146 results on '"Veenstra, René"'
Search Results
2. The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis.
- Author
-
Palacios, Diego, Berger, Christian, Kanacri, Bernardette Paula Luengo, Huisman, Mark, and Veenstra, René
- Subjects
ACADEMIC achievement ,PROSOCIAL behavior ,FRIENDSHIP ,LANGUAGE ability ,TEACHING - Abstract
Background: Peers constitute an important developmental context for adolescent academic behaviour providing support and resources to either promote or discourage attitudes and behaviours that contribute to school success. When looking for academic help, students may prefer specific partners based on their social goals regarding academic performance. Aims: Based on the social goals for wanting to achieve academically (e.g., studying to be with friends, increasing/maintaining their own social status), we examine the extent to which adolescents' selection of preferred academic partners (with whom they would like to study) is driven by peers' academic performance, prosocial behaviour and friendships. Moreover, as high‐achieving students play an important role in academic settings, whether they are more likely to prefer to study with similar high‐achieving peers and friends was examined. Sample: A total of 537 seventh‐grade students from 13 classes over three waves. Methods: Longitudinal social network analyses (RSiena). Results: Adolescents were more likely to select high achievers, friends and prosocial peers as preferred academic partners. Furthermore, high achievers were more likely to choose other high achievers and friends as preferred academic partners. Conclusions: Adolescents are likely to prefer as study partners someone they can learn from and who is more approachable, cooperative and friendly. Regarding high achievers, they would choose not only academic partners with similar academic interests and motivations to help them boost their academic achievement but also classmates with whom they like to spend time and share personal issues. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. Experiences of fatherhood in prison: A thematic analysis of differences between fathers in a family approach programme and a comparison group.
- Author
-
Venema, Simon D., Glasbergen, Petrick, Haan, Marieke, Blaauw, Eric, and Veenstra, René
- Subjects
FATHERHOOD ,FATHERS ,FATHER-child relationship ,PARENTING ,THEMATIC analysis ,PARENT-child relationships ,PARENT imprisonment ,FAMILIES - Abstract
Various programmes have been implemented in prisons to strengthen parental involvement and parent–child relationships during imprisonment. In-depth insights into such programmes are limited. This qualitative study compared the experiences of two groups of imprisoned fathers in the Netherlands: fathers who participated in a family approach programme (N = 10) and fathers in a comparison group (N = 29). Based on a thematic analysis, four key differences were identified between the family approach group and the comparison group. Fathers in the family approach group: (1) described more positive engagement activities in direct father–child interactions, (2) reflected more positively on their fathering role during imprisonment, (3) structurally included participation in the family approach programme in their narratives of how imprisonment affected father–child relationship quality, and (4) more often expressed feelings of uncertainty and caution when discussing family life after imprisonment. The findings of this study are informative for the mechanisms behind prison-based parenting and family relationship programmes and illustrate the potential of these programmes to alleviate the unintended negative impact of imprisonment on parental involvement and family relationships. Based on these findings, recommendations for further research and practice are provided. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
4. Straatintimidatie. En dan? Een kwantitatief onderzoek naar de gevolgen van seksuele straatintimidatie van studenten in Groningen.
- Author
-
Levy, Lyanne and Veenstra, René
- Subjects
SEXUAL harassment in universities & colleges ,HARASSMENT ,SEXUAL harassment ,SOCIAL problems ,PUBLIC spaces ,PSYCHOLOGICAL well-being - Abstract
Sexual harassment in the street is a form of microaggression that takes many different forms, including whistling, hissing, yelling, insulting, asking for sex, chasing, or cornering. Sexual street harassment is a social problem. A material risk of using the public realm is that some may abuse it (e.g., groping a stranger in a crowded room). A moral risk is that some people may have a mistaken sense that they have a right to make comments about people who are conspicuous in public spaces. This article examines the consequences of sexual street harassment for college students (n = 280; 84.4% female; M age = 23). In this selective sample, female students were more likely to experience street harassment than male students. Victimization of street harassment was associated with lower psychological well-being, lower perceptions of safety, and more precautions to avoid harassment. Sexual street harassment may reduce the accessibility of public spaces for victims. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
5. Are there negative cycles of peer victimization and rejection sensitivity? Testing ri-CLPMs in two longitudinal samples of young adolescents.
- Author
-
Kellij, Sanne, Lodder, Gerine M.A., Giletta, Matteo, Zimmer-Gembeck, Melanie J., Güroğlu, Berna, and Veenstra, René
- Subjects
AUSTRALIANS ,DUTCH people ,AGE groups ,SOCIAL processes ,INFORMATION theory - Abstract
This study's aim was to examine whether there are negative increasing cycles of peer victimization and rejection sensitivity over time. Drawing from Social Information Processing Theory, we hypothesized that victimization leads to higher levels of rejection sensitivity, which would put adolescents at risk for higher future victimization. Data were collected in a four-wave study with 233 Dutch adolescents starting secondary education (M
age = 12.7 years), and a three-wave study with 711 Australian adolescents in the last years of primary school (Mage = 10.8 years). Random-intercept cross-lagged panel models were used to disentangle between-person from within-person effects. In each sample, a significant between-person association was found: adolescents with higher levels of victimization as compared to their peers also reported higher levels of rejection sensitivity. At the within-person level, all concurrent associations between individual fluctuations of victimization and rejection sensitivity were significant, but there were no significant cross-lagged effects (except in some sensitivity analyses). These findings demonstrate that victimization and rejection sensitivity are interrelated, but there may not be negative victimization-rejection sensitivity cycles during the early-middle adolescent years. Possibly, cycles establish earlier in life or results are due to shared underlying factors. Further research is needed examining different time lags between assessments, age groups, and contexts. [ABSTRACT FROM AUTHOR]- Published
- 2024
- Full Text
- View/download PDF
6. Examining the Link Between Implementation Fidelity, Quality, and Effectiveness of Teacher-Delivered Anti-Bullying Interventions in a Randomized Controlled Trial.
- Author
-
Tolmatcheff, Chloé, Veenstra, René, Roskam, Isabelle, and Galand, Benoit
- Subjects
SCHOOL bullying ,RANDOMIZED controlled trials ,PSYCHOLOGY of students ,MORAL disengagement ,SOCIAL norms ,INTER-observer reliability - Abstract
This study examined the relation between both implementation fidelity and quality and the outcomes of two different anti-bullying interventions targeting distinct processes involved in bullying: moral disengagement and social norms. In total, 34 French-speaking Belgian teachers from six elementary schools were trained to deliver either the moral disengagement or the social norms intervention to their Grade 4–6 students (N = 747, 50.4% boys) in a randomized controlled trial. Students reported their moral disengagement, perceived injunctive class norm toward bullying, and bullying behaviors in the fall and spring of the 2018–2019 school year. Teachers' implementation fidelity and quality were assessed through direct observation in each class by two independent raters with a satisfying interrater reliability. A multiplicative moderated mediation model using latent change scores revealed that both greater fidelity and quality amplified students' decrease in moral disengagement, which was accompanied by a decrease in bullying. Importantly, when quality was sufficient, fidelity did not matter. However, higher fidelity could compensate for a lack of quality. Contrary to expectations, there was no significant change in students' perceptions of the class injunctive norm, even under ideal implementation conditions. Alternative mediators should thus be considered. Because implementation by teachers inevitably fluctuates, anti-bullying program components should be evaluated under various implementation conditions to determine their cost-effectiveness ratio and to gain insights into how anti-bullying programs work. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
7. Students' School and Psychological Adjustment in Classrooms with Positive and Negative Leaders.
- Author
-
Dong, Zhe, Huitsing, Gijs, and Veenstra, René
- Subjects
SCHOOL environment ,WELL-being ,STATISTICS ,ANALYSIS of variance ,SELF-evaluation ,LEADERSHIP ,MULTIVARIATE analysis ,SELF-perception ,VICTIM psychology ,CRONBACH'S alpha ,SOCIAL anxiety ,COMPARATIVE studies ,DESCRIPTIVE statistics ,MENTAL depression ,QUESTIONNAIRES ,SCALE analysis (Psychology) ,RESEARCH funding ,PSYCHOLOGY of school children ,PSYCHOLOGICAL adaptation ,MANAGEMENT styles ,BULLYING - Abstract
Positive and negative leadership styles may influence classroom norms and be related to the school and psychological adjustment of children in general, and victims in particular. This study tested the relation between leadership styles and children's adjustment, and the moderating effects of leadership on the association between self-reported victimization and school and psychological adjustment (self-esteem, social anxiety, and depressive symptoms); and it tested for potential gender differences. Classrooms were classified into those with only positive leaders, only negative leaders, both positive and negative leaders, and without leaders. The sample contained 8748 children (M
age = 10.05, SD = 1.22; 51.2% girls) from 392 classrooms, in grades three to six, in 98 Dutch schools. Multilevel analysis revealed that, in general, children in negative leader classrooms experienced lower school well-being than children in other classrooms. In positive leader classrooms, male and female victims had lower school well-being. For psychological well-being, female victims had lower self-esteem and more depressive symptoms in positive leader classrooms. Male and female victims in negative leader classrooms did not suffer from additional maladjustment. These results demonstrate that negative leadership styles are related to lower school well-being of all children, whereas victimization in classrooms with positive leaders is negatively related to male and female victims' school well-being and girls' psychological adjustment (depressive symptoms); this is in line with the 'healthy context paradox'. [ABSTRACT FROM AUTHOR]- Published
- 2024
- Full Text
- View/download PDF
8. Trial protocol for the Building Resilience through Socio-Emotional Training (ReSET) programme: a cluster randomised controlled trial of a new transdiagnostic preventative intervention for adolescents.
- Author
-
Viding, Essi, Lloyd, Alex, Law, Roslyn, Martin, Peter, Lucas, Laura, Wu, Tom Chin-Han, Steinbeis, Nikolaus, Midgley, Nick, Veenstra, René, Smith, Jaime, Ly, Lili, Bird, Geoffrey, Murphy, Jennifer, Plans, David, Munafo, Marcus, Penton-Voak, Ian, Deighton, Jessica, Richards, Kathleen, Richards, Mya, and Fearon, Pasco
- Subjects
YOUNG adults ,NEW trials ,TEENAGERS ,PATHOLOGICAL psychology ,MENTAL illness ,TEENAGE girls - Abstract
Background: Adolescence is a period of heightened vulnerability to developing mental health problems, and rates of mental health disorder in this age group have increased in the last decade. Preventing mental health problems developing before they become entrenched, particularly in adolescents who are at high risk, is an important research and clinical target. Here, we report the protocol for the trial of the 'Building Resilience through Socioemotional Training' (ReSET) intervention. ReSET is a new, preventative intervention that incorporates individual-based emotional training techniques and group-based social and communication skills training. We take a transdiagnostic approach, focusing on emotion processing and social mechanisms implicated in the onset and maintenance of various forms of psychopathology. Methods: A cluster randomised allocation design is adopted with randomisation at the school year level. Five-hundred and forty adolescents (aged 12–14) will be randomised to either receive the intervention or not (passive control). The intervention is comprised of weekly sessions over an 8-week period, supplemented by two individual sessions. The primary outcomes, psychopathology symptoms and mental wellbeing, will be assessed pre- and post-intervention, and at a 1-year follow-up. Secondary outcomes are task-based assessments of emotion processing, social network data based on peer nominations, and subjective ratings of social relationships. These measures will be taken at baseline, post-intervention and 1-year follow-up. A subgroup of participants and stakeholders will be invited to take part in focus groups to assess the acceptability of the intervention. Discussion: This project adopts a theory-based approach to the development of a new intervention designed to target the close connections between young people's emotions and their interpersonal relationships. By embedding the intervention within a school setting and using a cluster-randomised design, we aim to develop and test a feasible, scalable intervention to prevent the onset of psychopathology in adolescence. Trial registration: ISRCTN88585916. Trial registration date: 20/04/2023. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
9. What Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis.
- Author
-
Hensums, Maud, de Mooij, Brechtje, Kuijper, Steven C., Cross, Donna, DeSmet, Ann, Garandeau, Claire F., Joronen, Katja, Leadbeater, Bonnie, Menesini, Ersilia, Palladino, Benedetta Emanuela, Salmivalli, Christina, Solomontos-Kountouri, Olga, Veenstra, René, Fekkes, Minne, and Overbeek, Geertjan
- Subjects
SCHOOL bullying ,VICTIMS of bullying ,LOGISTIC regression analysis ,PLAYGROUNDS - Abstract
The prevalence of bullying worldwide is high (UNESCO, 2018). Over the past decades, many anti-bullying interventions have been developed to remediate this problem. However, we lack insight into for whom these interventions work and what individual intervention components drive the total intervention effects. We conducted a large-scale individual participant data (IPD) meta-analysis using data from 39,793 children and adolescents aged five to 20 years (M
age = 12.58, SD = 2.34) who had participated in quasi-experimental or randomized controlled trials of school-based anti-bullying interventions (i.e., 10 studies testing nine interventions). Multilevel logistic regression analyses showed that anti-bullying interventions significantly reduced self-reported victimization (d = − 0.14) and bullying perpetration (d = − 0.07). Anti-bullying interventions more strongly reduced bullying perpetration in younger participants (i.e., under age 12) and victimization for youth who were more heavily victimized before the intervention. We did not find evidence to show that the inclusion of specific intervention components was related to higher overall intervention effects, except for an iatrogenic effect of non-punitive disciplinary methods–which was strongest for girls. Exploratory analyses suggested that school assemblies and playground supervision may have harmful effects for some, increasing bullying perpetration in youth who already bullied frequently at baseline. In conclusion, school-based anti-bullying interventions are generally effective and work especially well for younger children and youth who are most heavily victimized. Further tailoring of interventions may be necessary to more effectively meet the needs and strengths of specific subgroups of children and adolescents. [ABSTRACT FROM AUTHOR]- Published
- 2023
- Full Text
- View/download PDF
10. Straatintimidatie. En dan? Een kwantitatief onderzoek naar de gevolgen van seksuele straatintimidatie van studenten in Groningen.
- Author
-
Levy, Lyanne and Veenstra, René
- Subjects
SEXUAL harassment in universities & colleges ,HARASSMENT ,SEXUAL harassment ,SOCIAL problems ,PUBLIC spaces ,PSYCHOLOGICAL well-being - Abstract
Sexual harassment in the street is a form of microaggression that takes many different forms, including whistling, hissing, yelling, insulting, asking for sex, chasing, or cornering. Sexual street harassment is a social problem. A material risk of using the public realm is that some may abuse it (e.g., groping a stranger in a crowded room). A moral risk is that some people may have a mistaken sense that they have a right to make comments about people who are conspicuous in public spaces. This article examines the consequences of sexual street harassment for college students (n = 280; 84.4% female; M age = 23). In this selective sample, female students were more likely to experience street harassment than male students. Victimization of street harassment was associated with lower psychological well-being, lower perceptions of safety, and more precautions to avoid harassment. Sexual street harassment may reduce the accessibility of public spaces for victims. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
11. Does having vulnerable friends help vulnerable youth? The co‐evolution of friendships, victimization, and depressive symptoms in Chinese adolescents' social networks.
- Author
-
Qin, Xingna, Laninga‐Wijnen, Lydia, Steglich, Christian, Zhang, Yunyun, Ren, Ping, and Veenstra, René
- Subjects
PSYCHOLOGICAL vulnerability ,ADOLESCENT friendships ,ADOLESCENT development ,MIDDLE school students ,DEPRESSION in adolescence ,VICTIMS ,SOCIAL integration ,ADOLESCENT psychology - Abstract
This study examined whether having vulnerable friends helps or hurts victimized and depressed (i.e., vulnerable) adolescents and whether this depends on classroom supportive norms. Students (n = 1461, 46.7% girls, 93.4% Han nationality) were surveyed four times from seventh and eighth grade (Mage = 13 years) in 2015 and 2016 in Central China. Longitudinal social network analyses indicated that having vulnerable friends can both hurt and help vulnerable adolescents. Depressed adolescents with depressed friends increased in victimization over time. Victimized adolescents with victimized friends increased in victimization but decreased in depressive symptoms. These processes were most likely in classrooms with high supportive norms. Having friends and a supportive classroom may hurt vulnerable adolescents' social position but help victims' emotional development. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
12. Positive and Negative Leadership in Late Childhood: Similarities in Individual but Differences in Interpersonal Characteristics.
- Author
-
Dong, Zhe, Huitsing, Gijs, and Veenstra, René
- Subjects
STRUCTURAL equation modeling ,FRIENDSHIP ,LEADERSHIP ,MULTIPLE regression analysis ,SELF-perception ,SELF-control ,CHILD behavior ,INTERPERSONAL relations ,DESCRIPTIVE statistics ,RESEARCH funding ,SOCIAL skills ,BULLYING - Abstract
Previous research has shown that leadership is associated not only with positive but also with negative characteristics and behaviors; knowledge of the similarities and differences between positive and negative leaders remains insufficient. This study aimed to examine (1) the existence of different subtypes of leaders and (2) to what extent these leaders differed on individual and interpersonal characteristics. The sample contained 9213 students in grades 3–6 (Dutch grades 5–8), from 392 classrooms in 98 schools (50.3% girls, M
age = 10.13 ± 1.23 years). Latent profile analysis identified three leader profiles and four non-leader profiles based on peer nominations received for leadership, popularity, and positive (defending) and negative (bullying) behavior: (1) positive leaders, (2) negative leaders, (3) non-popular leaders, (4) popular children, (5) bullies, (6) extreme bullies, and (7) modal children. Multinomial logistic regression showed similarities and differences between positive and negative leaders, as well as between each of these and the other five profiles. Positive leaders were more accepted and less rejected and had more friendships than negative leaders, but the differences in individual characteristics (self-esteem, self-control, and social goals) were less clear. This study demonstrated that 10–15% of the children were perceived as leaders, and that positive leadership became more prevalent in the higher grades. Nevertheless, negative leadership occurred also in the higher grades. Interventions aimed at turning negative leaders into positive leaders may work, because positive and negative leaders do not differ greatly in individual characteristics. Such interventions may improve the relationships of negative leaders with their classmates, which may be good for their likeability (but not at the expense of their popularity) as well as for the social atmosphere in the class as a whole. [ABSTRACT FROM AUTHOR]- Published
- 2023
- Full Text
- View/download PDF
13. The development of adolescents' loneliness during the COVID-19 pandemic: The role of peer status and contact with friends.
- Author
-
Lorijn, Sofie J., Laninga-Wijnen, Lydia, Engels, Maaike C., Lodder, Gerine M. A., and Veenstra, René
- Subjects
COVID-19 pandemic ,ADOLESCENT development ,LONELINESS ,PEERS ,STAY-at-home orders - Abstract
The COVID-19 measures raised societal concerns about increases in adolescents' loneliness. This study examined trajectories of adolescents' loneliness during the pandemic, and whether trajectories varied across students with different types of peer status and contact with friends. We followed 512 Dutch students (Mage = 11.26, SD = 0.53; 53.1% girls) from before the pandemic (Jan/Feb 2020), over the first lockdown (March-May 2020, measured retrospectively), until the relaxation of measures (Oct/Nov 2020). Latent Growth Curve Analyses (LGCA) showed that average levels of loneliness declined. Multi-group LGCA showed that loneliness declined mostly for students with a victimized or rejected peer status, which suggests that students with a low peer status prior to the lockdown may have found temporary relief from negative peer experiences at school. Students who kept all-round contact with friends during the lockdown declined in loneliness, whereas students who had little contact or who did not (video) call friends did not. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
14. Development and Validation of the Sexual Minority Adolescent Rejection Sensitivity Scale.
- Author
-
Kiekens, Wouter J., Baams, Laura, Feinstein, Brian A., and Veenstra, René
- Subjects
SEXUAL minorities ,SEXUAL orientation ,TEENAGERS ,MENTAL health ,REJECTION (Psychology) - Abstract
Because no measure for sexual orientation-related rejection sensitivity (RS) for adolescents exists, we aimed to develop and validate the Sexual Minority Adolescent Rejection Sensitivity Scale (SMA-RSS). In Study 1, interviews with 22 sexual minority youth were conducted (M age = 18.86, SD = 3.03). Based on these interviews, 29 scenarios were developed as potential items for the SMA-RSS. In Study 2, exploratory factor analyses were conducted on these 29 scenarios in a sample of 397 sexual minority adolescents (M age = 16.63, SD = 1.07). The 14 best performing items were selected and a two-factor structure best fit the data. In Study 3, a confirmatory factor analysis was conducted and the test–retest reliability, criterion validity, convergent validity, and incremental validity of the SMA-RSS were assessed in a sample of 499 sexual minority adolescents (M age = 16.61, SD = 1.34). A bifactor model best fit the data and evidence was provided for a strong enough general factor to justify unidimensionality. For criterion validity, the SMA-RSS evidenced small to moderate correlations with minority stressors and mental health indicators. For convergent validity, we found a moderate correlation with general RS. For incremental validity, the SMA-RSS was associated with mental health indicators over and above minority stressors and general RS. Participants were moderately stable in their scores on the SMA-RSS over a one-month period. Taken together, the SMA-RSS captured unique situations in which sexual minority adolescents anxiously expect rejection and can aid in better understanding health disparities among sexual minority adolescents. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
15. In defense of peer influence: The unheralded benefits of conformity.
- Author
-
Laursen, Brett and Veenstra, René
- Subjects
PEER pressure ,MENTAL health ,CONFORMITY - Abstract
Peer influence is an instrument of change, with outcomes that are not preordained: The same processes that make influence a source of harm also make it a valuable interpersonal resource. Yet the benefits of peer influence are insufficiently appreciated. Knowing when and how much to conform to the wishes of others is an important skill that children must acquire to adjust to and thrive in a social world dominated by peers. Peer influence can be an adaptive strategy whose benefits outweigh the costs that sometimes arise in its application. To overlook the adaptive consequences of peer influence is to miss the main point of conformity, which is to foster harmony between individuals and secure their interpersonal, physical, and mental well‐being. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
16. The effectiveness of moral disengagement and social norms as anti-bullying components: A randomized controlled trial.
- Author
-
Tolmatcheff, Chloé, Galand, Benoit, Roskam, Isabelle, and Veenstra, René
- Subjects
ANTI-bullying movements ,SOCIAL norms ,MORAL disengagement ,SCHOOL children ,SCHOOL bullying ,EVALUATION research ,RESEARCH funding ,AFFINITY groups ,SCHOOLS ,RANDOMIZED controlled trials ,STUDENTS ,ETHICS ,BULLYING ,RESEARCH ,COMPARATIVE studies - Abstract
This three-armed randomized controlled trial examined how moral disengagement and social norms account for change in bullying behavior and their potential as targets of anti-bullying components within separate interventions among 1200 French-speaking Belgian elementary students (48% boys, 9-12 year-olds, 57 classes, nine schools) during 2018-2019 (no ethnicity data available). Mediation analysis revealed that students' moral disengagement successfully decreased (β = -.46), which, in turn, reduced both bullying (β = .33) and outsider behaviors (β = .20), and increased defending (β = -.10). Intervening on social norms decreased bullying (β = -.18), but not through the perceived injunctive class norm as intended. Guidelines to open the "black box" of anti-bullying programs and determine the cost-effectiveness ratio of their components are provided. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
17. Internalizing and externalizing correlates of parental overprotection as measured by the EMBU: A systematic review and meta‐analysis.
- Author
-
de Roo, Marthe, Veenstra, René, and Kretschmer, Tina
- Subjects
PARENTAL overprotection ,CROSS-sectional method ,INDIVIDUAL differences ,LONGITUDINAL method ,MEASURING instruments - Abstract
Aspects of parenting including overprotection explain individual differences in child adjustment. This review and meta‐analysis summarizes studies on parental overprotection and internalizing and externalizing problems. To ensure that findings could be compared as systematically as possible, the focus was on studies that used the overprotection scale of the Egna Minnen Beträffande Uppfostran ("Memories of my Parents' Upbringing") (EMBU) questionnaire, a popular instrument to measure parental overprotection. In total, we extracted 176 effects from 29 studies. A modified version of the Newcastle‐Ottawa Scale was used to perform quality assessments for the included studies. Parental overprotection was associated positively with offspring internalizing and externalizing problems, with overall estimates ranging from r =.14 to.18. Moderator analyses suggested that effects of maternal were larger than effects of paternal overprotection. Other factors that moderated the strength of the association between overprotection and maladjustment included whether outcomes were self‐reported or parent‐reported, the design was cross‐sectional or longitudinal, and publication year. Cultural context, age at exposure, and child sex did not explain differences between effect sizes. Most findings were based on cross‐sectional studies and therefore do not constitute proof of causal relations. Many studies were of less‐than‐satisfactory quality regarding representativeness of the sample, descriptions of the data collection, and statistical analyses. There is a clear need for well‐powered longitudinal studies to strengthen inferences about associations between parental overprotection and internalizing and externalizing problems. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
18. Benefits of Bullying? A Test of the Evolutionary Hypothesis in Three Cohorts.
- Author
-
Kretschmer, Tina, la Roi, Chaïm, van der Ploeg, Rozemarijn, and Veenstra, René
- Subjects
BULLYING ,SEXUAL intercourse ,BIOLOGICAL fitness ,CHILD development ,HYPOTHESIS - Abstract
Recent work on bullying perpetration includes the hypothesis that bullying carries an evolutionary advantage for perpetrators in terms of health and reproductive success. We tested this hypothesis in the National Child Development Study (n = 4998 male, n = 4831 female), British Cohort Study 1970 (n = 4261 male, n = 4432 female), and TRacking Adolescents' Individual Lives Survey (n = 486 male, n = 521 female), where bullying was assessed in adolescence (NCDS, BCS70: age 16, TRAILS: age 14) and outcomes in adulthood. Partial support for the evolutionary hypothesis was found as bullies had more children in NCDS and engaged in sexual intercourse earlier in TRAILS. In contrast, bullies reported worse health in NCDS and BCS70. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
19. On the microfoundations of the link between classroom social norms and behavioral development.
- Author
-
Veenstra, René and Lodder, Gerine M. A.
- Subjects
SOCIAL norms ,SOCIAL adjustment ,SOCIAL impact ,PEER relations ,CLASSROOMS - Abstract
This article focuses on the link between social norms and behavioral development as presented in research on norms regarding bullying and aggression. The aim is to present a conceptual framework for how classroom norms may explain children's decisions to defend others or refrain from defending. Norms emerge from group consensus about what is appropriate in given social circumstances, and can also shape, constrain, and redirect behavior at the individual level. The study of norms has gained much attraction in peer relation research, and has turned attention to group-level processes, often defined at the classroom level, which create and sustain shared meanings that impact behavioral and social adjustment. Norm conformity, pluralistic ignorance, and power balance are presented as potential micro-level mechanisms for the link between classroom popularity (or rejection) norms and defending behavior. Directions for further research are discussed, including the need to assess and test the microfoundations directly, examine gender-specific versus common norms, focus on competing classroom norms, test developmental effects of norms, examine the impact of teachers on social norms, and pay attention to the influence of personal norms. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
20. The relation between defending, (dis)liking, and the classroom bullying norm: A cross-sectional social network approach in late childhood.
- Author
-
Rambaran, J. Ashwin, van Duijn, Marijtje A. J., Dijkstra, Jan Kornelis, and Veenstra, René
- Subjects
SOCIAL norms ,SOCIAL networks ,BULLYING ,SOCIAL network analysis ,VICTIMS of bullying - Abstract
This study investigates the extent to which defending victims of bullying depends on liking and disliking and its relation with the classroom bullying norm (descriptive and popularity) in a sample of 1,272 students (50.8% boys) in 48 fifth-grade classrooms. Social network analysis with bivariate exponential random graph modelings showed that children are more likely to defend victims whom they like, who like them, and who are liked by the same classmates than victims who they dislike, who dislike them, and with whom they share antipathies by and to the same classmates. In addition, the analysis showed that bullying norms had an inconclusive effect on the relation between defending and (dis)liking. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
21. How dislike and bullying co‐develop: A longitudinal study of negative relationships among children.
- Author
-
Kisfalusi, Dorottya, Hooijsma, Marianne, Huitsing, Gijs, and Veenstra, René
- Subjects
VICTIMS of bullying ,AVERSION ,BULLYING ,LIKES & dislikes ,INGROUPS (Social groups) ,LONGITUDINAL method - Abstract
This study investigates the network mechanisms underlying the co‐development of two types of negative relationships: dislike relationships, and victim‐bully relationships among children. Longitudinal data on school‐level networks of 15 Dutch primary schools (N = 2175; Mage(T1) = 10; 51% male) were analyzed with stochastic actor‐oriented models. Evidence was found for mutual reinforcement between dislike and bullying/victimization. Disliked children were more likely to bully those or be victimized by those who previously disliked them. Over and above these effects at the relationship level, children who were previously disliked by more schoolmates were more likely to bully or to be victimized by other schoolmates. Victims were more likely to be disliked over time by those who bullied them, but not by other schoolmates, whereas bullies were more likely to be disliked over time by not only those they bully but also other schoolmates. Contrary to expectations, no support was found for hypotheses that sex‐based in‐group favoritism affects children's dislike for bullies or their tendency to bully disliked others. The findings show how children's negative feelings and bullying behavior toward schoolmates mutually influence and reinforce each other over time. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
22. Disentangling dyadic and reputational perceptions of prosociality, aggression, and popularity in explaining friendship networks in early adolescence.
- Author
-
Palacios, Diego, Dijkstra, Jan Kornelis, Berger, Christian, Huisman, Mark, and Veenstra, René
- Subjects
PROSOCIAL behavior ,POPULARITY ,AGGRESSION (Psychology) ,FRIENDSHIP ,ADOLESCENCE - Abstract
This study examined the differential effects of two forms of adolescents' perceptions of peers' prosociality, aggression, and popularity, on friendship selection. Individuals' reports of their peers' behaviors (dyadic perceptions) and the aggregated classmates' reports (reputational perceptions) were disentangled. The findings indicated that adolescents were more likely to befriend classmates widely perceived as prosocial (reputational perception) and were less likely to befriend classmates they perceived as aggressive (dyadic perception). For popularity, the effect of dyadic perception disappeared when including the reputational perception. The findings highlight the differences between the dyadic and reputational perceptions of peer behavior. Not only dyadic perceptions of behaviors but also reputational perceptions exert a role in befriending peers. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
23. Paternal Imprisonment and Father–Child Relationships: A Systematic Review.
- Author
-
Venema, Simon D., Haan, Marieke, Blaauw, Eric, and Veenstra, René
- Subjects
FATHER-child relationship ,IMPRISONMENT ,FATHERS ,FATHERHOOD ,PARENT imprisonment ,DATABASE searching ,SOCIAL bonds - Abstract
Although father–child relationships (FCRs) are central to children's experience of paternal imprisonment, few studies address this subject. A systematic review was conducted to synthesize the literature on paternal imprisonment and FCRs. Four academic databases were searched for peer-reviewed studies. Thirty studies were identified. It was found that FCRs most often deteriorate due to paternal imprisonment, but sometimes remain stable or change positively. Four key factors were found to influence FCRs: (a) the quality of preprison FCRs, (b) the frequency and experience of father–child contact during imprisonment, (c) the child's primary caregivers' role in facilitating father–child contact, and (d) prison barriers for maintaining FCRs during imprisonment. The interplay between these factors is essential for understanding FCRs in this context, which may explain children's divergent experiences of paternal imprisonment. An integrated framework of FCRs in the context of paternal imprisonment is presented. Limitations and directions for research are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
24. Long-Term Effects of Acceptance and Rejection by Parents and Peers on Educational Attainment: A Study from Pre-Adolescence to Early Adulthood.
- Author
-
Lorijn, Sofie J., Engels, Maaike C., Huisman, Mark, and Veenstra, René
- Subjects
ACCEPTANCE (Psychology) ,PARENTAL rejection ,PRETEENS ,EDUCATIONAL attainment ,PEER acceptance ,YOUNG adult psychology ,SOCIOECONOMIC status ,AFFINITY groups ,PSYCHOLOGY of parents ,ACADEMIC achievement ,SOCIOECONOMIC factors ,DESCRIPTIVE statistics ,LOGISTIC regression analysis ,PARENT-child relationships ,INTELLIGENCE tests - Abstract
Acceptance and rejection by parents and peers play an important role in pre-adolescents' educational outcomes. Prior research focused on either parents or peers, did not encompass effects into adulthood, or considered either acceptance or rejection. This study investigated the relation between parental and peer acceptance and rejection, and their interplay, in pre-adolescence and educational attainment in early adulthood. A sample of 2229 pre-adolescents (M
age T1 = 11.11, SD = 0.56; 50.7% girls) was followed to early adulthood (Mage T5 = 22.29, SD = 0.65). Ordinal logistic regression showed that pre-adolescents' perceived parental acceptance was positively related to educational attainment in early adulthood, whereas peer rejection was negatively related, even when WISC score and socioeconomic status were considered. No interaction effects were found, revealing no "dual-hit effect" of being rejected by parents and peers, no "dual-miss effect" of being accepted by parents and peers, and no effects of acceptance in one context (i.e., parents or peers) buffering the negative effect of rejection in the other context. The findings underscore unique and long-term links of parental acceptance and peer rejection with early adults' educational attainment, underlining the importance of not only peers but also parents in adolescence. These insights can be used in promoting long-term educational outcomes through relationships with parents and peers. [ABSTRACT FROM AUTHOR]- Published
- 2022
- Full Text
- View/download PDF
25. Quality over quantity: A transactional model of social withdrawal and friendship development in late adolescence.
- Author
-
Barzeva, Stefania A., Richards, Jennifer S., Veenstra, René, Meeus, Wim H. J., and Oldehinkel, Albertine J.
- Subjects
ADOLESCENT friendships ,FRIENDSHIP ,ADOLESCENCE ,STRUCTURAL equation modeling - Abstract
The aim of this study was to test a longitudinal, transactional model that describes how social withdrawal and friendship development are interrelated in late adolescence, and to investigate if post‐secondary transitions are catalysts of change for highly withdrawn adolescents' friendships. Unilateral friendship data of 1,019 adolescents (61.3% female, 91% Dutch‐origin) from the Tracking Adolescents' Individual Lives Survey (TRAILS) cohort were collected five times from ages 17 to 18 years. Social withdrawal was assessed at 16 and 19 years. The transactional model was tested within a Structural Equation Modeling framework, with intercepts and slopes of friendship quantity, quality, and stability as mediators and residential transitions, education transitions, and sex as moderators. The results confirmed the presence of a transactional relation between withdrawal and friendship quality. Whereas higher age 16 withdrawal predicted having fewer, lower‐quality, and less‐stable friendships, only having lower‐quality friendships, in turn, predicted higher age 19 withdrawal, especially in girls. Residential transitions were catalysts of change for highly withdrawn youth's number of friends: higher withdrawal predicted a moderate increase in number of friends for adolescents who relocated, and no change for those who made an educational transition or did not transition. Taken together, these results indicate that the quality of friendships—over and above number of friends and the stability of those friendships—is particularly important for entrenching or diminishing withdrawal in late adolescence, and that relocating provides an opportunity for withdrawn late adolescents to expand their friendship networks. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
26. Friendship selection and influence processes for popularity in early and mid-adolescents.
- Author
-
Bravo, Ana, Ortega‐Ruiz, Rosario, Veenstra, René, Engels, Maaike C., Romera, Eva M., and Ortega-Ruiz, Rosario
- Published
- 2022
- Full Text
- View/download PDF
27. Crossing ethnic boundaries? A social network investigation of defending relationships in schools.
- Author
-
Hooijsma, Marianne, Kisfalusi, Dorottya, Huitsing, Gijs, Kornelis Dijkstra, Jan, Flache, Andreas, and Veenstra, René
- Subjects
SOCIAL networks ,VICTIMS of bullying ,GENDER ,ELEMENTARY schools ,BULLYING ,SCHOOL bullying - Abstract
Prosocial peer relationships, such as defending against victimization, are beneficial for integration. Using the concept of multiple categorization, this study considers the extent to which similarity in gender, being in the same classroom, and similarity in network position regarding bullying or victimization contributes to the formation of cross-ethnic defending relationships among children. Longitudinal social network models were applied to complete school-level networks of 1,325 children in eight multi-ethnic elementary schools. Although same-ethnic peers were more likely to defend each other than cross-ethnic peers, similarity in gender, being in the same classroom, and similarity in network position in bullying fostered cross-ethnic defending. Moreover, being in the same classroom increased the likelihood of cross-ethnic defending even more than it did same-ethnic defending. A better understanding of how multiple categorization contributes to positive relationships between peers of different ethnic backgrounds may help to promote interethnic integration in multi-ethnic classrooms. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
28. Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research.
- Author
-
Laursen, Brett and Veenstra, René
- Subjects
PEER pressure ,EMPIRICAL research ,SOCIAL marginality ,PEERS - Abstract
Compelling evidence demonstrates that peer influence is a pervasive force during adolescence, one that shapes adaptive and maladaptive attitudes and behaviors. This literature review focuses on factors that make adolescence a period of special vulnerability to peer influence. Herein, we advance the Influence‐Compatibility Model, which integrates converging views about early adolescence as a period of increased conformity with evidence that peer influence functions to increase affiliate similarity. Together, these developmental forces smooth the establishment of friendships and integration into the peer group, promote interpersonal and intragroup compatibility, and eliminate differences that might result in social exclusion. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
29. Testing how teachers' self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem.
- Author
-
van Aalst, Danelien A.E., Huitsing, Gijs, Mainhard, Tim, Cillessen, Antonius H.N., and Veenstra, René
- Subjects
TEACHER-student relationships ,SELF-esteem ,SELF-efficacy in teachers ,SCHOOL bullying ,PEER relations ,BULLYING - Abstract
This study investigated how teachers' self-efficacy for intervening in social dynamics and teacher-student relationships directly impact students' self-esteem, and indirectly buffer the negative association between both bullying and victimization and students' self-esteem. Teachers play a key role in shaping the peer relations in the classroom, and they might also be able to lessen the negative impact of bullying and victimization on students' self-esteem. Multilevel regression analysis on a sample of 59 Dutch teachers and 1,490 of their 5th grade students indicated that student-reported bullying and victimization were negatively related to students' self-reported self-esteem. Better student-perceived student-teacher relationships were related to higher self-esteem for all students, with additional increases in self-esteem for victims but decreases in the self-esteem of bullies. Teacher-reported self-efficacy was only related to lower self-esteem in bullies. Implications of these results and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
30. Bullying and Victimization Trajectories in the First Years of Secondary Education: Implications for Status and Affection.
- Author
-
de Vries, Elsje, Kaufman, Tessa M. L., Veenstra, René, Laninga-Wijnen, Lydia, and Huitsing, Gijs
- Subjects
SCHOOL bullying ,SOCIAL status ,FRIENDSHIP ,POPULARITY ,SECONDARY education ,VICTIMS of bullying ,PEER relations - Abstract
Bullying is known to be associated with social status, but it remains unclear how bullying involvement over time relates to social position (status and affection), especially in the first years at a new school. The aim of this study was to investigate whether (the development of) bullying and victimization was related to the attainment of status (perceived popularity) and affection (friendships, acceptance, rejection) in the first years of secondary education (six waves). Using longitudinal data spanning the first- and second year of secondary education of 824 adolescents (51.5% girls; M
age T1 = 12.54, SD = 0.45) in the SNARE-study, joint bullying and victimization trajectories were estimated using parallel Latent Class Growth Analysis (LCGA). The four trajectories (decreasing bully, stable high bully, decreasing victim, uninvolved) were related to adolescents' social position using multigroup analysis that examined differences in slope and intercepts (T1 and T6) of social positions, and indicated that the relative social position of the different joint trajectories was determined at the start of secondary education and did not change over time, with one exception: adolescents continuing bullying were besides being popular also increasingly rejected over time. Although bullying is functional behavior that serves to optimize adolescents' social position, anti-bullying interventions may account for the increasing lack of affection that may hinder bullies' long-term social development. [ABSTRACT FROM AUTHOR]- Published
- 2021
- Full Text
- View/download PDF
31. The Impact of Academic Achievement and Parental Practices on Depressive Symptom Trajectories Among Chinese Adolescents.
- Author
-
Qin, Xingna, Kaufman, Tessa, Laninga-Wijnen, Lydia, Ren, Ping, Zhang, Yunyun, and Veenstra, René
- Subjects
CHINESE people ,MENTAL depression ,ACADEMIC achievement ,CONTROL (Psychology) ,TEENAGERS ,PSYCHOLOGY - Abstract
Though depressive symptoms tend to increase in early adolescence, the trajectories of these symptoms may vary strongly. This longitudinal study investigated the extent to which the distinct developmental trajectories of depressive symptoms were predicted by adolescents' academic achievement and perceived parental practices in a sample of Chinese young adolescents (N = 2,576). The results showed four trajectory profiles of depressive symptoms: low-stable (75%), low-increasing (11%), high-stable (9%), and high-decreasing (5%). Adolescents with high academic achievement were more likely to be classified into the low-stable, low-increasing, and high-decreasing profiles than into the high-stable depressive symptom profile. Moreover, students who perceived greater parental autonomy support were more likely to be in the low-stable and low-increasing profiles than the high-stable profile, whereas adolescents perceiving more parental psychological control had higher odds of being in the low-increasing rather than the low-stable profile. Parental educational involvement was unrelated to students' depressive symptom trajectories. In sum, Chinese adolescents with higher academic achievement and who perceived more parental autonomy support, and less psychological control, were at lower risk of experiencing depressive symptoms. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
32. Introduction to the special section on social norms and behavioral development.
- Author
-
Veenstra, René
- Subjects
SOCIAL norms ,PEER relations ,SOCIAL adjustment ,SOCIAL development - Abstract
This introduction outlines the goals for the special section on social norms and behavioral development. The study of social norms has attracted much interest in peer relations research, and has turned attention to group-level processes, often defined based on the classroom, which create and sustain shared meanings that impact adolescent behavioral and social adjustment. Norms can be differentiated in three ways. First, prescriptive or injunctive norms can be distinguished from descriptive norms. Second, a distinction can be made between what is salient for all classmates or for a subgroup of norm setters, in particular popular peers. Third, social norms can be distinguished from perceived norms. The contributions to this special section invite debate on the future of research on norms, and suggest numerous avenues for further research, with hopes that an understanding of how social norms affect social development will better inform peer relations research as well as norm-based interventions. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
33. Halo and association effects: Cognitive biases in teacher attunement to peer‐nominated bullies, victims, and prosocial students.
- Author
-
Marucci, Eleonora, Oldenburg, Beau, Barrera, Davide, Cillessen, Antonius H. N., Hendrickx, Marloes, and Veenstra, René
- Subjects
BULLYING ,COGNITIVE bias ,EXTERNALIZING behavior ,TEACHERS ,STUDENT attitudes ,SCHOOL bullying ,VICTIMS ,EGOCENTRIC bias - Abstract
This study examined whether teachers' perceptions of students' behavior (referring to halo effects) and the behavior of teacher‐perceived friends (referring to association effects) influenced teachers' ability to recognize students identified as bullies, victims, and prosocial by their peers. Data came from 1,458 children (Mage = 10.5, 47.5% girls) and 56 teachers (Mage = 40.8, 66.1% females). Perceived likeability was associated with decreased odds and teachers' perceptions of popularity and externalizing behavior were associated with increased odds for teacher attunement to bullying. Perceived likeability and affiliation were associated with decreased odds for teacher attunement to victimized students. Teachers' perceptions of externalizing behavior were associated with decreased odds, whereas teachers' perceptions of affiliation and academic competence were associated with increased odds for attunement to prosociality. Finally, a positive association was found between teacher attunement and the average behavior of teacher‐perceived friends for bullying, victimization, and prosociality. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
34. Peers and Homophobic Attitudes in Adolescence: Examining Selection and Influence Processes in Friendships and Antipathies.
- Author
-
la Roi, Chaïm, Dijkstra, Jan Kornelis, Kretschmer, Tina, Savickaitė, Rūta, and Veenstra, René
- Subjects
PEERS ,TEENAGER attitudes ,HOMOPHOBIA ,ADOLESCENT psychology ,BULLYING ,ADOLESCENT friendships ,HOMOSEXUALITY ,ATTITUDES toward sex - Abstract
Homophobic attitudes and behavior are a widespread problem among adolescents, but what the role of peer relationships such as friendships and antipathies is in shaping these attitudes remains unclear. Therefore, this study examined to what extent homophobic attitudes are influenced by friends' and foes' homophobic attitudes, and whether homophobic attitudes serve as a selection criterion for the formation of friendships and antipathies. Participants came from three Dutch high schools across two waves (wave 1 November 2014, wave 2 March/April 2015, ages 11–20, N = 1935, 51.5% girls). Stochastic actor-oriented models were estimated for testing hypotheses. The results showed that adolescents adjusted their homophobic attitudes to their friends' homophobic attitudes, but homophobic attitudes were not consistently related to friendship selection. Further, findings indicated that being dissimilar in homophobic attitudes increased the likelihood to dislike cross-sex peers. Together, the findings suggest that adolescents' homophobic attitudes were to some extent subject to peer influence, but homophobic attitudes did not steer who adolescents befriended or disliked. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
35. Explaining Health Disparities between Heterosexual and LGB Adolescents by Integrating the Minority Stress and Psychological Mediation Frameworks: Findings from the TRAILS Study.
- Author
-
Kiekens, Wouter, la Roi, Chaïm, Bos, Henny M. W., Kretschmer, Tina, van Bergen, Diana D., and Veenstra, René
- Subjects
HEALTH equity ,HETEROSEXUALS ,LGBTQ+ teenagers ,MINORITY stress ,ADAPTABILITY (Personality) ,HEALTH services accessibility ,WELL-being ,SEXUAL minorities - Abstract
Lesbian, gay, and bisexual (LGB) adolescents experience elevated levels of internalizing problems and use more substances than heterosexual adolescents. The minority stress and psychological mediation framework are complementary theoretical frameworks that were developed to explain these disparities. However, limited empirical research has integrated both frameworks to study health disparities between heterosexual and LGB adolescents. This study attempts such an integration, using data from the first five waves (participant age 11–22) of the TRacking Adolescents' Individual Lives Survey (TRAILS), a cohort study of Dutch adolescents (N = 1738; 151 LGB; 54.8% girls). It was tested whether an LGB identity was linked to internalizing problems and substance use through a serial mediation process, in which sexual identity would be associated with peer victimization and negative relationships with parents (first set of mediators, in keeping with the minority stress framework), which in turn would be associated with fear of negative social evaluation and a lack of social support (second set of mediators, in keeping with the psychological mediation framework), and eventually increasing the risk for internalizing problems and elevated levels of substance use. Moreover, it was tested whether the link between minority stress and substance use was mediated by peers' substance use levels, as hypothesized by the psychological mediation framework. Compared to heterosexual participants, LGB participants reported more internalizing problems, smoked more cigarettes, and used more marijuana, but did not consume more alcohol. The relation between sexual identity and internalizing problems was mediated by peer victimization and parental rejection, which is in line with the minority stress framework. No statistically significant support was found for the psychological mediation framework. These findings provide a better understanding of the pathways through which sexual identity disparities in mental wellbeing and substance use come about. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
36. A Large-Scale Replication of the Effectiveness of the KiVa Antibullying Program: a Randomized Controlled Trial in the Netherlands.
- Author
-
Huitsing, Gijs, Lodder, Gerine M. A., Browne, Wiliam J., Oldenburg, Beau, Van der Ploeg, Rozemarijn, and Veenstra, René
- Subjects
RANDOMIZED controlled trials ,SCHOOL bullying ,SCHOOL year ,LOGISTIC regression analysis ,REGRESSION analysis ,BULLYING prevention ,PROFESSIONAL practice ,EVALUATION of human services programs ,EVIDENCE-based medicine ,CRIME victims ,COMPARATIVE studies ,SCHOOLS ,RESEARCH funding ,STATISTICAL sampling - Abstract
This study evaluates the effectiveness of the KiVa antibullying program in the Netherlands through a randomized controlled trial of students in grades 3-4 (Dutch grades 5-6). The sample involved 98 schools who volunteered to participate in the research, with 245 classes and 4383 students at the baseline (49% girls; M age = 8.7 years), who participated in five measurement waves, collected in three consecutive school years. After the baseline, two-thirds of the schools were assigned to the intervention condition (KiVa or KiVa+, the latter included an additional intervention component of network feedback to teachers) and one-third to the control condition (waiting list, care as usual) with a stratified randomization procedure. The effects of the intervention on self-reported victimization and bullying were tested using cross-classified ordered multinomial models and binomial logistic regression models. These longitudinal models showed that self-reported victimization and bullying reduced more strongly in KiVa-schools compared with control schools, with stronger effects after two school years than after one school year of implementation. The results showed that for students in control schools, the odds of being a victim were 1.29-1.63 higher, and the odds of being a bully were 1.19-1.66 higher than for KiVa students. No significant differences between KiVa and KiVa+ emerged. Overall, the findings provide evidence of the effectiveness of the KiVa program in the Netherlands. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
37. Bullying as a Group Process in Childhood: A Longitudinal Social Network Analysis.
- Author
-
Rambaran, J. Ashwin, Dijkstra, Jan Kornelis, and Veenstra, René
- Subjects
SCHOOL bullying ,GROUP process ,SOCIAL network analysis ,LONGITUDINAL method ,CHILDHOOD friendships ,RESEARCH funding - Abstract
This study investigates the dynamic interplay between bullying relationships and friendships in a sample of 481 students in 19 elementary school classrooms (age 8-12 years; 50% boys). Based on a relational framework, it is to be expected that friendships would be formed when two children bullied the same person and that children would start to bully the victims of their friends. Similarly, it is to be expected that friendships would be formed when two children were victimized by the same bully and that children would become victimized by the bullies of their friends. Longitudinal bivariate social network analysis supported the first two hypotheses but not the latter two. This study provides evidence for group processes in bullying networks in childhood. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
38. Refining victims' self‐reports on bullying: Assessing frequency, intensity, power imbalance, and goal‐directedness.
- Author
-
Kaufman, Tessa M. L., Huitsing, Gijs, and Veenstra, René
- Subjects
BULLYING ,CHILD victims ,VICTIMS ,SOCIAL status ,SOCIAL problems ,VICTIMIZATION rates - Abstract
Bullying can be differentiated from other types of peer aggression by four key characteristics: frequency, intensity, power imbalance, and goal‐directedness. Existing instruments, however, usually assess the presence of these characteristics implicitly. Can self‐report instruments be refined using additional questions that assess each characteristic? We examined (a) what proportion of children classified as victims by the commonly used Revised Olweus' bully/victim questionnaire (BVQ) also experienced the characteristics of bullying, and (b) the extent to which the presence of the characteristics was associated with emotional (affect, school, and classroom well‐being), relational (friendship, defending), and social status (popularity, rejection) adjustment correlates among victims. Using data from 1,738 students (Mage = 10.6; grades 5–8), including 138 victims according to the BVQ, the results showed that 43.1% of the children who were classified as victims by BVQ experienced all the four characteristics of bullying. Frequency ratings of victimization did not capture experiences that involved a power imbalance. Victims who reported all four key characteristics had greater emotional, relational, and social status problems than victims who did not report all characteristics. Thus, researchers who focus on victimization for diagnostic and prevention purposes can enrich self‐report measurements of bullying victimization by adding questions that assess the characteristics explicitly. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
39. Being Friends with or Rejected by Classmates: Aggression Toward Same- and Cross-Ethnic Peers.
- Author
-
Hooijsma, Marianne, Huitsing, Gijs, Dijkstra, Jan Kornelis, Flache, Andreas, and Veenstra, René
- Subjects
REJECTION (Psychology) ,PEERS ,AGGRESSION (Psychology) ,ETHNIC groups ,FRIENDSHIP ,HIGH schools ,TEENAGERS' conduct of life - Abstract
Whereas previous research suggests that adolescents' aggressive behavior in itself does not highlight ethnic boundaries, it remains unclear whether classmates' responses to same- and cross-ethnic aggression strengthen ethnic boundaries. This study examined how adolescents' aggression toward same- and cross-ethnic peers relates to the positive (friendship) and negative (rejection) relationship nominations they receive from same- and cross-ethnic classmates. Cross-sectional peer nomination data on 917 Dutch and 125 Turkish adolescents in 56 secondary schools were analyzed (mean age = 14.9 year; 51.4% boys). Adolescents received more friendship nominations from same-ethnic than from cross-ethnic classmates, but were not more rejected by cross-ethnic than same-ethnic classmates. Multilevel Poisson and negative binomial regression models showed that, irrespective of aggressor's ethnic background, adolescents' aggressive behavior was related to rejection by classmates from the ethnic group that was the target of aggression and to being befriended by classmates from the ethnic group that was not the target of aggression. Specifically, both Dutch and Turkish adolescents who were aggressive toward Dutch peers were rejected by Dutch classmates and befriended by Turkish classmates and vice versa. These findings suggest that classmates' positive and negative responses to adolescents are related to adolescents' aggressive behavior based on the ethnic background of the victim, not on the ethnic background of the aggressor. This suggests that integration between ethnic groups in schools relates to aggression in general, not only cross-ethnic aggression. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
40. The Role of Prosocial and Aggressive Popularity Norm Combinations in Prosocial and Aggressive Friendship Processes.
- Author
-
Laninga-Wijnen, Lydia, Steglich, Christian, Harakeh, Zeena, Vollebergh, Wilma, Veenstra, René, and Dijkstra, Jan Kornelis
- Subjects
PROSOCIAL behavior ,AGGRESSION (Psychology) ,FRIENDSHIP ,HIGH school students ,SCHOOL environment ,SOCIAL networks ,SOCIAL skills ,TEENAGERS' conduct of life - Abstract
Prior work has shown that popular peers can set a powerful norm for the valence and salience of aggression in adolescent classrooms, which enhances aggressive friendship processes (selection, maintenance, influence). It is unknown, however, whether popular peers also set a norm for prosocial behavior that can buffer against aggressive friendship processes and stimulate prosocial friendship processes. This study examined the role of prosocial and aggressive popularity norm combinations in prosocial and aggressive friendship processes. Three waves of peer-nominated data were collected in the first- and second year of secondary school (N = 1816 students; 81 classrooms; M
age = 13.06; 50.5% girl). Longitudinal social network analyses indicate that prosocial popularity norms have most power to affect both prosocial and aggressive friendship processes when aggressive popularity norms are non-present. In prosocial classrooms (low aggressive and high prosocial popularity norms), friendship maintenance based on prosocial behavior is enhanced, whereas aggressive friendship processes are largely mitigated. Instead, when aggressive popularity norms are equally strong as prosocial norms (mixed classrooms) or even stronger than prosocial norms (aggressive classrooms), aggression is more important for friendship processes than prosocial behavior. These findings show that the prosocial behavior of popular peers may only buffer against aggressive friendship processes and stimulate prosocial friendship processes if these popular peers (or other popular peers in the classroom) abstain from aggression. [ABSTRACT FROM AUTHOR]- Published
- 2020
- Full Text
- View/download PDF
41. Friendships, Perceived Popularity, and Adolescent Romantic Relationship Debut.
- Author
-
Savickaitė, Rūta, Dijkstra, Jan Kornelis, Kreager, Derek, Ivanova, Katya, and Veenstra, René
- Subjects
DATING (Social customs) ,FRIENDSHIP ,LONGITUDINAL method ,PUBERTY ,SURVEYS ,TEENAGERS' conduct of life ,AFFINITY groups - Abstract
This study examined the association of friendships and popularity with adolescents' first-time involvement in a romantic relationship (referred to as romantic relationship debut). The aim of this article was twofold: first, to disentangle the unique effects of friendships and perceived popularity; second, to separate same- and cross-gender peer nominations. Specifically, it was tested whether same- and cross-gender friendships or same- and cross-gender popularity were more likely to increase the likelihood of romantic relationship debut. Using longitudinal data of 590 Dutch adolescents age 12 to 18 (57 % girls) from TRAILS (Tracking Adolescents' Individual Lives Survey), results are consistent with the hypothesis that cross-gender friendships and cross-gender popularity increase the chances of a romantic relationship debut. Findings indicate that peer evaluations by cross-gender peers of both friendships and popularity account for adolescents' romantic relationship debut. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
42. The Interplay Between Adolescents' Friendships and the Exchange of Help: A Longitudinal Multiplex Social Network Study.
- Author
-
Rijsewijk, Loes G. M., Snijders, Tom A. B., Dijkstra, Jan Kornelis, Steglich, Christian, and Veenstra, René
- Subjects
ADOLESCENT friendships ,SOCIAL sciences education ,SOCIAL networks ,SOCIAL network analysis - Abstract
The aim of this study was to unravel the interrelatedness of friendship and help, and to examine the characteristics of friendship and help networks. The effects of mutual versus one‐sided help relations on friendship initiation and maintenance, and vice versa, were examined. Friendship and help networks were analyzed (N = 953 students; 41 classrooms; Mage = 12.7). The results illustrate that friendship and help networks show some similarities, but only partly overlap and have distinct characteristics. Longitudinal multiplex social network analyses showed that mutual help was important for the maintenance of friendship, but not for the initiation of friendship. Further, particularly mutual friendships provided a context in which help took place. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
43. Disparities in Persistent Victimization and Associated Internalizing Symptoms for Heterosexual Versus Sexual Minority Youth.
- Author
-
Kaufman, Tessa M. L., Baams, Laura, and Veenstra, René
- Subjects
SEXUAL minorities ,MINORITY stress ,TEENAGERS ,BULLYING - Abstract
This study investigated whether lesbian, gay, and bisexual (LGB) adolescents were at higher risk for persistent victimization of bullying compared to heterosexual adolescents, and how victimization trajectories were associated with internalizing symptom development across LGB and heterosexual adolescents. Data came from a five‐wave study (MageT1 = 11.1 to MageT5 = 22.3; n = 151 LGB; n = 1,275 heterosexual) and informants were adolescents and their parents. Adolescents were classified in three victimization trajectories: persistent (5.6%), decreasing (28.1%) or low (66.3%) victimization. LGB adolescents reported more persistent victimization, relative to no (OR = 6.79, 95% CI [3.52, 13.13]) or decreasing victimization (OR = 3.09, 95% CI [1.53, 6.24]), compared to heterosexual peers. Further, persistent victimization was more strongly associated with anxiety among LGB than among heterosexual adolescents. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
44. Caught in a vicious cycle? Explaining bidirectional spillover between parent-child relationships and peer victimization.
- Author
-
Kaufman, Tessa M. L., Kretschmer, Tina, Huitsing, Gijs, and Veenstra, René
- Subjects
PARENT-child relationships ,SOCIAL anxiety ,SOCIALIZATION ,REJECTION (Psychology) ,LONGITUDINAL waves ,STANDARD deviations - Abstract
Relationships with parents and peers are crucial for children's socialization, but how parent–child and peer relationships mutually affect each other is not well understood. Guided by spillover theory, we zoomed in on the bidirectional interplay between parental rejection and warmth on the one hand and peer victimization on the other, and examined whether children's maladjustment symptoms mediated hypothesized cross-domain spillover effects. Data stem from five waves of the longitudinal KiVa study among 9,770 children (50% boys; mean age = 9.16, standard deviation = 1.29). Results from random intercept cross-lagged panel models showed that higher parental rejection and lower parental warmth predicted increases in peer victimization and vice versa across waves, thus supporting the bidirectional model. Moreover, spillover from parent–child rejection and warmth to peer victimization was partially driven by children's depressive symptoms and bullying perpetration. Vice versa, spillover from peer victimization to parent–child rejection and warmth was partially driven by children's social anxiety, depressive symptoms, conduct problems, and bullying perpetration. Thus, children might get caught in persistent problems in two important social domains, and these two domains influence each other through children's maladjustment. Family and school interventions should be integrated to prevent a downwards spiral. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
45. Working with parents to counteract bullying: A randomized controlled trial of an intervention to improve parent‐school cooperation.
- Author
-
Niejenhuis, Coby, Huitsing, Gijs, and Veenstra, René
- Subjects
BULLYING prevention ,FAMILY medicine ,MEDICAL personnel ,PARENTING ,PARENTS ,SELF-evaluation ,SELF-perception ,TEACHERS ,VICTIMS ,JOB performance ,WELL-being ,RANDOMIZED controlled trials ,TREATMENT effectiveness ,PARENT attitudes ,PATIENTS' families ,COLLEGE teacher attitudes - Abstract
This study examined the effectiveness of an intervention aimed at improving parent‐school cooperation in counteracting bullying. Using a randomized controlled trial, data of teachers, parents of non‐victimized children, and children themselves were collected at 13 intervention and 14 control schools (grades 3–6, N at post‐assessment: teachers = 83, parents = 153, children = 2,510) at two time points (time lag about 6 months). Results showed positive effects of the intervention for some aspects of the primary outcomes: parents' and teachers' attitudes and efforts, whereas no effects were found of teachers' or parents' competences in counteracting bullying. No intervention effects were found for secondary outcomes: children's self‐reported bullying, victimization, well‐being, and self‐esteem. The findings indicate that, due to the intervention, teachers and parents were more aligned and able to cooperate, even within the short time of the intervention: one school year. This is the first essential step to systematically addressing parents' role in tackling bullying; future research is needed to examine the long‐term effects of parent and school interventions in enhancing the effectiveness of anti‐bullying programs. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
46. Who Sets the Aggressive Popularity Norm in Classrooms? It's the Number and Strength of Aggressive, Prosocial, and Bi-Strategic Adolescents.
- Author
-
Laninga-Wijnen, Lydia, Harakeh, Zeena, Dijkstra, Jan Kornelis, Veenstra, René, and Vollebergh, Wilma
- Subjects
POPULARITY ,CLASSROOM environment ,TEENAGERS ,ADOLESCENCE ,PROSOCIAL behavior - Abstract
Previous work has shown that during adolescence, classrooms vary greatly in the extent to which aggression is rewarded with popularity (the 'popularity norm'). Aggressive popularity norms may promote the proliferation of aggression and negatively affect the classroom climate. It is, however, unknown how these norms emerge in the first place. This longitudinal study therefore investigated whether aggressive popularity norms can be predicted by the classroom composition of students. We examined whether the prevalence of six student types - socially and non-socially dominant prosocial, aggressive, and bi-strategic adolescents (adolescents who are both highly prosocial and aggressive) - contributed to the norm by establishing a popularity hierarchy: strong classroom asymmetries in popularity. We collected peer-nominated data at three secondary schools in the Netherlands (SNARE-study; Nstudents = 2843; Nclassrooms = 120; 51.4% girls; Mage = 13.2). Classroom-level regression analyses suggest that the classroom percentage of socially dominant aggressive and bi-strategic students predicted higher aggressive popularity norms, both directly and by enhancing the classrooms' popularity hierarchy. Instead, the presence of non-socially dominant aggressive students and socially dominant prosocial students contributed to lower aggressive popularity norms. Socially dominant prosocial students also buffered against the role of socially dominant aggressive adolescents in the aggressive popularity norm (moderation), but not against bi-strategic adolescents' role. Our findings indicate that interventions aimed at reducing aggressive popularity norms should first and foremost take the composition of classrooms at the start of the school year into account; and should not only encourage prosocial behavior, but also actively discourage aggression. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
47. Unique developmental trajectories of risk behaviors in adolescence and associated outcomes in young adulthood.
- Author
-
Peeters, Margot, Oldehinkel, Albertine, Veenstra, René, and Vollebergh, Wilma
- Subjects
AT-risk behavior ,ADULTS ,ADOLESCENCE ,EXTERNALIZING behavior ,ALCOHOL drinking ,EDUCATIONAL attainment ,EMPLOYMENT discrimination - Abstract
This study aimed at assessing developmental trajectories of risk behaviors from adolescence into young adulthood and their associations with outcomes in young adulthood (i.e. education, employment). Data of the TRacking Adolescents' Individual Lives Survey (TRAILS) including 2,149 participants (mean age = 13.6, SD = 0.5, 51% girls) were used to examine the development of alcohol, cannabis, smoking, and externalizing behavior. The results showed that the associations between these risk behaviors varied with age, and revealed varying developmental patterns throughout adolescence. Most notably alcohol use did not covary strongly with the other risk behaviors. The often assumed peak in risk behavior in adolescence was only found in a small group, and only for alcohol (7.4%) and cannabis use (3.4%), but not for smoking or externalizing behavior. Most adolescents revealed only low involvement in risk behavior, with the largest differences between low and high trajectories emerging in late adolescence (> 19 years). Clustering of risk behavior throughout adolescence is rather the exception than the rule and depends on age and type of risk behavior. Differences in risk behavior between individuals become the largest in late adolescence, possibly influencing successful transition into adulthood visible in educational attainment and employment. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
48. Differences in perceived popularity and social preference between bullying roles and class norms.
- Author
-
Romera, Eva M., Bravo, Ana, Ortega-Ruiz, Rosario, and Veenstra, René
- Subjects
SOCIAL norms ,POPULARITY ,SECONDARY school students ,HUMAN behavior ,ANIMAL behavior ,SECONDARY schools ,PRIMARY schools - Abstract
The aim of this study was to examine differences in perceived popularity and social preference of bullying roles and class norms. In total, 1,339 students (48% girls) participated: 674 primary school (M = 10.41 years, SD = 0.49) and 685 secondary school students (M = 12.67 years, SD = 0.80). Peer nominations and perceptions of class norms were collected. The results showed the highest perceived popularity among aggressors and defenders, except in anti-bullying primary school classes, where aggressors had low levels of popularity. In pro-bullying secondary school classes school, female victims had the lowest popularity levels. These findings suggest that class norms and personal variables as gender and school levels are important to understand bullying roles. Practical implications are discussed to guide teachers and practitioners according to the importance to adapt antibullying programs to the characteristics of the group in each school level and gender. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
49. The Interplay of Adolescents' Aggression and Victimization with Friendship and Antipathy Networks within an Educational Prosocial Intervention.
- Author
-
Palacios, Diego, Berger, Christian, Luengo Kanacri, Bernadette Paula, Veenstra, René, and Dijkstra, Jan Kornelis
- Subjects
AVERSION ,AGGRESSION (Psychology) ,FRIENDSHIP ,SCHOOL environment ,TEENAGERS' conduct of life ,VICTIMS - Abstract
How the interplay between peer relationships and behaviors unfolds and how this differs between classrooms is an understudied topic. This study examined whether adolescents befriend or dislike peers whom they consider as aggressor or victim and whether these results differ in classrooms that received an intervention to promote prosocial behavior compared to classrooms without the intervention. The sample was composed of 659 seventh graders (M
age = 12.32; 48% girls) from nine intervention and seven control classrooms in eight schools in Santiago, Chile. It was hypothesized that adolescents in intervention classrooms would be less befriended and more disliked by classmates who considered them as aggressors, and more befriended and less disliked by classmates who considered them as victims, compared to control classrooms. Longitudinal multiplex social network analyses (RSiena) indicate that antipathies toward peers considered as aggressive and victimized were significantly lower in intervention classrooms than in control classrooms, but no significant differences were found for friendships. These findings suggest that the impact of an educational intervention may go beyond changing individual behavior and extend to the way peer relations develop in classrooms. [ABSTRACT FROM AUTHOR]- Published
- 2019
- Full Text
- View/download PDF
50. The Healthy Context Paradox: Victims' Adjustment During an Anti-Bullying Intervention.
- Author
-
Huitsing, Gijs, Lodder, Gerine M. A., Oldenburg, Beau, Schacter, Hannah L., Salmivalli, Christina, Juvonen, Jaana, and Veenstra, René
- Subjects
BULLYING prevention ,VICTIM psychology ,PEER relations ,CHILD psychology ,ADAPTABILITY (Personality) in children ,ADAPTABILITY (Personality) ,CHILD behavior ,MENTAL depression ,EMOTIONS ,MENTAL health ,SCHOOL administration ,SELF-perception ,STUDENT health ,AFFINITY groups ,MULTIPLE regression analysis ,PEERS ,SECONDARY analysis ,SOCIAL support - Abstract
This study investigated the "healthy context paradox": the potentially adverse effects of school anti-bullying norms on victims' psychological (depression, social anxiety, and self-esteem) and school adjustment. Based on the person-group (dis)similarity model, social comparison theory, similarity attraction in friendship formation, and attributional theory, it was hypothesized that the emotional plight of victims is intensified in intervention schools with a visible, school-wide anti-bullying program, as compared with victims in control schools with "a care as usual" approach. Longitudinal multilevel regression analyses were conducted on Randomized Controlled Trial data from the Dutch implementation of the KiVa anti-bullying program (baseline and 1-year follow-up data on 4356 students from 245 classrooms in 99 schools, 68% intervention students, 49% boys, 9–10 years-old). The findings revealed that—despite the overall success of the intervention—those who remained or became victimized in intervention schools had more depressive symptoms and lower self-esteem after being targeted by the intervention for 1 year, compared to those who remained or became victimized in control schools. These effects were not found for social anxiety and school well-being. The findings underscore the importance of individual × environment interactions in understanding the consequences of victimization and emphasize the need for adults and classmates to provide continuing support for remaining or new victims who are victimized in schools that implement anti-bullying interventions. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.