30 results on '"Veenstra, René"'
Search Results
2. Friendships, Perceived Popularity, and Adolescent Romantic Relationship Debut
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Savickaite, Ruta, Dijkstra, Jan Kornelis, Kreager, Derek, Ivanova, Katya, and Veenstra, René
- 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.
- Published
- 2020
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3. Bullying as a Group Process in Childhood: A Longitudinal Social Network Analysis
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Rambaran, J. Ashwin, Dijkstra, Jan Kornelis, and Veenstra, René
- 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.
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- 2020
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4. The Role of Academic Status Norms in Friendship Selection and Influence Processes Related to Academic Achievement
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Laninga-Wijnen, Lydia, Gremmen, Mariola C., Dijkstra, Jan Kornelis, Veenstra, René, Vollebergh, Wilma A. M., and Harakeh, Zeena
- Abstract
This study examined the role of academic status norms in friendship selection and influence processes related to academic achievement across the 2nd year of secondary school (SNARE project; N = 1,549 students from 70 classes; Mage = 13.69 years). Academic status norms were operationalized as the class-level correlation between academic achievement and 4 types of peer status: popularity, acceptance, unpopularity, and rejection. Longitudinal social network analyses indicated that the unpopularity and popularity norm play a role in friendship selection processes (but not influence processes) related to academic achievement. In line with our hypotheses, the unpopularity norm in the classroom strengthened similarity-based friendship selection among low-achieving adolescents and predicted greater avoidance of academically similar friends among high-achieving adolescents. Also, the popularity norm strengthened friendship selection among similar peers, both among low and high achievers. Acceptance and rejection norms did not play a role in friendship processes. In sum, the average achievement of popular and unpopular peers shapes friendship preferences in the classroom, which may have important implications for adolescent academic development.
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- 2019
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5. First Selection, Then Influence: Developmental Differences in Friendship Dynamics Regarding Academic Achievement
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Gremmen, Mariola Claudia, Dijkstra, Jan Kornelis, Steglich, Christian, and Veenstra, René
- Abstract
This study concerns peer selection and influence dynamics in early adolescents' friendships regarding academic achievement. Using longitudinal social network analysis (RSiena), both selection and influence processes were investigated for students' average grades and their cluster-specific grades (i.e., language, exact, and social cluster). Data were derived from the SNARE (Social Network Analysis of Risk behavior in Early adolescence) study, using 6 waves (N = 601; Mage = 12.66, 48.9% boys at first wave). Results showed developmental differences between the first and second year of secondary school (seventh and eighth grade). Whereas selection processes were found in the first year on students' cluster-specific grades, influence processes were found in the second year, on both students' average and cluster-specific grades. These results suggest that students initially tend to select friends on the basis of similar cluster-based grades (first year), showing that similarity in achievement is attractive for friendships. Especially for low-achieving students, similar-achieving students were highly attractive as friends, whereas they were mostly avoided by high-achieving students. Influence processes on academic achievement take place later on (second year), when students know each other better, indicating that students' grades become more similar over time in response to their connectedness. Concluding, this study shows the importance of developmental differences and specific school subjects for understanding peer selection and influence processes in adolescents' academic achievement.
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- 2017
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6. Academic Functioning and Peer Influences: A Short-Term Longitudinal Study of Network-Behavior Dynamics in Middle Adolescence
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Rambaran, J. Ashwin, Hopmeyer, Andrea, Schwartz, David, Steglich, Christian, Badaly, Daryaneh, and Veenstra, René
- Abstract
In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14-15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness. Friendships were formed and maintained when adolescents had low levels of achievement or high levels of truancy. Friends influenced one another to increase rather than decrease in achievement and truancy. Moreover, friends' popularity moderated peer influences in truancy in reciprocal friendships but not in unilateral friendships, whereas friends' acceptance moderated peer influences in achievement in both unilateral and reciprocal friendships. The findings illustrate the dynamic interplay between peer effects and academic functioning.
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- 2017
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7. Who Helps Whom? Investigating the Development of Adolescent Prosocial Relationships
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van Rijsewijk, Loes, Dijkstra, Jan Kornelis, Pattiselanno, Kim, Steglich, Christian, and Veenstra, René
- Abstract
We investigated adolescent prosocial relations by examining social networks based on the question "Who helps you (e.g., with homework, with repairing a flat [bicycle] tire, or when you are feeling down?)." The effects of individual characteristics (academic achievement, symptoms of depressive mood, and peer status) on receiving help and giving help were examined, and we investigated the contribution of (dis)similarity between adolescents to the development of prosocial relations. Gender, structural network characteristics, and friendship relations were taken into account. Data were derived from the Social Network Analysis of Risk behavior in Early adolescence (SNARE) study, and contained information on students in 40 secondary school classes across 3 waves (N = 840, M age = 13.4, 49.7% boys). Results from longitudinal social network analyses (RSiena) revealed tendencies toward reciprocation of help and exchange of help within helping groups. Furthermore, boys were less often mentioned as helpers, particularly by girls. Depressed adolescents were less often mentioned as helpers, especially by low-depressed peers. Moreover, lower academic achievers indicated that they received help from their higher achieving peers. Rejected adolescents received help more often, but they less often helped low-rejected peers. Last, low- and high-popular adolescents less often helped each other, and also high-popular adolescents less often helped each other. These findings show that (dis)similarity in these characteristics is an important driving factor underlying the emergence and development of prosocial relations in the peer context, and that prosocial behavior should be defined in terms of benefitting particular others.
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- 2016
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8. Being Friends with or Rejected by Classmates: Aggression Toward Same- and Cross-Ethnic Peers
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Hooijsma, Marianne, Huitsing, Gijs, Dijkstra, Jan Kornelis, Flache, Andreas, and Veenstra, René
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- 2020
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9. The Interplay of Adolescents’ Aggression and Victimization with Friendship and Antipathy Networks within an Educational Prosocial Intervention
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Palacios, Diego, Berger, Christian, Luengo Kanacri, Bernadette Paula, Veenstra, René, and Dijkstra, Jan Kornelis
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- 2019
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10. Positive and Negative Leadership in Late Childhood: Similarities in Individual but Differences in Interpersonal Characteristics.
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Dong, Zhe, Huitsing, Gijs, and Veenstra, René
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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
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11. Final: How Changes in Friendship Quantity, Quality, and Stability Predict and are Predicted by Social Withdrawal in Late Adolescence
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Barzeva, Stefania, Richards, Jennifer, Meeus, Wim, Veenstra, René, and Oldehinkel, Albertine
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Social withdrawal ,number of friends ,longitudinal ,post-secondary ,friendship ,trajectories ,transition ,adolescence ,Social and Behavioral Sciences ,friendship stability ,humanities ,friendship quality - Abstract
Little is known about how friendship quantity, quality, and stability predict and are predicted by social withdrawal in adolescence, and no study has examined the relations between changes in these friendship characteristics and withdrawal. The current study tested a moderated mediation model. In this model, the continuity of social withdrawal is mediated by baseline levels and changes in the adolescent’s friendship network, transition status moderates the associations between withdrawal and friendship characteristics, and sex moderates all paths. Because number of friends, friendship quality, and friendship stability are interrelated, all three characteristics were modeled simultaneously in order to identify their unique mediating effects. We aimed to answer three questions: (1) do baseline levels and changes in friendship quantity, quality, and stability mediate the continuity (or discontinuity) of withdrawal from 16 to 19 years? (2) do education and house transitions moderate the association from pre-transition withdrawal to changes in friendship network characteristics? (3) Does sex moderate any of the paths in the mediation model?
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- 2022
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12. Friendship quantity, quality, and stability and social withdrawal in adolescence
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Barzeva, Stefania, Richards, Jennifer, Meeus, Wim, Veenstra, René, and Oldehinkel, Albertine
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Social withdrawal ,number of friends ,longitudinal ,post-secondary ,friendship ,trajectories ,transition ,adolescence ,friendship stability ,humanities ,friendship quality - 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 withdrawn adolescents’ friendships. Unilateral friendship data of 1,019 adolescents (61.3% female, 91% Dutch-origin) from the Tracking Adolescents' Individual Lives Survey (TRAILS) 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 Modelling 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 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.
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- 2022
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13. In defense of peer influence: The unheralded benefits of conformity.
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Laursen, Brett and Veenstra, René
- Subjects
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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]
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- 2023
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14. Quality over quantity: A transactional model of social withdrawal and friendship development in late adolescence
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Barzeva, Stefania A, Richards, Jennifer S, Veenstra, René, Meeus, Wim H J, Oldehinkel, Albertine J, Leerstoel Branje, Adolescent development: Characteristics and determinants, Leerstoel Branje, Adolescent development: Characteristics and determinants, Sociology/ICS, and Interdisciplinary Centre Psychopathology and Emotion regulation (ICPE)
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transactional model ,ANXIOUS-SOLITARY ,SEX-DIFFERENCES ,Sociology and Political Science ,Social withdrawal ,social withdrawal ,media_common.quotation_subject ,post-secondary transition ,Social Development ,Middle childhood ,Developmental psychology ,PEER EXPERIENCES ,Transactional leadership ,MIDDLE CHILDHOOD ,Developmental and Educational Psychology ,Personality ,Quality (business) ,media_common ,PERSONALITY ,EMERGING ADULTHOOD ,INDIVIDUAL-LIVES SURVEY ,Late adolescence ,humanities ,Friendship ,MODERATING ROLE ,COHORT PROFILE ,friendship ,adolescence ,TRAJECTORIES ,Psychology ,Social Sciences (miscellaneous) - Abstract
Contains fulltext : 282224.pdf (Publisher’s version ) (Open Access) 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. 21 p.
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- 2022
15. The Role of Prosocial and Aggressive Popularity Norm Combinations in Prosocial and Aggressive Friendship Processes
- Author
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Laninga-Wijnen, Lydia, Steglich, Christian, Harakeh, Zeena, Vollebergh, Wilma, Veenstra, René, Dijkstra, Jan Kornelis, Youth in Changing Cultural Contexts, Leerstoel Finkenauer, Leerstoel Vollebergh, Sociology/ICS, Youth in Changing Cultural Contexts, Leerstoel Finkenauer, and Leerstoel Vollebergh
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Male ,PEER CONTAGION ,Sociologi ,CHILDHOOD ,Poison control ,Friends ,050109 social psychology ,Hierarchy, Social ,Empirical Research ,Social Networking ,Sociology ,ADOLESCENTS ,Social Norms ,Developmental and Educational Psychology ,Psychology ,Longitudinal Studies ,media_common ,HEALTH-RISK ,Schools ,4. Education ,05 social sciences ,Aggression ,Health psychology ,Psychological Distance ,Prosocial behavior ,Female ,medicine.symptom ,Social psychology ,INTERVENTION ,BEHAVIOR ,050104 developmental & child psychology ,Adolescent ,Social Psychology ,media_common.quotation_subject ,Friendship selection ,SOCIALIZATION ,Peer Group ,Education ,medicine ,Humans ,0501 psychology and cognitive sciences ,Valence (psychology) ,Social Behavior ,Students ,Psykologi ,SALIENCE ,Popularity norm ,Popularity ,Friendship influence ,Friendship ,Social Dominance ,Adolescent Behavior ,Norm (social) ,DEVIANT ,NEGATIVITY ,Social Sciences (miscellaneous) - 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; Mage = 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. Funding agencies: HSRD VA [SDR 10-012]
- Published
- 2020
16. Disentangling dyadic and reputational perceptions of prosociality, aggression, and popularity in explaining friendship networks in early adolescence.
- Author
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Palacios, Diego, Dijkstra, Jan Kornelis, Berger, Christian, Huisman, Mark, and Veenstra, René
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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
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17. Keeping to the code: How local norms of friendship and dating inform macro-structures of adolescents' romantic networks.
- Author
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McMillan, Cassie, Kreager, Derek A., and Veenstra, René
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SEXUALLY transmitted diseases ,TEENAGERS ,FRIENDSHIP ,SPANNING trees ,SOCIAL norms - Abstract
Even though romantic partnerships are often understood as pairwise relationships, there is value in conceptualizing the dating patterns of adolescents as network phenomena, particularly as related to the spread of sexually transmitted infections. The current study adopts this perspective to evaluate how a local norm guiding the coexistence of dating and friendship informs macro-level romantic network structures. Using twelve months of romantic relationship data from the Peers and the Emergence of Adolescent Romance (PEAR) study, we find that the global dating network resembles a chain-like, spanning tree structure consistent with that observed by Bearman and colleagues (2004) in their foundational study. Then, through the application of temporal ERGMs, we uncover evidence that adolescents adhere to a social norm against dating their friends' previous romantic partners. We use these findings to empirically ground a series of network simulations, which demonstrate that the romantic network's structure becomes less redundant and more clustered as the norm against dating friends' previous partners is relaxed. By understanding how local norms shape patterns of friendship and dating, we can better conceptualize the macro-level structural patterns of romantic networks and their implications for infectious disease diffusion. • Dutch adolescent dating network characterized by chain-like spanning tree structure. • Considers the local norms of dating and friendship that inform the network topology. • Youth follow a norm that discourages dating friends' previous romantic partners. • Simulations demonstrate that the norm impacts the structure of dating networks. • Considering the coevolution of dating and friendship can help STI prevention efforts. [ABSTRACT FROM AUTHOR]
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- 2022
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18. Do They Get What They Want or Are They Stuck With What They Can Get? Testing Homophily Against Default Selection for Friendships of Highly Aggressive Boys. The TRAILS Study
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Sijtsema, Jelle J., Lindenberg, Siegwart M., and Veenstra, René
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- 2010
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19. Bullying and Victimization Trajectories in the First Years of Secondary Education: Implications for Status and Affection.
- Author
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de Vries, Elsje, Kaufman, Tessa M. L., Veenstra, René, Laninga-Wijnen, Lydia, and Huitsing, Gijs
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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
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20. Interplay of Early Adolescents' Friendship and Helping Networks
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van Rijsewijk, Louise, Snijders, Thomas, Dijkstra, Jan Kornelis, Steglich, Christian, Veenstra, René, and Sociology/ICS
- Subjects
friendship ,help ,social network ,RSiena ,multiplex network - 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. We examined effects of mutual relations versus one-sided relations in the help network on friendship initiation and maintenance, and vice versa. We analyzed 41 classroom friendship and help networks (N = 953; M age = 12.7). Results illustrated 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, and that particularly mutual friendships provide a context in which help takes place. Implications of these findings are discussed.
- Published
- 2018
21. Friendships, Perceived Popularity, and Adolescent Romantic Relationship Debut.
- Author
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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
22. The norms of popular peers moderate friendship dynamics of adolescent aggression
- Author
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Laninga-Wijnen, L., Harakeh, Z., Steglich, Christian E G, Dijkstra, J.K., Veenstra, René, Vollebergh, W.A.M., Youth in Changing Cultural Contexts, Leerstoel Finkenauer, Leerstoel Vollebergh, and Sociology/ICS
- Subjects
Male ,SELECTION ,Sociologi ,Adolescent ,SOCIAL-STATUS ,media_common.quotation_subject ,Poison control ,Friends ,050109 social psychology ,Peer Group ,Education ,Developmental psychology ,SCHOOLS ,Sociology ,Social Desirability ,Developmental and Educational Psychology ,medicine ,Humans ,QUALITY ,0501 psychology and cognitive sciences ,Longitudinal Studies ,Valence (psychology) ,Child ,media_common ,ROLES ,Aggression ,PROSOCIAL BEHAVIOR ,05 social sciences ,ACCEPTANCE ,Peer group ,Popularity ,NETWORKS ,Friendship ,Prosocial behavior ,Adolescent Behavior ,Pediatrics, Perinatology and Child Health ,DEVELOPMENTAL-CHANGES ,Female ,GENDER ,Norm (social) ,medicine.symptom ,Psychology ,Social psychology ,050104 developmental & child psychology - Abstract
The current study examined whether peer norms for aggression within the classroom impact friendship selection, maintenance, and socialization processes related to aggression across the first year of secondary school (N = 1,134 students from 51 classes, Mage = 12.66). As hypothesized, longitudinal social network analyses indicated that friendship selection and influence processes related to aggression depended on the popularity norm within the classroom (i.e., the class-level association between popularity and aggression), rather than the descriptive norm (aggregated average of aggressive behavior). Hence, only in classes where the valence of aggression is high (because it is positively associated with popularity), adolescents tend to select their friends based on similarity in aggression and adopt the aggressive behavior of their friends.
- Published
- 2017
23. Academic Functioning and Peer Influences: A Short-Term Longitudinal Study of Network-Behavior Dynamics in Middle Adolescence.
- Author
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Rambaran, J. Ashwin, Hopmeyer, Andrea, Schwartz, David, Steglich, Christian, Badaly, Daryaneh, and Veenstra, René
- Subjects
ACADEMIC achievement & society ,ACADEMIC achievement research ,ADOLESCENCE -- Social aspects ,ADOLESCENCE ,PEER pressure in adolescence ,FRIENDSHIP ,LONGITUDINAL method ,SOCIAL skills ,TEENAGERS' conduct of life ,ACHIEVEMENT - Abstract
In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14-15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness. Friendships were formed and maintained when adolescents had low levels of achievement or high levels of truancy. Friends influenced one another to increase rather than decrease in achievement and truancy. Moreover, friends' popularity moderated peer influences in truancy in reciprocal friendships but not in unilateral friendships, whereas friends' acceptance moderated peer influences in achievement in both unilateral and reciprocal friendships. The findings illustrate the dynamic interplay between peer effects and academic functioning. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
24. Friendships and outgroup attitudes among ethnic minority youth: The mediating role of ethnic and host society identification.
- Author
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Munniksma, Anke, Verkuyten, Maykel, Flache, Andreas, Stark, Tobias H., and Veenstra, René
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ATTITUDE (Psychology) ,ETHNIC groups ,FRIENDSHIP ,GROUP identity ,PSYCHOLOGY of Minorities ,AFFINITY groups ,SOCIAL attitudes ,STRUCTURAL equation modeling ,ADOLESCENCE - Abstract
This study investigates among ethnic minority adolescents how friendships with ethnic minority and majority group peers are related to their attitudes towards the majority outgroup. Friendships with majority group peers are proposed to be indirectly related to outgroup attitudes through host society identification. Friendships with ethnic ingroup peers are proposed to be indirectly related to outgroup attitudes through ethnic ingroup identification. Hypotheses were tested longitudinally among ethnic minority adolescents ( n = 244) who recently entered middle schools in the Netherlands. Lagged structural equation models showed that friendships with majority group peers were related to stronger identification with the host society which was in turn related to improved attitudes toward the majority outgroup. Ingroup friendships and ingroup identification was not related to outgroup attitudes. Additional analyses indicated that the relation between host society identification and majority group friendships was bidirectional. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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25. Extended intergroup friendships within social settings: The moderating role of initial outgroup attitudes.
- Author
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Munniksma, Anke, Stark, Tobias H., Verkuyten, Maykel, Flache, Andreas, and Veenstra, René
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INTERGROUP relations ,FRIENDSHIP ,OUTGROUPS (Social groups) ,ATTITUDE (Psychology) ,BALANCE theory (Social theory) ,SOCIAL networks ,GROUP process - Abstract
The current study hypothesized that extended intergroup friendships improve outgroup attitudes in particular for people with initially unfavorable outgroup attitudes, and for those without direct intergroup friendships. In contrast, building on structural balance theory, it was hypothesized that extended contact in small social settings may also be related to less favorable outgroup attitudes. Hypotheses were tested longitudinally among Dutch students (n = 661) who just entered multiethnic middle schools. Adopting concepts from social network analysis, an extended intergroup friendships measure was proposed which excludes direct intergroup friendships. Multilevel panel analyses showed that the effect of extended intergroup friendships with Turkish peers did not depend on whether adolescents had direct Turkish friends. Extended intergroup friendships were only related to improved outgroup attitudes for students with relatively unfavorable outgroup attitudes. Additional analyses show, in line with structural balance theory, that extended friendships within classrooms can also be related to outgroup attitudes negatively for students with favorable initial attitudes. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
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26. Forms and Functions of Aggression in Adolescent Friendship Selection and Influence: A Longitudinal Social Network Analysis.
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Sijtsema, Jelle J., Ojanen, Tiina, Veenstra, René, Lindenberg, Siegwart, Hawley, Patricia H., and Little, Todd D.
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AGGRESSION (Psychology) in children ,FRIENDSHIP ,LONGITUDINAL method ,PEERS ,IMPLICATION (Logic) ,TEENAGERS ,CHILD psychology ,DEVELOPMENTAL psychology - Abstract
Aggressive children are known to have friends. However, less is known about the impact of aggression on friendship development and how this can differ for overt and relational (i.e., the forms) and instrumental and reactive (i.e., the functions) aggression. This longitudinal study utilized the forms and functions perspective on aggression to assess social selection and influence in adolescents' (N = 337, 12–14 years) friendship networks. Instrumentally and relationally aggressive peers became mutual friends with similar peers. Influence effects were observed in all types of aggression except overt aggression, suggesting that instrumental, reactive, and relational aggression may be the most susceptible to social influence. The findings are discussed in terms of theoretical and methodological implications for the study of aggression and adolescent friendships. [ABSTRACT FROM AUTHOR]
- Published
- 2010
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27. Friendship selection and influence processes for popularity in early and mid-adolescents.
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Bravo, Ana, Ortega‐Ruiz, Rosario, Veenstra, René, Engels, Maaike C., Romera, Eva M., and Ortega-Ruiz, Rosario
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FRIENDSHIP , *POPULARITY , *ADOLESCENT psychology , *SOCIAL network analysis , *SOCIAL development - Abstract
Introduction: This study examined the effect of popularity levels on friendship selection and friends' influence on popularity levels in early and mid-adolescence.Methods: Participants were 4205 Spanish adolescents (Mage = 13.1 years at Wave 1; 48% girls) belonging to 160 classrooms in two waves. Adolescents were asked about their friendships and the popularity of their classmates.Results: Longitudinal social network analyses showed that adolescents preferred similarly popular peers as friends. High popular classmates were more attractive as friends, particularly in early adolescence. Popular adolescents were more selective in their friendship nominations and adolescents with popular friends became more popular over time. These two effects were only significant in mid-adolescents, although comparative analyses showed a similar tendency at both age groups.Conclusions: This study highlights the importance of popularity levels in adolescents' friendship selection and suggests that popularity, at the individual and group level, plays a relevant role in social development. Implications adapted to the different selection and influence processes in early and mid-adolescence are discussed. [ABSTRACT FROM AUTHOR]- Published
- 2022
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28. The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis.
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Palacios, Diego, Berger, Christian, Kanacri, Bernardette Paula Luengo, Huisman, Mark, and Veenstra, René
- Abstract
Background Aims Sample Methods Results Conclusions 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.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.A total of 537 seventh‐grade students from 13 classes over three waves.Longitudinal social network analyses (RSiena).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.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
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29. Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks.
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Palacios, Diego, Dijkstra, Jan Kornelis, Villalobos, Cristóbal, Treviño, Ernesto, Berger, Christian, Huisman, Mark, and Veenstra, René
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SCHOOL discipline , *STUDENT cheating , *FRIENDSHIP , *SOCIAL network analysis , *ACADEMIC ability - Abstract
This paper examined the association between friendship and academic networks and how the connections these networks have with academic performance and school misconduct differ when comparing three types of classrooms where students were grouped based on their academic ability (i.e., high-, low-, and mixed-ability). The sample was composed of 528 seventh to ninth graders (M age = 15; 64.1% girls) from 12 classrooms (four in each category of ability grouping) across two waves in five schools in Chile. The effects of academic performance and school misconduct on receiving academic and friendship nominations were examined, as well as the interplay between academic and friendship relationships. Furthermore, the extent to which similarity in adolescents' academic performance and school misconduct contributed to the formation and maintenance of academic and friendship relationships was examined. Sex, socioeconomic status, and structural network features were also taken into account. Longitudinal social network analyses (RSiena) indicated that (1) in high-ability classrooms students chose high-achieving peers as academic partners; (2) in high-ability classrooms students avoided deviant peers (i.e., those high in school misconduct) as academic partners; and (3) academic relationships led to friendships, and vice versa, in both high- and low-ability classrooms. Whereas the interplay of friendship and academic relationships was similar in high- and low-ability classrooms, the formation and maintenance of academic networks unfolded differently in these two types of classrooms. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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30. The Role of Academic Status Norms in Friendship Selection and Influence Processes Related to Academic Achievement.
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Laninga-Wijnen, Lydia, Gremmen, Mariola C., Dijkstra, Jan Kornelis, Veenstra, René, Vollebergh, Wilma A. M., and Harakeh, Zeena
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- *
ACADEMIC achievement , *HYPOTHESIS , *ATTITUDE (Psychology) , *FRIENDSHIP , *GROUP identity , *HIGH schools , *LONGITUDINAL method , *SCHOOL environment , *SOCIAL networks , *STUDENT attitudes - Abstract
This study examined the role of academic status norms in friendship selection and influence processes related to academic achievement across the 2nd year of secondary school (SNARE project; N = 1,549 students from 70 classes; Mage = 13.69 years). Academic status norms were operationalized as the class-level correlation between academic achievement and 4 types of peer status: popularity, acceptance, unpopularity, and rejection. Longitudinal social network analyses indicated that the unpopularity and popularity norm play a role in friendship selection processes (but not influence processes) related to academic achievement. In line with our hypotheses, the unpopularity norm in the classroom strengthened similarity-based friendship selection among low-achieving adolescents and predicted greater avoidance of academically similar friends among high-achieving adolescents. Also, the popularity norm strengthened friendship selection among similar peers, both among low and high achievers. Acceptance and rejection norms did not play a role in friendship processes. In sum, the average achievement of popular and unpopular peers shapes friendship preferences in the classroom, which may have important implications for adolescent academic development. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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