Peer Relations

Az én, az értékelés és a csoportos tudatosság rekurzív architektúrája Szerzők: Gyertyánági Endre és a Perplexity.ai Bevezető: A fejezet célja és logikája Ez a fejezet az ÉrtékKéplet (ÉK) módszertanának elméleti megalapozását nyújtja. Nem egy retrospektív igazolási kísérlet-nem azt mutatja meg, hogy a tudományos irodalom utólag alátámasztja-e a fejlesztési döntéseket. Inkább azt tárja fel, hogy az ÉK algoritmusának egyes kulcselemei miért szükségszerűek: miért kell az értékeknek affektívan megalapozottaknak lenniük, miért iteratív és rekurzív a folyamat, miért van szükség rezonanciakszöbre, és miért különbözik minőségileg a valódi csoportos értékelés az egyéni vélemények aggregálásától. Az elméleti háttér négy forrásfolyamból táplálkozik, amelyek egymástól függetlenül, eltérő diszciplínákból indulva konvergálnak ugyanazokba a struktúrákba: (1) a tudatosság fenomenológiája és önmodell-elméletei; (2) az értékelés affektív neurológiája; (3) a prediktív kódolás és a szabad energia-elv kognitív architektúrái; és (4) Szász Béla rekurzív ontológiai és funkcionális mérnöki modelljei. Ez a konvergencia nem véletlen egybeesés-hanem annak jelzése, hogy az ÉK ugyanazokat a mély struktúrákat érinti, amelyeket e különböző tudományágak egymástól függetlenül feltártak.

Parent, teacher, and peer ratings were collected for 75 grade school boys to test the hypothesis that certain family interaction patterns would be associated with poor peer relations. Path analyses provided support for a mediational model, in which punitive and ineffective discipline was related to child conduct problems in home and school settings which, in turn, predicted poor peer relations. Further analyses suggested that distinct subgroups of boys could be identified who exhibited conduct problems at home only, at school only, in both settings, or in neither setting. Boys who exhibited cross-situational conduct problems were more likely to experience multiple concurrent problems (e.g., in both home and school settings) and were more likely than any other group to experience poor peer relations. However, only about one-third of the boys with poor peer relations in this sample exhibited problem profiles consistent with the proposed model (e.g., experienced high rates of punitive/ineffective home discipline and exhibited conduct problems in home and school settings), suggesting that the proposed model reflects one common (but not exclusive) pathway to poor peer relations. Children who are rejected by their peers during the grade school years are at risk for continuing adjustment difficulties and a number of negative adolescent outcomes, such as school failure and delinquency (cf. . Recently, investigators have begun to speculate about the etiology of peer difficulties, focusing particularly on the ways in which parental characteristics and family interaction patterns may influence children's social development and peer adjustment (cf. . Since many peer-rejected children display high rates of impulsive, non-compliant and aggressive behaviors in their peer interactions (cf. Coie, Dodge & Kupersmidt, 1990), one oft-stated hypothesis is that family characteristics that foster or support child conduct problems may contribute to peer difficulties (cf. . Extensive research has demonstrated associations between certain family characteristics and high rates of child conduct problems. In particular, unsuitable discipline practices (e.g., frequent and harsh punishment; inconsistent and ineffective limit setting) and family discord (e.g., marital conflict and parental hostility) appear more commonly in families of conduct problem children than in families of nonproblematic children ). Yet, relatively few studies have included concurrent measures of children's peer relations in order to elucidate the nature and extent of the association between such negative family characteristics and poor peer relations.

This research investigated effects of narcissism and emotional intelligence (EI) on popularity in social networks. In a longitudinal field study, we examined the dynamics of popularity in 15 peer groups in two waves (N = 273). We measured narcissism, ability EI, and explicit and implicit self-esteem. In addition, we measured popularity at zero acquaintance and 3 months later. We analyzed the data using inferential network analysis (temporal exponential random graph modeling, TERGM) accounting for self-organizing network forces. People high in narcissism were popular, but increased less in popularity over time than people lower in narcissism. In contrast, emotionally intelligent people increased more in popularity over time than less emotionally intelligent people. The effects held when we controlled for explicit and implicit self-esteem. These results suggest that narcissism is rather disadvantageous and that EI is rather advantageous for long-term popularity.

Akran zorbalığı olgusu, günümüz dünyasında sıklıkla gündeme gelen bir olgudur. Çocuğu ve gençliği koruyup destekleme yükümlülüğü, idarenin temel anayasal görevleri arasındadır. Bu yükümlülük çerçevesinde idare, okullarda gerçekleşen akran zorbalığını önleyici birtakım tedbirler almaktadır. Bu kapsamda çocuklara yönelik koruyucu, önleyici, onarıcı ve eğitici hizmetler sunulmaktadır. Bu hizmetlere rağmen okullarda akran zorbalığı gerçekleşebilmekte ve bundan dolayı idarenin sorumluluğu doğabilmektedir. İdarenin gereken tedbirleri almaması sonrasında çocukların ve ailelerin zarara uğraması durumunda, idare hizmet kusuru ilkelerince sorumlu tutulabilir. Kusursuz sorumluluk konusunda, akran zorbalığı hallerinde klasik kusursuz sorumluluk tiplerinden dolayı idarenin sorumluluğunun doğmayacağını düşünmekteyiz. Bununla birlikte Danıştay akran zorbalığı konusunda vermiş olduğu bazı kararlarında, idarenin kusursuz sorumluluğu olarak emanet (güven) sorumluluğu çerçevesinde sorumluluğunun doğabileceğini ifade etmiştir. Danıştayın dayandığı sorumluluk esasını doğru bulmasak da özel hukuk alanında kullanılan ve idare hukuku alanında yenice karşımıza çıkan emanet (güven) sorumluluğunun, akran zorbalığından doğan zararın tazmininde kullanılmasını olumlu değerlendirmekteyiz. Akran zorbalığı konusunda idare hukuku boyutuyla ortaya çıkan zararı tazmin ilkeleri benimsense bile burada esas amaç, bu fiillerin ortaya çıkmasına engel olmaktır. Bu konuda fiiliyatta gerekli tedbirlerin yeterince alınması, fiziki imkanların iyileştirilmesi ve sosyal yaşam konusunda çocukların istikrarlı bir şekilde eğitime tabi tutulması ile toplumsal farkındalık artırılabilir ve hedefe ulaşmak kolaylaşabilir.

Classic ethology Classic ethology emerged in the mid-20th century, pioneered by Austrian zoologist c Lorenz and Dutch biologist Niko Tinbergen. Lorenz is best known for his work on imprinting, demonstrating that certain behaviors are innate and triggered by specific stimuli early in life (e.g., goslings following the first moving object they see). Tinbergen expanded the field by formulating four key questions for understanding behavior: causation (mechanism), development (ontogeny), evolution (phylogeny), and function (adaptation). Together, Lorenz (1935; see also Birkhead and Schulze-Hagen 2024) and Tinbergen (1963) emphasized the importance of instinctive behaviors, fixed action patterns, and evolutionary explanations, grounding ethology in naturalistic observation and biological roots. They contributed substantially to modern ethology, and influenced the study of human development, nevertheless, some critical remarks are important. Konrad Lorenz served as a physician in the German Army (Wehrmacht) from 1942 to 1944 during World War II. He was a member of the Nazi Party and its Office of Ethological foundations of child social development Ethology is the study of behavior from a biological and evolutionary perspective. In the context of child social development, ethological theories emphasize the role of evolutionary conserved and innate behaviors and the importance of adaptive behaviors in forming social relationships and learning social skills. Succinctly, ethological theories argue that social development is deeply rooted in biological systems and evolved mechanisms that promote survival and effective social interactions within a social group (see Table 1 for a summary).

This article describes a methodology that is uniquely suited to study peer interactions, particularly those of aggressive children. To date, researchers have used laboratory and naturalistic observations to investigate children's aggressive interactions. To overcome difficulties such as the constraints of laboratory situations and reactivity to proximal observations, video cameras and wireless microphones were used in a study of the peer relations of aggressive and nonaggressive children. Details about the equipment and procedures are provided, along with logistical and ethical considerations. Remote audiovisual observations provide a unique opportunity to observe children's interactions that generally occur beyond adults' view. The primary strength of this observational methodology is its external validity. Children being observed are completely mobile on the school playground and are able to choose the activities and partners for their play. The effectiveness of this methodology is illustrated with results from our studies of children on school playgrounds.

In this paper, we observed bullying and victimization in two different settings, the playground and the classroom. Does bullying occur more frequently in the playground or in the classroom? Does the type of bullying differ in the playground compared to the classroom? Does the frequency of bullying differ depending on the characteristics of the bullies and their victims such as their gender, race and personality (aggressive or nonaggressive) in the two settings? How does the presence of peers and teachers affect bullying?

The dyadic accuracy and bias of preadolescents' (M ¼ 10.13 years) perceived peer relations were examined in relation to their aggression, depressive symptoms, and peer victimization. A racially diverse sample (235 boys and 281 girls) completed peer nominations of perceived and actual peer acceptance and rejection, peer nominations of friendship and peer victimization, and a self-report measure of depressive symptoms. Teachers completed measures of aggression. With higher depressive symptoms, children were more likely to underestimate their peer acceptance and friendship. With higher aggression, children were more likely to overestimate their peer acceptance and friendship but only when they experienced low levels of peer victimization. These findings highlight distinct patterns of dyadic bias associated with preadolescent's depressive symptoms and aggressive behavior.

The present research examined how school contexts shape the extent to which beliefs about the potential for change (implicit theories) interact with social adversity to predict depressive symptoms. A preregistered multilevel regression analysis using data from 6,237 ninth‐grade adolescents in 25 U.S. high schools showed a three‐way interaction: Implicit theories moderated the associations between victimization and depressive symptoms only in schools with high levels of school‐level victimization, but not in schools with low victimization levels. In high‐victimization schools, adolescents who believed that people cannot change (an entity theory of personality) were more depressed when they were victimized more frequently. Thus, the mental health correlates of adolescents’ implicit theories depend on both personal experiences and the norms in the context.

This study examined how home environment and conformity to masculine norms influence pro-bullying bystander roles among middle school boys in India, a context where these relationships remain under-explored. From a larger study sample, 281 male bystanders aged 10–13 years in Mysore, India were categorized into four bystander roles: Assistants, Reinforcers, Defenders, and Outsiders. The Home Environment Inventory (HEI) was used to assess family dynamics, while the Indian Scale of Conformity to Masculinity (ISCM) measured adherence to gender norms.
Findings revealed that stronger conformity to traditional masculine norms significantly reduced the likelihood of adopting pro-victim roles such as defending victims. Additionally, pro-bully roles were significantly predicted by home environments characterized by punishment and rejection. Conversely, supportive home environments characterized by reward, nurturance, and protectiveness were associated with prosocial bystander roles. The results demonstrate that bystander behavior in school bullying is not solely influenced by peer dynamics but is also deeply rooted in family socialization and gender norm internalization. These findings highlight the need for integrated intervention strategies that address both school environments and family contexts to promote prosocial behavior and challenge rigid masculine norms that legitimize aggression.

The study examined the relationships among emotional and meta-emotional intelligence, well-being, and sociometric status in 105 pre-adolescents. Emotional and meta-emotional intelligence were measured using the Intelligenza Emotiva: Abilità, Credenze e Concetto di Sé Meta-Emotivo (IE-ACCME) test (D’Amico, 2013), allowing to measure ability emotional intelligence (EI), emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation, and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Eudemonic well-being and sociometric status were, respectively, measured using the well-known Psychological Well-Being (PWB) scale by Ryff’s (1989) and registering the levels of acceptance/rejection from peers (Moreno, 1960). Results demonstrated that: pre-adolescents’ meta-emotional beliefs are positively associated to eudemonic well-being: pre-adolescents with higher levels of ability EI, meta-emotional knowledge and meta-emotional self-evaluation are more accepted by others while those that overestimate their emotional abilities are more refused by peers. These results evidence that meta-emotional variables may play a crucial role in well-being and sociometric status, encouraging future studies on this issue.

Individuals with secure attachments to parents and peers are less likely to be bullies and victims of bullying. The current study examined the interplay between gender, parent attachment, and peer attachment as factors related to roles (bullying involvement, defending a victim, and outsider) during bullying. One-hundred forty-eight adolescents (M age = 15.68) completed surveys about parent and peer attachment and roles during bullying. Findings indicated that females were less likely than males to be involved in bullying and were more likely than males to defend a victim or be an outsider (ps < .05). Greater attachment security to parents and peers was associated with less involvement in bullying and greater defending of victims (ps < .05). Additionally, a significant three-way interaction demonstrated that greater peer attachment security predicted less bullying involvement for those with lower parent attachment security (p < .05), but not for those with higher parent atta...

This study examines the impact of bullying victimization and witnessing classroom bullying on adolescents' subjective well-being (SWB) and whether these effects are independent of each other. Effects of bullying on uninvolved bystanders are yet to be explained in sociology. The article presents evidence and explanation of this effect for different forms of bullying, introducing echo-effects of aggressive behaviour. Using multilevel regression analysis on data from 121 classrooms, the findings show that both victimization and witnessing bullying significantly harm SWB, with girls being more affected than boys. The study employs a robust, multi-dimensional index to measure SWB, collected among secondary schools in Germany. Results indicate that bullying experiences vary by gender, with boys facing more physical violence and girls more often targeted indirectly or online, aligning with prior research on the matter. While patterns vary, effects seem to be similar. Significantly negative impact on SWB underscores the need for effective interventions at the classroom level to support both victims and witnesses, highlighting the importance of addressing the complex dynamics within school environments and considering the distinct experiences of different gender groups.

Despite common notions that relational aggression (i.e., gossip, rumors, manipulation targeting another's social status; Crick & Grotpeter, 1995) is most commonly exhibited by females, there is mixed evidence regarding gender differences and what factors might heighten gender-specific risk for adolescent relational aggression (RA). The present study considered perceived social intelligence and peer status as such factors. Participants were 258 adolescents (217 males, 41 females) ranging in age from 16 to 19 attending a residential program for youth who have dropped out of school. Males and females did not differ on RA according to self-report or peer nominations. Self-reported social intelligence was associated with higher self-reported RA but only for females. The implications for future research as well as efforts for understanding RA are discussed.

Nota do autor: Os autores gostariam de agradecer a todas os jovens que aceitaram participar neste estudo, financiado em parte pela F.C.T. (PTDC/PSI-PDE/098257/2008). Os autores gostariam ainda de agradecer a todos os colegas da linha 1, Psicologia do Desenvolvimento, da UIPCDE pelos seus comentários valiosos. A correspondência relativa a este artigo deverá ser enviada para: António J.

Objective: Evaluate the behavioral reputation and peer acceptance of children diagnosed and treated for brain tumors. Twenty-eight children surviving brain tumors (8-18 years of age) were compared to 28 nonchronically ill, same classroom, same gender comparison peers (COMP). Peer, teacher, and self-report data were collected. Results: Relative to COMP, children who had been diagnosed with brain tumors received fewer friendship nominations from classmates and were described by peer, teacher, and self-report as socially isolated. Although they were no longer receiving therapy for their disease, peers perceived brain tumor survivors as being sick, more fatigued, and often absent from school. Conclusions: These data suggest that children surviving brain tumors are at risk for social difficulties even after treatment ends, although the specific cause(s) for this vulnerability were not investigated in the current study.

Emotions represent a key factor influencing the educational process, with both positive and negative effects on students’ learning, well-being, and academic engagement. Despite a growing body of international research and an increasing emphasis on student well-being, the emotional experiences and subjective needs of secondary school students remain underexplored in the Czech context. This study addresses this gap by examining how students perceive their emotions and unmet needs within the school environment. The research is based on a quantitative questionnaire survey conducted among 350 students attending different types of secondary schools (grammar schools, vocational secondary schools, and vocational training schools) in the Pilsen Region. The findings reveal that negative emotions such as stress, tension, and uncertainty prevail in students’ school experiences. Significant gender differences were identified: female students reported higher levels of negative emotions and a stronger need for safety and emotional security, whereas male students more frequently reported positive emotions and emphasized the need for respect and influence. Differences were also observed across school types, with grammar school students expressing higher expectations regarding teacher support. The results highlight the importance of addressing emotional well-being, perceived safety, recognition, and autonomy as integral components of the educational process and point to the need for a more systematic incorporation of social-emotional learning in Czech secondary education.

In 2014-15 Singapore participated in the Programme for the International Assessment of Adult Competencies (PIAAC) conducted by OECD. PIAAC assessed literacy, numeracy, and technology-related skills of adults age 16 to 65. According to the PIAAC data, the Singapore adults' literacy and numeracy skills were below OECD average. A closer look at the data showed sub-group differences. Among OECD participating economies, older Singaporeans aged 45 to 65 scored below average in literacy and numeracy, while the 16 to 34 year olds scored above the average. In comparison, the PIAAC data of the Nordic countries and Germany showed proficiency gaps between the older adults and the 25 to 34 year olds to be small or almost zero. Research (Acemoglu & Robinson, 2012 1 ) shows that the expansion of the population's education and skills are key contributors towards the society's economic growth. With the progressive aging of the Singapore workforce that is closely associated with the increased life 1 Acemoglu, D., & Robinson, J. (2012). Why nations fail: The origins of power, prosperity, and poverty. Crown Business.