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Veenstra R Lindenberg S Zijlstra BJ De Winter AF Verhulst FC Ormel J 《Child development》2007,78(6):1843-1854
For this study, information on Who Bullies Who was collected from 54 school classes with 918 children (M age = 11) and 13,606 dyadic relations. Bullying and victimization were viewed separately from the point of view of the bully and the victim. The two perspectives were highly complementary. The probability of a bully-victim relationship was higher if the bully was more dominant than the victim, and if the victim was more vulnerable than the bully and more rejected by the class. In a bully-victim dyad, boys were more often the bullies. There was no finding of sex effect for victimization. Liking reduced and disliking increased the probability of a bully-victim relationship. 相似文献
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Mariola C. Gremmen Christian Berger Allison M. Ryan Christian E.G. Steglich René Veenstra Jan K. Dijkstra 《Child development》2019,90(2):e192-e211
This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; Mage = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis. 相似文献
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The colleges of education for primary school teachers in The Netherlands have gone through several mergers in the space of just a few years. Many colleges of education became part of a polytechnic. The authors studied how the specific characteristics of the education of primary school teachers can show to full advantage in a large institute of higher vocational education. In the Dutch situation as well as that of the other countries of the European Community (England and the Federal Republic of Germany in particular) the phenomena ‘integration’ and ‘differentiation’ have been studied. The authors concluded that mergers of primary school teacher training colleges can be a serious threat to the educational identity of teacher training as a whole. Holding to as well as giving up the educational identity does not guarantee that the specific characteristics will be kept. 相似文献
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Academic Functioning and Peer Influences: A Short‐Term Longitudinal Study of Network–Behavior Dynamics in Middle Adolescence 
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下载免费PDF全文 J. Ashwin Rambaran Andrea Hopmeyer David Schwartz Christian Steglich Daryaneh Badaly René Veenstra 《Child development》2017,88(2):523-543
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. 相似文献
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Mohammad Delwar Hossain Aaron S. Veenstra 《Journal of Intercultural Communication Research》2017,46(5):478-496
This study examines the uses and gratifications of language in social media among the Indian subcontinental diaspora in the United States, based on data collected from an online survey of 535 adult immigrants following a snowballing technique. Results showed the use of native language is related to the use of home country media, while the use of English language is related to emotional adjustment. This study contributes to the literature on social media, community, and language preference by opening avenues for conducting further research on the usage of language in social media among the Indian subcontinental diaspora in the United States. The findings of this study contribute to an understanding of the influence of social media on language preference. 相似文献
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Aaron S. Veenstra Mohammad Delwar Hossain Benjamin A. Lyons 《Mass Communication and Society》2014,17(6):874-897
This study examines the roles of partisanship, partisan media use, and political discussion in the development of belief gaps. Using national survey data, we construct models of political identity, media use, and discussion factors predicting beliefs on five contested political issues and find that ideology and partisanship are generally stronger predictors of beliefs than is education. Notably, each has independent effects on belief outcomes. Contrary to some concerns that the Internet especially promotes partisan clustering, use of partisan traditional media—television and radio—is by far the strongest information-related predictor of belief outcomes, whereas partisan social media use and partisan discussion are relatively weak and inconsistent. These findings suggest that political elites continue to exert significant influence over the perceptions of rank and file partisans. 相似文献
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Recent Australian experience of decentralisation in education has many parallels with contemporary movements in a number of other western democratic nations. Within the State of Victoria, Australia, all schools have developed, at local community level, school charters which address the school’s goals, policies, priorities, curriculum, and standards. This article reports an analysis of one component of almost 300 schools’ charters; namely codes of conduct for student behaviour. The results indicate a need for schools to emphasise a closer connection between students’ rights and their responsibilities. Secondly, the many schools intending to implement an assertive or authoritarian approach to discipline are failing to balance their planned use of punishments with corresponding rewards and recognition. Thirdly, the political relevance of the style of discipline develop chosen by local school communities appears incompatible with an education likely to develop democratic citizens. 相似文献
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Lydia Laninga-Wijnen Zeena Harakeh Claire F. Garandeau Jan K. Dijkstra René Veenstra Wilma A. M. Vollebergh 《Child development》2019,90(5):e637-e653
This study examined the coevolution of prosocial and aggressive popularity norms with popularity hierarchy (asymmetries in students’ popularity). Cross-lagged-panel analyses were conducted on 2,843 secondary school students (Nclassrooms = 120; Mage = 13.18; 51.3% girls). Popularity hierarchy predicted relative change in popularity norms over time, but not vice versa. Specifically, classrooms with few highly popular and many unpopular students increased in aggressive popularity norms at the beginning of the school year and decreased in prosocial popularity norms at the end of the year. Also, strong within-classroom asymmetries in popularity predicted relatively higher aggressive popularity norms. These findings may indicate that hierarchical contexts elicit competition for popularity, with high aggression and low prosocial behavior being seen as valuable tools to achieve popularity. 相似文献