Adolescents who are nonusers of fashionable social networking platforms

Social media use is central to the organization of adolescent peer groups. Nonetheless, a small percentage of youth report that they do not have an active presence on any of the social networking platforms that are commonly accessed by their peers. The current study examines the academic and social functioning of this under investigated subgroup. We recruited 376 adolescents (M = 14.4 years of age; 209 girls) from an ethnically diverse urban high school. Participants completed self-report questionnaires assessing digital communication tendencies. A peer nomination inventory was used to index social reputations and reciprocated friendships. In addition, achievement data were obtained from school records. Forty-eight adolescents (12 girls) reported that they did not use any the social networking platforms that were in vogue with their peers (i.e., Snapchat, Instagram, and Twitter). Our findings presented a mixed picture regarding the adjustment of these youth. Compared to their classmates, nonusers of fashionable social networks were less popular and had fewer friends. On the other hand, nonusers were relatively high achieving and tended to establish a small number of friendships with academically high achieving peers.

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proximal groups, to larger distal groups, and social norms operate within each. This study assessed whether there are differences in the enforcement of aggression norms at different levels. Self-report and peer-nomination data were collected four times over the course of a school year from 1,454 early adolescents ( M age = 10.27; 53.9% boys) from Bogota, Colombia. Multilevel modeling provided support for social regulation of both physical aggression and relational aggression via peer victimization, as a function of gender, grade-level, proximal (friend) or distal (class) injunctive norms of aggression (perceptions of group-level attitudes), and descriptive norms of aggression. Overall, violation of proximal norms appears to be more powerfully enforced by adolescent peer groups. The findings are framed within an ecological systems theory of adolescent peer relationships.

“We Were All Just the Black Kids”: Black Mixed-Race Men and the Importance of Adolescent Peer Groups for Identity Development

While critical Mixed-Race studies (CMRS) has paid attention to the intersections of race, gender, and sexuality in sampling and analysis, most studies disproportionately focus on women. This means that generalizability of findings and theories to men should not become axiomatic. Regarding black Mixed-Race people, for example, the theory that rejection from black people is influential for many black Mixed-Race individuals’ identity development is derived from interviews with mainly women. Explicitly noting that these processes are not as applicable for men, yet offering no accompanying theorizing as to the influence of gendered interactions on men’s racial identity development, appears to have become the standard. Therefore, bringing together data from two studies that explored black mixedness in the United States and the United Kingdom, this article joins a nascent literature on the gendered experiences of Mixed-Race men. Our analysis shows that, unlike black Mixed-Race women, black Mixed-Race men’s mixedness is often constructed as compatible with the heteronormative gender identities that are constituted in racialized peer groups. As such, black Mixed-Race men are able to cultivate a sense of strategic sameness with same gender black peers. This and other findings are discussed in light of their implications for CMRS’s intersectional theories of identity development.

Hubungan antara Penerimaan Kelompok Teman Sebaya dengan Konsep Diri pada Remaja Panti Asuhan di Kabupaten Badung, Bali

Self concept is a reflection of the judgement of others (Charles Cooley, in Watson, Borlall-Tregerthan, & Frank, 1984). The formation of individual self concept is influenced by several factors, one of which is peers in adolescence is a very important figure for indiciduals. Not all teens get through phase of adolescence his parents. There are some situations that cause adolescent should live apart from their parents, by staying at the orphanage institution for example. This different conditions will certainly affect the processes occurring friendship with the adolescent peer groups which will certainly affect the formation of self concept. The purpose of this study was to determine the relationship between peer group acceptance of the self concept in adolescents orphanage in the District Badung, Bali.Subjects in this study were 170 adolescents (girls=101, boys=69) who lived in the orphanage which is in the District Badung-Bali. The instrument of this research are self concept and peer group acceptance scale. Self concept scale consisted of 30 item with a reliability coefficient of 0,875. Peer group acceptance scale consisted of 21 item with a reliability coefficient of 0,873.Product moment correlation analysis result showed the correlation of 0,719 with a significance level of 0,000 (p<0,05), which means that there is a significant and positive relationship between peer group acceptance and self concept in adolescents orphanage in the District Badung, Bali. The higher the intensity of the peer group acceptance, the more positive self concept in adolescents orphanage in the District Badung, Bali.Keywords : Self Concept, Peer Group Acceptance, Adolescenct, Orphanage.

Peer Relationships in Childhood

The significance of peers in the lives of children and adolescents is described. The chapter begins with a discussion of theory relevant to the study of peer interactions, relationships, and groups. Next examined are the prevalence, stability, and characteristics of children’s friendships, the psychosocial correlates and consequences of having a mutual friendship and of having friendships with others who are experiencing adjustment difficulties. Thereafter, sections are focused on the assessment of peer acceptance, rejection, and popularity, and the behavioral, social-cognitive, affective, and self-system concomitants and longitudinal outcomes of peer acceptance and rejection. Subsequently, the extant literature pertaining to child and adolescent peer groups, cliques, and crowds is described. In the next section, the growing literature on culture and peer relationships is discussed. Then, in the summary, we present a transactional, developmental framework for understanding individual differences in children’s peer relationships experiences.