Sex and social influence: Does sex function as a status characteristic in mixed-sex groups of children?

168 White 4th and 5th graders were assigned to 4-person teams, each consisting of 2 boys and 2 girls, of unfamiliar peers matched on grade, height, socioeconomic class, and field independence. Teams were randomly assigned to expectation training or control conditions and, on the basis of their team's assignment, Ss received 1 of the 2 treatments. Following the treatment condition, team members were brought together for the first time to play a cooperative board game. Group interaction was videotaped and subsequently coded; Ss were interviewed individually following the game. Analyses of control team data showed that, with regard to S perceptions, sex functioned as a status characteristic with girls who were perceived as less competent and less leaderlike than boys; these perceptions were not supported by sex differences in behavior. The experimental treatment, which did not change Ss' behavior, improved peer perceptions of girls relative to boys. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adolescent prosocial behavior: Peer-group and situational factors associated with helping.

90 8th graders were rated by peers on sociometric dimensions of helpful and popular (and their converses) and were each observed or rated on 6 helping tasks in the school setting that differed in terms of perceived demand characteristics. In general, sociometric nominations were accurate in predicting who was not behaviorally helpful—those Ss rated as the unpopular and unhelpful. Sociometric status of Ss rated more positively by peers did not predict well the level of behavioral performance. To examine the interaction between peer-group status and helping behavior, the most helpful Ss were divided into 2 groups on the basis of peer status. There were significant differences in the types of situations in which these 2 groups performed: More popular helpers scored higher on peer-related helping tasks, whereas less popular helpers were more facilitative in non-peer-related helping tasks. Implications for individual socialization and future research in helping behavior are discussed in relation to peer-group status. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in peer and parent influence during adolescence: Longitudinal versus cross-sectional perspectives on smoking initiation.

3,819 6th–11th graders were administered a questionnaire to explore whether the influence of peers or parents on smoking transition differed with age or sex. 69.7% of these Ss completed the questionnaire 1 yr later. Ss were divided into smoking-status groups based on their responses to a self-report smoking measure. Overall findings indicate that both peer and parent influences were significantly predictive of subsequent transitions to higher levels of smoking. Initial onset of smoking among never-smokers was more likely for Ss with more smoking friends and parents, lower levels of parental support, and friends with lower expectations for the Ss' general and academic success. For girls, the transition from experimental to regular smoking was more likely if their friends had more positive attitudes toward their smoking and lower expectations for their general and academic success; for boys, the transition was more likely if their friends had higher expectations for their success. Contrary to previous findings, data indicate that both parents and peers exert a significant influence on adolescent behavior. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ambivalence and defense: Effects of a repressive style on normal adolescents' and young adults' mixed feelings.

Ambivalence has been associated in theoretical works with psychopathology and with defenses against conflict. Ambivalence was operationalized as mixed feelings. 75 9th graders (27 boys and 48 girls), 50 12th graders (19 men and 31 women), and 80 Yale University undergraduates (38 men and 42 women) completed questionnaires assessing ambivalence, psychopathological symptoms, and repressive and nonrepressive styles. Compared with nonrepressive Ss, repressive Ss at all grade levels reported lower levels of mixed feelings and relatively less uncertainty about their feelings. Whereas the absence of felt anxiety was sufficient for lower self-reported psychopathological symptoms, a repressive style was necessary for lower self-reported ambivalence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in children's altruistic behavior and reputations for helpfulness.

Examined sex differences in altruism by administering reputation and behavioral measures to 279 5th and 6th graders. Ss' reputations for altruism were assessed with teacher ratings and a classroom sociometric task. Altruistic behavior was measured with 6 classroom tasks that provided Ss with opportunities to help other Ss. Girls scored significantly higher than did boys on both reputation tasks and on a composite reputation score. Girls also scored significantly higher than did boys on 2 of the behavioral tasks and on the composite behavioral measure. Thus, although girls were perceived as much more helpful than boys, the behavioral differences were of a lesser magnitude. Results replicate closely those reported by H. Hartshorne et al (1929). (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locus of control, sex role orientation, and self-concept in Black and White third- and sixth-grade male and female leaders in a rural community.

Examined locus of control among 43 Black boys, 36 White boys, 35 Black girls, and 47 White girls from the 3rd and 6th grades. Ss had been selected as class leaders by their peers. Ss completed the Piers-Harris Children's Self-Concept Scale, the Who Should Test, and the Intellectual Achievement Responsibility Questionnaire. White female leaders were more internally controlled than were Black leaders and attributed good outcomes to personal attributes more often than did Black leaders. White female leaders were also more willing to accept responsibility for bad outcomes than were Black female leaders. Self-concept data and sex-role orientation data were not helpful in interpreting the findings but did serve to suggest several avenues for future research in the area of locus of control. Results do not support the findings of other researchers who found that girls attributed their success to luck or to luck and effort while boys attributed their success to effort. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in children's responses to adult pressure for achievement.

Studied the achievement-oriented behaviors of 64 1st and 64 4th graders under either a neutral or an achievement-emphasis condition and with either a female or a male E. After seeing a memory task with 7 levels of difficulty, Ss selected 1 level to try. Selection of a moderately challenging task was defined as high-achievement orientation and selection of an easy or difficult task as low-achievement orientation. Fourth graders were more achievement oriented than 1st graders and were not influenced by the sex of the E; however, when the 1st graders were encouraged to achieve, boys responded positively to the male E but negatively to the female. For the girls, the pattern was reversed. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's beliefs about familiar and unfamiliar peers in relation to their sociometric status.

Examined children's general beliefs about familiar and unfamiliar peers in relationship to their sociometric status and their experience with parents. In the initial phase involving 886 4th and 5th graders, submissive rejected children but not aggressive rejected children reported less positive beliefs about peers than average status children. In the 2nd portion, which included 77 boys and girls from the larger sample, no relationship between children's sociometric status and their beliefs about unfamiliar peers was found. Beliefs about unfamiliar peers were related, however, to children's perception of the amount of acceptance and support they received from parents. Implications of these findings for children's social competence are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender labeling and the adoption of sex-typed behaviors.

A gender-labeling task was used to test the ability of 21 girls and 22 boys ranging in age from 21 to 40 mo to discriminate between pictures of boys and girls and male and female adults. Ss who passed the gender task (mean age 30 mo) were compared with Ss who failed it (mean age 26 mo) on 3 behaviors most often categorized as sex typed (toy choice, aggression, and peer playmate selection). It was predicted that Ss who passed the task would choose more sex-typed toys and same-sex peers and that there would be a drop in aggression for girls who passed but no change for boys. Results confirm the predictions for aggression and peer choice but not for toy choice. The relation between the child's understanding of gender categories and environmental influences is discussed. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in the consequences that children anticipate for aggression.

Hypothesized that the outcomes that children expect for aggression vary with child sex, degree of provocation, and target sex. Ss (M age?=?10.6 years) rated their confidence that specified outcomes would ensure for performing acts of provoked and unprovoked aggression toward male and female peers. Boys expected less guilt and less parental disapproval for aggression (especially for provoked aggression toward a boy) than girls. When provoked, children expected more tangible rewards, less guilt, and less parental disapproval than when not provoked. When aggressing toward boys, children expected less tangible rewards, more guilt, less suffering by the target, less parental disapproval, more disapproval from male peers, and less disapproval from female peers than when aggressing toward girls. Implications for a cognitive social learning perspective on sex differences in aggression were discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's understanding of their emotionally disturbed peers: a replication

Despite increasing recognition of the early importance of peer relations, virtually no systematic information exists on the way in which normal children view their emotionally disturbed peers. This paper reports a replication of recent findings on children's use of the concept of emotional disturbance. Ss were 40 fourth and sixth graders. Five vignettes that described one normal and four emotionally disturbed boys were read to individual Ss; who were interviewed about their understanding of the central figures (CFs). Interviews were coded to a 5-point scale of degree of perceived emotional disturbance. Earlier findings were replicated to a remarkable degree. Ss differentiated among the CFs in a manner congruent with clinician judges' ratings. Grade differences indicate the differential attention to and valuing of specific behaviors, rather than global differences in perception of emotional disturbance.     

Stability and change in childhood and adolescent friendships.

Two studies examined the stability of existing friendships and the formation of new friendships during a school year. In Study 1, the friendships of 16 female and 33 male 1st graders and 31 female and 32 male 4th graders were assessed in the fall and again in the spring. In Study 2, the friendships of 25 female and 34 male 4th graders and 32 female and 22 male 8th graders were assessed in the fall and the spring. In both studies, most friendships present in the fall remained constant in the spring. Although the stability of friendships generally increased between 1st and 4th grade, it did not increase regularly between 4th and 8th grade. The formation of new friendships varied consistently with age. First and 4th graders made more new friends during the year than they lost; 8th graders lost more old friends than they gained. Sex differences in friendship stability were not consistent, but several findings suggest that girls tend more often than boys to limit the size of their friendship groups. The importance of examining stability and change in friendships simultaneously, and the significance of individual differences in friendship stability are discussed. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's perceptions of their peer experiences: Attributions, loneliness, social anxiety, and social avoidance.

338 3rd and 5th graders completed a sociometric questionnaire and 3 instruments designed to assess their feelings of loneliness, social anxiety, social avoidance, and their attributions for social outcomes. Results show that children's feelings and attributions varied as a function of peer status, gender, and grade. For example, compared with peers, rejected children reported higher levels of loneliness and were more likely to attribute relationship failures to external causes. Children's feelings were also significantly related to their attributions about social events. Popular, average, and controversial status children who were socially distressed exhibited a non-self-serving attributional style, whereas distressed rejected children exhibited a self-serving attributional pattern. Neglected children who were distressed exhibited elements of both of these attributional styles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's loneliness: A comparison of rejected and neglected peer status.

Administered sociometric and loneliness questionnaires to 200 3rd-6th grade children to assess feelings of loneliness in 2 subgroups of unpopular Ss—those who were sociometrically rejected vs those who were sociometrically neglected. Data on popular, average, and controversial Ss were also collected. One-fifth of the the Ss were from low SES families, one-third were from middle SES families, and the rest were from upper middle or upper SES families. Results indicate that rejected Ss were the most lonely group and that this group differed significantly from other status groups. Neglected Ss did not differ from their higher-status peers. Overall, findings provide evidence of the utility of the distinction between neglected vs rejected status and provide support for earlier conclusions that rejected children are more at risk than are other status groups. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in learned helplessness: IV. An experimental and naturalistic study of failure generalization and its mediators.

Tested the hypothesis that attributions for failure can mediate the generalization of failure effects across situations: When perceived causal factors remain present in otherwise novel situations, failure effects should transfer; when perceived causal factors are removed, failure effects should be attenuated. Specifically, it was predicted that sex differences in attributions would result in differential transfer to novel situations, with boys showing greater recovery of success expectancies when the evaluator changes, but girls showing greater recovery of success when the ability areas change. Two studies are reported: one a field study (40 female and 40 male 5th graders) examining changes in expectancy of academic success over the school year, and the other a laboratory analog (171 female and 143 male 4th–6th graders) examining directly the effects of evaluator and task change. Results provide strong support for the hypothesis and suggest an explanation for sex differences in long-term academic achievement. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relations of majority-minority group status and having an other-religion friend to Indonesian youths' socioemotional functioning.

In this study, the authors examined the relations of Indonesian adolescents' socioemotional functioning to their majority-minority status and the presence of cross-religion friendships and whether sex moderated these relations. At Time 1, 1,254 7th graders and their peers in Bandung, Indonesia, reported on their friendships, prosocial behavior, and peer likability; months later, a selected sample of 250 youths and their teachers and parents rated the youths' social functioning and (mal)adjustment. When controlling for socioeconomic status and initial sociometric status, girls were generally higher in measures of adjustment, whereas majority children were lower in externalizing problems and, for boys, loneliness. For minority children's social competence and prosocial behavior at school, there was evidence of a buffering effect of having a cross-religion friend. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in learned helplessness: I. Differential debilitation with peer and adult evaluators.

Predicted that sex differences in learned helplessness (attributions of failure to uncontrollable factors) and the impaired performance associated with it would be agent specific. Two experiments were conducted with 105 female and 111 male 4th and 5th graders. Among girls, failure feedback from adults led to little improvement in performance on a series of digit-letter substitution problems, but failure from peers led to immediate and sustained improvement. Among boys, however, failure feedback from adults led to rapid improvement, but failure from peers led to no improvement over trials. Moreover, girls' and boys' attributions for failure varied systematically with the agent of evaluation. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's achievement-related expectancies as a function of academic performance histories and sex.

60 male and 60 female 1st and 3rd graders, classified by teacher ratings as high, average, and low achievers, were compared on (a) their expectations for success prior to an anagrams task, (b) their subsequent perceptions of the cause of failure on the task, and (c) their expectations for future success. Results indicate that boys with a history of low academic success in school had lower expectations for success on the task and tended to be more likely to attribute failure to lack of ability than boys with a history of average or high academic success. In contrast, high-achieving girls had lower expectations for success than low- and average-achieving girls. Furthermore, Ss who attributed failure to low ability reported relatively low expectations for future success. This finding suggests that children's perceptions of the causes of past performance outcomes mediate their subsequent expectations, as is claimed by attribution theorists. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

But what about smart girls? Adolescent self-esteem and sex role perceptions as a function of academic achievement.

Examined adolescent self-esteem and sex-role perceptions as a function of academic achievement with 71 male and 69 female 7th graders divided into 3 groups (below average, average, and above average level of academic competence). Ss responded to a self-esteem inventory under the following 2 sets of instructions: (a) a standard set and (b) a set in which Ss were asked to respond as they thought a member of the same age and grade but of the opposite sex would respond. Results of the standard instruction investigation reveal a significant but moderate difference in self-esteem levels in favor of the boys. Reported levels of self-esteem also rose very significantly and commensurately with higher academic achievement for both sexes. Under opposite-sex instructions, girls attributed significantly but moderately higher levels of self-esteem to boys, and boys attributed significantly lower levels of self-esteem to girls. Girls in the above average group, however, rated boys significantly below themselves. Findings are discussed in terms of attribution theory and the possibility that academically competent girls possess more masculine or androgynous than feminine characteristics. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's achievement strategies and test performance: The role of time pressure, evaluation anxiety, and sex.

155 3rd and 4th graders were divided into low test-anxious (LTA), middle test-anxious (MTA), or high test-anxious (HTA) groups on the basis of scores on the Test Anxiety Scale for Children. Ss were then tested in small groups on age-appropriate arithmetic problems either under time pressure typical of current achievement testing or under no time pressure. HTA boys displayed poor performance under time pressure compared to their less anxious peers yet improved significantly when time pressure was removed, with HTA and MTA boys matching the performance of LTA boys. LTA boys and HTA girls performed better under time pressure. Ss' rate–accuracy patterns are examined, and several maladaptive strategies are suggested. HTA and MTA boys tended to perform quickly but inaccurately, whereas MTA and HTA girls tended to perform slowly but with only medium accuracy. Nearly all LTA Ss showed high accuracy and a moderate performance rate. Suggestions are made for diversifying test procedures to take into account different children's motivational dispositions and test-taking strategies, as well as for teaching children appropriate strategies for coping with the demands of different tests. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)