Peer Group ; Predictive Value of Tests ; Regression Analysis ; Schools ; Social Behavior ; Social Environment ; Students/psychology
Language	English
Publishing date	2011-11
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	2066223-3
ISSN	1939-0599 ; 0012-1649
ISSN (online)	1939-0599
ISSN	0012-1649
DOI	10.1037/a0025271
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Social goals, social behavior, and social status in middle childhood.

Rodkin, Philip C / Ryan, Allison M / Jamison, Rhonda / Wilson, Travis

Developmental psychology

2013 Volume 49, Issue 6, Page(s) 1139–1150

Abstract: This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, ... ...

Abstract	This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the course of an academic year among 980 3rd- to 5th-grade children. Findings support dual-component expectations. Confirmatory factor analyses verified the expected 3-factor structure of social goals and 2-factor structure of social status. Structural equation modeling (SEM) found that (a) social development goals were associated with prosocial behavior and increased preference, and (b) demonstration-approach goals were associated with aggressive behavior and increased popularity. Demonstration-avoid goals were associated with a popularity decrease. SEMs were invariant across grade, gender, and ethnicity. Discussion concerns the potential risks of high social status, extensions to the dual-component model, and the generality of an achievement goal approach to child social development.
MeSH term(s)	Child ; Child, Preschool ; Data Collection ; Factor Analysis, Statistical ; Female ; Goals ; Humans ; Male ; Motivation/physiology ; Social Behavior ; Social Class ; Statistics as Topic
Language	English
Publishing date	2013-06
Publishing country	United States
Document type	Journal Article ; Randomized Controlled Trial ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	2066223-3
ISSN	1939-0599 ; 0012-1649
ISSN (online)	1939-0599
ISSN	0012-1649
DOI	10.1037/a0029389
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