Peer experience: Common and unique features of number of friendships, social network centrality, and sociometric status
Peer experience: Common and unique features of number of friendships, social network centrality, and sociometric status
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DOI：
10.1111/1467-9507.00146
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发表时间：
2001-01-01
影响因子：
2
通讯作者：
Hartup, WW
中科院分区：
文献类型：
--
作者：
Gest, SD;Graham-Bermann, SA;Hartup, WW
三个概念上不同的维度的课堂社会地位（相互友谊的数量，社会网络的中心性和社会地位）进行了检查，相互之间的关系和同行提名的行为声誉205 7- 8岁的儿童。在三个维度上站立的儿童中存在中度相关性，但分类分析强调了这些关联的局限性（例如，39%的被拒绝儿童至少有一个相互的友谊，31%的受欢迎儿童没有）。每个维度都与一个独特的配置文件的同行提名的社会行为，并在多元回归分析，占独特的方差同行提名的行为。友谊的数量与亲社会技能唯一相关;网络中心性与亲社会和反社会行为风格唯一相关;不喜欢与全方位的社会行为唯一相关。结果提供了经验验证的互惠友谊，社会网络中心性和被喜欢或不喜欢的数量之间的概念区别。
Three conceptually distinct dimensions of classroom social position (number of mutual friendships, social network centrality and sociometric status) were examined in relation to each other and to peer-nominated behavioral reputation among 205 7- and 8-year old children. There were moderate correlations in children 5 standing across the three dimensions, but categorical analyses underscored the limits to these associations (e.g., 39% of Rejected children had at least one mutual friendship, 31% of Popular children did not). Each dimension was associated with a distinct profile of peer-nominated social behavior and, in multiple regression analyses, accounted for unique variance in peer-nominated behaviors. Number of friendships was uniquely associated with prosocial skills; network centrality was uniquely associated with both prosocial and antisocial behavioral styles; and being disliked was uniquely associated with the full range of social behaviors. Results provide empirical validation for the conceptual distinctions among number of reciprocated friendships, social network centrality and being liked or disliked.