It has been argued that children who possess an advanced theory of mind (ToM) are viewed positively by their peers, but the empirical findings are mixed. This meta-analysis of 20 studies including ...2,096 children (aged from 2 years, 8 months to 10 years) revealed a significant overall association (r = .19) indicating that children with higher ToM scores were also more popular in their peer group. The effect did not vary with age. The effect was weaker for boys (r = .12) compared to girls (r = .30). ToM was more strongly associated with popularity (r = .23) than with rejection (r = .13). These findings confirm that ToM development has significant implications for children's peer relationships.
Supportive peer relationships (SPR) are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape ...psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links with 93 variables referring to individual (identity, skills/strengths, affect/well-being, and behavior/health) and environmental (peer group, school, family, community, and internet/technology) potential influences on SPR based on cross-sectional correlational data. Findings suggest the central importance of identity and social-emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth's social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field.
Results of associations between positive or negative peer relationships and cyber aggression are inconclusive. Thus, this study performed two separate three-level meta-analytic models to synthesize ...existing researches with the goal of obtaining reliable estimates of effect sizes and conducting moderator analyses. The results revealed a significant negative association between positive dimension and cyber aggression, and a significant positive correlation between negative dimension and cyber aggression. Furthermore, publication prestige moderated the association between positive dimension and cyber aggression. The age, culture, measurements for cyber aggression and study design were found to be significant moderators of the association between negative dimension and cyber aggression. In summary, positive peer relationships may be protective factors for cyber aggression, while negative peer relationships might be risk factors for developing cyber aggression.
This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten ...through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.
Introduction Stress related to high expectations towards students, a large amount of knowledge necessary to assimilate in a brief period of time, and peer pressure are an important factor in the ...deterioration of the mental state of medical students. As a consequence, it can lead to burnout and even the development of mental disorders such as depression. Mechanisms of coping with difficulties play an extremely important role in moderating this risk. For this reason, it was of the interest what strategies medical students adopt in the face of everyday stress and how it affects their well-being and functioning. Objectives The objective was to determine how medical studies impact mental health of students and what coping strategies are used by them to mitigate the negative influence of stress associated with high expectations, peer pressure and overwork. Methods A cross-sectional study was conducted among students of polish medical faculties using an online questionnaire. Risk of depression was assessed using validated BDI inventory, aggression using STAXI inventory and evaluation of coping strategies was conducted with Brief-COPE inventory. Results Study was conducted among 329 participants. The majority of respondents were female (71.4%; n=235) and average age in the whole population equaled 22.46 years (95%CI: 22.1-23.01). There was no statistically significant difference in age between females and males. Average outcome in BDI equaled 13.84 (95%CI: 12.8-14.8) with higher levels among females (13.84 vs. 12 p<0.05). 165 (49.6%) students had a score above threshold for the increased risk of depression while 32 (9.63%) for severe symptoms of it. In case of aggression average outcome of STAXI equaled 24.89 (95%CI: 22.6-27.1). There was a statistically significant correlation between STAXI and BDI (r=0.3; p<0.05). In terms of the coping mechanisms in terms of coping strategies, a clear advantage of approach strategies was observed (65.36% of respondents). In the multiple regression analyses coping strategies did not influence neither STAXI nor BDI outcomes. Conclusions What draws attention are the high level of depression among the surveyed students, where over 50% show results above the cut-off point for an increased risk of a depressive episode. The advantage of approach strategies is also interesting, especially in terms of planning strategies and positive reformulation. Interestingly coping strategies in the analysed population did not constitute a significant protective factor in relation to the severity of the depressive symptoms and agression. Meanwhile, the sense of satisfaction and contentment with the chosen direction was a very good protective factor in terms of the severity of depressive symptoms. Disclosure of Interest None Declared
This study focused on the joint effects of teachers and peer groups as predictors of change in students' engagement during the first year of middle school, when the importance of peer relationships ...normatively increases and the quality of teacher-student relationships typically declines. To explore cumulative and contextualized joint effects, the study utilized 3 sources of information about an entire cohort of 366 sixth graders in a small town: Peer groups were identified using sociocognitive mapping; students reported on teacher involvement; and teachers reported on each student's engagement. Consistent with models of cumulative effects, peer group engagement and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. These peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Person-centered analyses also revealed cumulative and contextualized effects. Most engaged were students who experienced support from both social partners; steepest engagement declines were found when students affiliated with disaffected peers and experienced teachers as relatively uninvolved. High teacher involvement partially protected students from the motivational costs of affiliating with disaffected peers, and belonging to engaged peer groups partially buffered students' engagement from the effects of low teacher involvement. These findings suggest that, although peer groups and teachers are each important individually, a complete understanding of their contributions to students' engagement requires the examination of their joint effects.
Although the general picture in the organizational citizenship behavior (OCB) literature is that OCB has positive consequences for employees and organizations, an emerging stream of work has begun to ...examine the potential negative consequences of OCB for actors. Drawing from the cognitive-affective processing system framework and conservation of resources theory, we present an integrative model that simultaneously examines the benefits and costs of daily OCB for actors. Utilizing an experience sampling methodology through which 82 employees were surveyed for 10 workdays, we find that daily OCB is associated with positive affect, but it also interferes with perceptions of work goal progress. Positive affect and work goal progress in turn mediate the effects of OCB on daily well-being. Moreover, employees' trait regulatory focus influences the strength of the daily relationships between OCB and its positive and negative outcomes. We conclude by discussing theoretical and practical implications of our multilevel model.
Empathy, which is the ability to feel concern for and to understand others’ feelings, is thought to develop in high quality relationships with parent and peers, but also to facilitate the quality of ...these relationships. While a wide literature has addressed this aspect, the heterogeneity of primary studies, in which different indicators of relationship quality (e.g., support, conflict) and empathy (i.e., affective and cognitive) have been examined, makes it difficult to draw conclusive answers. Therefore, it remained ambiguous how parent–child and peer relationship quality are associated with adolescents’ empathy. In order to increase the understanding of these associations, a multilevel meta-analysis was performed, which allowed for including multiple effect sizes from each study. By a systematic literate search, 70 eligible studies were found that provided 390 effect sizes from 75 independent samples. The results showed a small positive correlation between parent–child relationship quality and empathy, and a small-to-moderate positive correlation between peer relationship quality and empathy, which was significantly stronger than the correlation with parent–child relationship quality. Hence, the meta-analytic results indicate that adolescents with higher quality relationships, especially with peers, indeed tend to show more concern for and understanding of others’ emotions than adolescents with lower quality relationships. Moreover, the moderation analyses showed stronger correlations for the positive dimension of relationship quality than for the negative dimension, and stronger correlations for composite scores of affective and cognitive empathy than for separate scores of the empathy dimensions. However, no differences in correlations were found between the affective and cognitive empathy dimension, and no moderation effects were found for gender and age. Thus, this meta-analysis demonstrates robust positive associations between parent–child and peer relationship quality and empathy in adolescence, implying that good empathic abilities may be a protective factor for experiencing poor relationships.
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