Interpersonal Perceptions of Adverse Peer Experiences in First-Grade Students.

The aim of this study was to identify which adverse peer experiences better predict perceived negative peer relationships among elementary school first graders according to sex. The peer experiences examined were peer rejection, peer victimization, and mutual antipathy; the interpersonal perceptions studied were perceived peer victimization, dyadic meta-perception of peer disliking, and loneliness. The participants were 809 children ( = 6.

Cross-national associations between parent and peer communication and psychological complaints.

Objectives: To assess whether or not communication with parents and with peers is related to experiencing psychological complaints in an attempt to explore the hypotheses of continuity and compensation or moderation between contexts.

Methods: Questions on communication with their parents and peers, as well as on the frequency with which they experience psychological complaints were answered by 200,857 adolescents from 36 countries.

Results: A cluster analysis detected four groups of adolescents.

Electronic media communication with friends from 2002 to 2006 and links to face-to-face contacts in adolescence: an HBSC study in 31 European and North American countries and regions.

Objective: Because the potential for electronic media communication (EMC) has increased greatly, it is of interest to describe trends in EMC between adolescents and their friends and to investigate whether EMC facilitate or supersede face-to-face contacts among peers.

Methods: Answers of 275,571 adolescents concerning contacting friends by means of the phone, text messages, and the internet (i. e.

[Sociometric typologies during adolescence: contrasting different scoring techniques and formulas].

Our aim in this work is to compare the different sociometric classification formulae and to analyze possible connections between each type of formula and each behaviour assessed by peers during adolescence. We classified a total of 1,009 Spanish fourth-grade secondary education students (15-year-olds) using four different systems: two were based on a nomination technique by Coie and Dodge, Newcomb and Bukowski, the third system was a modified version of the latter based on the revision of the neglected status, and a fourth system was based on the qualification scale by Maassen and Laandsheer. Results show a significant relation between all four classifications, but there are also differences among them.