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Title: Equity and the formation of revolutionary and conservative coalitions in triads.
Creator: Messe, Lawrence A., Vallacher, Robin R., Phillips, James L.
Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/2796510
Subject Headings: Social psychology., Social interaction.
Format: Document (PDF)

Title: Interpersonal engagement in social perception: the consequences of getting into the action.
Creator: Knight, Jeffrey A., Vallacher, Robin R.
Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/2796496
Subject Headings: Social interaction., Cognition., Social psychology.
Format: Document (PDF)

Title: What do people think they're doing? Action identification and human behavior.
Creator: Vallacher, Robin R., Wegner, Daniel M.
Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/2796518
Subject Headings: Social interaction., Social psychology., Motivation (Psychology).
Format: Document (PDF)

Title: Dispositionally speaking, what you see is what you get.
Creator: Shuhi, Robert P., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Many studies have been devoted to investigating the process by which individuals make dispositional attributions about the people that they encounter. Typically, individuals are more likely to seek future interactions with target individuals if those target individuals have a positive or rewarding disposition. Interactions with target individuals possessing negative or punishing dispositions reduce the likelihood that target individual will be selected for future interactions. An initial...
Show moreMany studies have been devoted to investigating the process by which individuals make dispositional attributions about the people that they encounter. Typically, individuals are more likely to seek future interactions with target individuals if those target individuals have a positive or rewarding disposition. Interactions with target individuals possessing negative or punishing dispositions reduce the likelihood that target individual will be selected for future interactions. An initial false positive trait ascription will be self-correcting with future interactions. An initial false negative trait label will likely remain stable if future interactions are not forced. The importance of quick accurate disposition identification carries important evolutionary implications as well as normal-life implications. Results from an experiment support the ability of subjects to accurately identify the true trait of target individuals with limited dispositional information.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/165945
Subject Headings: Attribution (Social psychology), Interpersonal communication, Philosophy, Social interaction, Social perception
Format: Document (PDF)

Title: Thinking inside the box—dynamical constraints on mind and action: Comment on Marsh et al.’s ‘‘Toward a radically embodied, embedded social psychology,’’ this issue.
Creator: Vallacher, Robin R., Jackson, Deanna
Date Issued: 2009
PURL: http://purl.flvc.org/fcla/dt/2796530
Subject Headings: Social psychology., Interpersonal relations --Psychological aspects., Social interaction.
Format: Document (PDF)

Title: To belong or to self-enhance? Motivational bases for choosing interaction partners.
Creator: Rudich, Eric A., Vallacher, Robin R.
Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/2796512
Subject Headings: Self-esteem., Motivation (Psychology)., Social interaction., Social psychology.
Format: Document (PDF)

Title: Interacting in electronic space: Group dynamics resulting from individual change.
Creator: L'Herrou, Todd Alan, Florida Atlantic University, Latane, Bibb, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Three studies use interaction in groups to test macro-level phenomena of the type predicted by computer simulations of dynamic social impact theory, an interactive, reciprocal, and recursive extension of Latane's (1981) theory of social impact, which specifies how individuals are affected by their social environment. A key prediction of dynamic social impact theory is that such phenomena as clustering and polarization of attitudes will emerge from social interactions among spatially...
Show moreThree studies use interaction in groups to test macro-level phenomena of the type predicted by computer simulations of dynamic social impact theory, an interactive, reciprocal, and recursive extension of Latane's (1981) theory of social impact, which specifies how individuals are affected by their social environment. A key prediction of dynamic social impact theory is that such phenomena as clustering and polarization of attitudes will emerge from social interactions among spatially distributed people. Study One, using a group of 24 people corresponding with their neighbors about an attitudinal topic, found both substantial polarization and a suggestive tendency toward clustering. Studies Two and Three, using 192 people organized into 48 24-person groups, provide strong empirical support for the emergence of clustering and incomplete polarization, and extend the findings to two alternative spatial structures. As predicted, a control geometry, involving random connections without any spatial organization, failed to produce clustering. Directions for future research are discussed.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/14821
Subject Headings: Human behavior--Computer simulation, Social interaction, Social groups
Format: Document (PDF)

Title: A Longitudinal Investigation ofFriendship Similarity: Selection and Socialization in Adolescent Behavior.
Creator: Hafen, Christopher A., Laursen, Brett, Florida Atlantic University
Abstract/Description: The current study examined the homophilic processes of selection and socialization in same-sex adolescent friendships across a 3-year period. The framework of the actor-partner interdependence model for distinguishable dyads was the main analytic technique, an improvement over previous analysis methods which often did not allow for simultaneous exploration of selection and socialization. Within the friendships, adolescents were distinguished based on their general peer acceptance levels, and...
Show moreThe current study examined the homophilic processes of selection and socialization in same-sex adolescent friendships across a 3-year period. The framework of the actor-partner interdependence model for distinguishable dyads was the main analytic technique, an improvement over previous analysis methods which often did not allow for simultaneous exploration of selection and socialization. Within the friendships, adolescents were distinguished based on their general peer acceptance levels, and similarity was assessed for three behaviors: deviant behavior, depression, and achievement motivation. Results showed evidence of both selection and socialization for deviant behavior and achievement motivation, but not for depression. Furthermore, partner influence paths suggested that more accepted friends typically exerted more influence on less accepted friends. Gender also moderated results, with girls tending to have stronger effects than boys.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000756, http://purl.flvc.org/fau/fd/FA00000756
Subject Headings: Interaction analysis in education, Interpersonal relations, Adolescent psychology, Adolescence and society, Social interaction in adolescence
Format: Document (PDF)

Title: On the Importance of Being Fun: Over Time Associations Between Perceptions of Fun and Changes in Peer Preference and Popularity.
Creator: Dirghangi, Shrija R., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: In this short- term longitudinal study (N=428), the unique predictive association between the positive peer nominated characteristic of being fun and peer status (peer preference and popularity) was assessed in a sample of fourth through sixth grade students. Concurrent hierarchical regression analyses and longitudinal structural equation modeling analyses found that peer nominated fun positively predicted preference and popularity, after accounting for the contribution of predictors...
Show moreIn this short- term longitudinal study (N=428), the unique predictive association between the positive peer nominated characteristic of being fun and peer status (peer preference and popularity) was assessed in a sample of fourth through sixth grade students. Concurrent hierarchical regression analyses and longitudinal structural equation modeling analyses found that peer nominated fun positively predicted preference and popularity, after accounting for the contribution of predictors potentially confounded with being fun, such as prosocial behavior, academic achievement, relational aggression, and physical aggression. The longitudinal association between fun and preference was qualified by grade in school, such that being fun predicted increases in preference for younger children but not for older children. There were bidirectional associations between peer status and fun; fun predicted increases in peer preference and popularity, but peer preference and popularity also predicted later increases in fun. The findings point to the need to expand existing conceptualizations of the antecedents of peer status beyond known predictors and to examine the developmental shifts in the landscape of children’s peer interactions that make certain characteristics more desirable at different ages.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004690, http://purl.flvc.org/fau/fd/FA00004690
Subject Headings: Peer pressure, Popularity, Social acceptance, Social interaction in children, Social status
Format: Document (PDF)

Title: What's so fair about the status quo?: examining fairness criteria as moderators of system justification.
Creator: Martens, Nicholas J., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: System justification theorists have proposed that people are motivated to view their political, economic, and social circumstances as desirable, necessary, and fair (e.g., Jost, Nosek & Banaji, 2004). Despite more than 15 years of system justification research, the meaning of fairness within this context has not been investigated directly. Over the past several decades three major criteria have been identified as contributing to people's perceptions of fairness: distributive justice,...
Show moreSystem justification theorists have proposed that people are motivated to view their political, economic, and social circumstances as desirable, necessary, and fair (e.g., Jost, Nosek & Banaji, 2004). Despite more than 15 years of system justification research, the meaning of fairness within this context has not been investigated directly. Over the past several decades three major criteria have been identified as contributing to people's perceptions of fairness: distributive justice, procedural justice, and one's own idiosyncratic set of personal values. Focusing on the last two, we reasoned that values are represented more abstractly than is information about procedural fairness, and that the relative weight of values versus procedures should increase at higher levels of mental construal. Whereas information about procedures is often seen as providing a basis for the acceptance of undesirable outcomes, judgments based on personal conceptions of right and wrong are considered to be independent from "establishment, convention, rules, or authority" (Skitka & Mullen, 2008, p. 531), and are therefore unlikely to be used in a motivated defense of the status quo. We therefore hypothesized that system justification would be most likely to occur in conditions where procedures are most salient (i.e., at low levels of construal). However, despite using manipulations of the system justification motive that have previously been successful, and working with issues similar to those used in previous work, we were unable to produce the typical system justification pattern of results. Possible reasons for this are discussed.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3171722
Subject Headings: Social psychology, Social interaction, Justice (Philosophy), Social justice, Control (Psychology), Affect (Psychology)
Format: Document (PDF)

Title: Gender Stereotypes and Gender Identity as Interacting Influences on Children's Self-Concepts: A Self-Socialization Model of Gender Development.
Creator: Tobin, Desiree Denise, Florida Atlantic University, Perry, David G., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The goal of this study was to test the gender self-socialization model (GSSM). This model suggests that gender identity motivates children to strive for cognitive consistency between their gender stereotypes and their self-efficacy for those stereotypes. This study presents a novel approach to stereotype assessment by focusing on children's idiosyncratic stereotypes (as opposed to number of commonly shared stereotypes, which do not provide detailed information about the types of stereotypes...
Show moreThe goal of this study was to test the gender self-socialization model (GSSM). This model suggests that gender identity motivates children to strive for cognitive consistency between their gender stereotypes and their self-efficacy for those stereotypes. This study presents a novel approach to stereotype assessment by focusing on children's idiosyncratic stereotypes (as opposed to number of commonly shared stereotypes, which do not provide detailed information about the types of stereotypes individual children hold). Participants were 305 children in grades three through eight (Mage = 10.8 years). Independent variables included children's stereotypes of 62 contextually tagged behaviors and gender identity (comprising five dimensions). Interactive influences of children's stereotypes and gender identity on self-efficacy were investigated. As expected, stereotypes and gender identity worked together to predict children's self-efficacy perception for the 62 behaviors. These findings suggest that the role of gender identity is important in the adoption of personally held gender stereotypes.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000881
Subject Headings: Psychology, Social, Psychology, Developmental, Self in children, Self--Social aspects, Identity (Psychology), Social interaction
Format: Document (PDF)

Title: Child Maltreatment and Maladaptive Behavior: An Exploration of the Role of Hostility, Social Influence, and Proximity, Regarding Social Learning in Children.
Creator: Samimi, Linda, Tarantino, Santo J., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Sociology
Abstract/Description: A study comparing children identified through the juvenile justice system as maltreated to nonmaltreated children was conducted to assess differences in hostility levels between the two groups. Hostility, conceptualized as resistance to social influence, was hypothesized to originate in early childhood as a psychological distancing mechanism which generalizes to social situations of all types. It was further hypothesized that this distancing would promote resistance to social influence and a...
Show moreA study comparing children identified through the juvenile justice system as maltreated to nonmaltreated children was conducted to assess differences in hostility levels between the two groups. Hostility, conceptualized as resistance to social influence, was hypothesized to originate in early childhood as a psychological distancing mechanism which generalizes to social situations of all types. It was further hypothesized that this distancing would promote resistance to social influence and a preference for increased social diatance, diminishing the impact of social learning modalities and increasing the risk for the development of maladaptive social behaviors. T-tests and analysis of variance indicated no significant differences between the two groups regarding hostility scale scores, although maltreated children evidenced significantly less susceptibility to social influence, and were found to score significantly lower on socialization and social adjustment measures.
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Date Issued: 1987
PURL: http://purl.flvc.org/fau/fd/FA00012597
Subject Headings: Child abuse, Hostility (Psychology), Social interaction in children
Format: Document (PDF)

Title: An exploratory investigation of self-actualization, social support, and dietary quality in later adulthood.
Creator: Toner, Helena May, Florida Atlantic University
Abstract/Description: Nutrition has been implicated as an influence in the health of older adults. However, the nature of this relationship remains unclear. Dietary patterns mirror lifelong cultural and ethnic influences, and are also responsive to existing medical and economic conditions. Depression, isolation, and cognitive impairment have been associated with inadequate food intake in this age group. Recent concern about malnutrition, including obesity, has prompted a social-psychological approach to nutrition...
Show moreNutrition has been implicated as an influence in the health of older adults. However, the nature of this relationship remains unclear. Dietary patterns mirror lifelong cultural and ethnic influences, and are also responsive to existing medical and economic conditions. Depression, isolation, and cognitive impairment have been associated with inadequate food intake in this age group. Recent concern about malnutrition, including obesity, has prompted a social-psychological approach to nutrition and aging research. The purpose of this investigation was to examine the relationship of self-actualization and social support to dietary quality. Data were obtained from 100 older adults, 60 to 83 years of age. Descriptive analysis of 24-hour dietary records revealed that many subjects, even those of moderate socioeconomic status, were at potential nutritional risk. Calcium, folacin, and zinc were below two-thirds of the Recommended Dietary Allowances. In addition, inadequate intakes of kilocalories and dietary fiber were observed. Small but significant associations were found between the predictor variables and dietary quality. Self-actualization, which was measured by the Personal Orientation Inventory, and social support, which was assessed by the Nutrition Support Questionnaire, accounted for no more than 10% of the variance in dietary quality. Furthermore, except for support from family, friends, and neighbors, relationships were not consistently observed for all measures of the criterion variable, which was defined by individual nutrient adequacy scores and an overall index. Within the exploratory context of the study, several intervening variables were examined. Education and decisions to make dietary changes appeared to positively influence self-actualization and dietary quality. Loneliness, depression, and chronic disease were among a cluster of variables that tended to exert a negative influence on self-actualization. A theoretical model of dietary quality in later adulthood was proposed. Further research is needed to test these linkages empirically.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11909
Subject Headings: Older people--Nutrition, Self-actualization (Psychology), Social interaction
Format: Document (PDF)

Title: It's a small world after all: Mapping social space.
Creator: Bonevento, Michael D., Florida Atlantic University, Latane, Bibb
Abstract/Description: This study surveyed over 500 persons. It examined whether the physical distance dimension of our social world or "social space" is still a force in shaping the interaction between people when modern transportation and communication makes interaction with distant others more feasible. Using both oral, and mass interviews, participants were asked to describe the character, frequency of contact, importance, and distance of their contacts within a 24-hour period. As predicted by Latane's (1981)...
Show moreThis study surveyed over 500 persons. It examined whether the physical distance dimension of our social world or "social space" is still a force in shaping the interaction between people when modern transportation and communication makes interaction with distant others more feasible. Using both oral, and mass interviews, participants were asked to describe the character, frequency of contact, importance, and distance of their contacts within a 24-hour period. As predicted by Latane's (1981) social impact theory, the bulk of the relationships occurred at close distances. Over two-thirds of the relationships occurred at distances of 10 niles or less. Relationship type affected the distance, frequency of contact, and importance of relationships significantly. "Partners" had higher frequencies of contact and shorter reported distance than either relatives or friends. A positive relationship between importance and distance seems to indicate that some far contacts can be maintained.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/15153
Subject Headings: Interpersonal relations, Social interaction, Spatial behavior, Spatial behavior in animals
Format: Document (PDF)

Title: The social interaction of co-partner sex participants.
Creator: Piet, Kathleen Walker., Florida Atlantic University, Evans, Arthur S., Dorothy F. Schmidt College of Arts and Letters, Department of Sociology
Abstract/Description: Using the assumptions of symbolic interactionism, this thesis examines the importance of place to the interaction of co-partner sex participants (also known as swingers). Using a modification of the various elements of place discussed by Denzin (1974), this examination of social interaction investigates the situational contexts that individuals are placed in. Building on Goffman (1959), Denzin (1974), and Lofland (1969), this exploratory research discusses how the physical setting which...
Show moreUsing the assumptions of symbolic interactionism, this thesis examines the importance of place to the interaction of co-partner sex participants (also known as swingers). Using a modification of the various elements of place discussed by Denzin (1974), this examination of social interaction investigates the situational contexts that individuals are placed in. Building on Goffman (1959), Denzin (1974), and Lofland (1969), this exploratory research discusses how the physical setting which provides the conditions, the relationships which bind the participants, and the rules which shape alliances affect interaction. Data for this research was gathered through the distribution of questionnaires at three public swinger's clubs in South Florida. Results show that perceived level of involvement in the swinging community, frequency of swinging, gender, and education level produced statistically significant differences in swinging encounters.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/15014
Subject Headings: Group sex, Sex in marriage, Sex--Social aspects, Social interaction--Sexual behavior
Format: Document (PDF)

Title: Attachment styles and aggressor-victim relationships in preadolescence.
Creator: Miller, Ashley M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low...
Show moreThe current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358753
Subject Headings: Bullying in schools, Aggressiveness in children, Interpersonal conflict in children, Social interaction in children, Interaction analysis in education
Format: Document (PDF)

Title: Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.
Creator: Stephens, Eudora A., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated...
Show moreThe qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3359155
Subject Headings: Classroom environment, Effective teaching, Communication in education, Teacher-student relationships, Interaction analysis in education, Social interaction in children
Format: Document (PDF)

Title: Exploring Culturally and Linguistically Diverse Voices: A Critical Case Study With Middle School Students.
Creator: Tuinhof de moed, Simone, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they...
Show moreThis dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they played in the process of their own social empowerment, a role that could be achieved through the development of their voices by becoming critically involved in creating spaces for their heritage languages and cultures in English-only settings. In this study, student voice is the means for the culturally and linguistically diverse and English learners' voices to emerge: the voices that are frequently oppressed because of the lack of power. This framework provides guidance to integrate the excluded learners' voices in a school milieu that habitually muffles these voices. Listening to the bicultural and bilingual voices is important but not sufficient to challenge the power structure of U.S. schools. In this study, culturally and linguistically diverse learners and English learners conceptualized ways that their heritage languages and cultures could be (more) recognized in their school settings. The voices of the students are important; they should be respected and valued. Hearing the students in this study reminds us and validates the assertion that students from diverse languages and cultures are not monolith. They have different and unique experiences and this study gave voice to some of those. Leaders from state level, district level, and school level could open the doors for students to share their experiences in the schools; in the case of this study, to learn from these students what a school milieu that authentically recognizes their cultures and languages is.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004553, http://purl.flvc.org/fau/fd/FA00004553
Subject Headings: Children of immigrants -- Education -- Social aspects, Educational equalization, Interaction analysis in education, Multiculturalism, Multilingualism, Psycholinguistics
Format: Document (PDF)

Title: The downside of self-esteem stability: does stability impede flexibility?.
Creator: Wiese, Susan L., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Self-concept stability was tested in three studies to examine the relationship between stability in one's self-concept and the ability to adapt to changes in the social environment. Much of the literature on the topic of self-stability emphasizes the functional benefits of stability and the negative outcomes associated with instability. Dynamical systems theory purports however that stability in a dynamical system is indicative of a loss of complexity that limits the range of the systems...
Show moreSelf-concept stability was tested in three studies to examine the relationship between stability in one's self-concept and the ability to adapt to changes in the social environment. Much of the literature on the topic of self-stability emphasizes the functional benefits of stability and the negative outcomes associated with instability. Dynamical systems theory purports however that stability in a dynamical system is indicative of a loss of complexity that limits the range of the systems behavior. Accordingly, this series of studies tests the idea that a stable self-system may have a more limited range of behaviors than unstable self-systems and this may have implications for adapting to changes in one's social environment. The overarching hypothesis is that compared to those with less stable self-views, those with stable self-views will demonstrate lower levels of flexibility of behavior in response to changing social demands. Study 1 assessed the dynamics of participants' evaluations by asking them to complete a self-descriptive recording and evaluate their self-descriptions using the mouse paradigm procedure. Participants also completed a series of questionnaires assessing personality factors and behavioral and cognitive flexibility. Study 2 expanded on the first study by adding a well-validated measure of self-esteem stability and a social conceptualization of behavioral flexibility. Study 3 tested participants' willingness to demonstrate behavioral flexibility in an actual social situation and examined the effects of stress on the relationship between stability and flexibility., Results suggest that those with more stable self-concepts demonstrate less flexibility in response to their social environment than those whose self-concepts are less stable and that stress tends to amplify this relationship. Future research is also recommended to achieve a fuller understanding of stability in the self-system and its implications for social functioning.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683204
Subject Headings: Self-esteem, Psychological aspects, Adjustment (Psychology), Social interaction, Self-determination, Identity (Psychology)
Format: Document (PDF)

Title: Adolescent relationships and their contributions to social and academic competence.
Creator: Jones-Hudson, Vonda Dionne, Florida Atlantic University, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: School success is associated with parent- and peer-relationships. To study the connection between these alliances and school success, 30 African-American and 30 European-American 6th graders were given the Relationship Closeness Inventory, Network of Relationships Inventory, Self-Perception Profile, Revised Class Play, and Youth Self-Report. A parent and best friend also completed surveys. Results show parent and peer support relates to the social competence of youth. Father support is...
Show moreSchool success is associated with parent- and peer-relationships. To study the connection between these alliances and school success, 30 African-American and 30 European-American 6th graders were given the Relationship Closeness Inventory, Network of Relationships Inventory, Self-Perception Profile, Revised Class Play, and Youth Self-Report. A parent and best friend also completed surveys. Results show parent and peer support relates to the social competence of youth. Father support is associated with female aggressive-disruptive behavior, and best friend support is associated with sensitive-isolated behavior in boys. African-American parents do more social events with their children than European-American parents do with their children. European-Americans and males have higher socioeconomic status than African-Americans and females.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/15436
Subject Headings: Child development, Parent and child, Social interaction in adolescence, Academic achievement, Friendship
Format: Document (PDF)

FAU Theses and Dissertations (32)	+ -
FAU College Collections (5)	+ -

Social interaction (11)	+ -
Social interaction in children (9)	+ -
Interaction analysis in education (6)	+ -
Social interaction in adolescence (5)	+ -
Social interaction. (5)	+ -

Social psychology. (5)	+ -
Psychological aspects (4)	+ -
Adjustment (Psychology) (3)	+ -
Adjustment (Psychology) in children (3)	+ -
Aggressiveness in children (3)	+ -
Identity (Psychology) (3)	+ -
Interpersonal relations (3)	+ -
Interpersonal relations in children (3)	+ -
Parent and child (3)	+ -
Adjustment (Psychology) in adolescence (2)	+ -
Affect (Psychology) (2)	+ -
Aggressiveness (2)	+ -
Identity (Psychology) in children (2)	+ -
Interpersonal relations in adolescence (2)	+ -
Motivation (Psychology). (2)	+ -
Narcissism (2)	+ -
Philosophy (2)	+ -
Social acceptance (2)	+ -
Social psychology (2)	+ -
Abused children--Attitudes (1)	+ -
Academic achievement (1)	+ -
Adjustment (Psychology) in adolescence (1)	+ -
Adjustment (Psychology) in children (1)	+ -
Adolescence and society (1)	+ -
Adolescent psychology (1)	+ -

Charles E. Schmidt College of Science (20)	+ -
Department of Psychology (19)	+ -
Florida Atlantic University (19)	+ -
Laursen, Brett (5)	+ -
Vallacher, Robin R. (5)	+ -

Perry, David G. (4)	+ -
College of Education (2)	+ -
Department of Curriculum, Culture, and Educational Inquiry (2)	+ -
Department of Sociology (2)	+ -
Dorothy F. Schmidt College of Arts and Letters (2)	+ -
Hafen, Christopher A. (2)	+ -
Latane, Bibb (2)	+ -
Adams, Ryan E. (1)	+ -
Anderson, Chelsie. (1)	+ -
Barrows, Joyce A. (1)	+ -
Bonevento, Michael D. (1)	+ -
Burnaford, Gail (1)	+ -
Center for Complex Systems and Brain Sciences (1)	+ -
College of Engineering and Computer Science (1)	+ -
Department of Computer and Electrical Engineering and Computer Science (1)	+ -
Dirghangi, Shrija R. (1)	+ -
Evans, Arthur S. (1)	+ -
Franz, Stephanie. (1)	+ -
Garic, Dea (1)	+ -
Grotuss, Jason. (1)	+ -
Hanrahan, Jeffrey (1)	+ -
Hodges, Ernest Van Every (1)	+ -
Jackson, Deanna (1)	+ -
Jones-Hudson, Vonda Dionne (1)	+ -
Kelso, J. A. Scott (1)	+ -

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