Sponsor
Portland State University. Department of Psychology
First Advisor
Thomas Kindermann
Term of Graduation
Spring 2001
Date of Publication
5-10-2001
Document Type
Thesis
Degree Name
Master of Science (M.S.) in Psychology
Department
Psychology
Language
English
Subjects
Cohort analysis, Middle school students -- Attitudes, Friendship, Motivation in education
Physical Description
1 online resource (vi, 85 pages)
Abstract
This study suggests that the structure and function of children's peer and friendship groups differ. Participants were an entire cohort of sixth grade students (N = 366) from 13 classrooms in a small upstate New York town. Children reported about peer groups, friendships, and their own (behavioral and emotional) engagement. Binomial z-tests were used to identify the peer group structure across all 13 classrooms. Friendship groups were identified from reciprocal nominations of (a) very best friends, (b) best friends, (c) good friends, and (d) friends also friends in class, in school, and outside of school. Group motivational averages were computed using the mean score of each child's affiliates, separately for peer and friendship groups. An index of social connectedness was derived from the total number of each child's peers and friendships.
The overlap between reciprocal friends and peer groups is presented in two graphical representations which illustrate the complexity and distinctiveness of these two peer contexts. Although there is some overlap between peer groups and friendships, about 72% of a child's group members were not friends.
Peer and friendship groups were examined for evidence of selection based on children's behavioral and emotional engagement. With regard to children's peer groups, analyses revealed an association between children's own engagement (both behavioral and emotional) and the motivational composition of their peer group. This correlation remained even when ( overlapping) reciprocal friendships were taken out and analyses focused only on those members that were part of children's groups. This thus provides evidence for motivationally based selection of children's group affiliates.
Evidence was also found for motivationally based selection of children's friendship groups. However, this was only with regard to children's emotional engagement and interestingly only for children's "good friends" and friends "in class". There was however, a significant association for behavioral engagement when analyses targeted the social connectedness of children's friendships; association for emotional engagement approached significance. Surprisingly there was no association between behavioral or emotional engagement for social connectedness of children's peer groups. Taken together, these findings illustrate structural as well as functional differences with regard to motivationally based selection of children's peer affiliates.
Rights
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Persistent Identifier
https://archives.pdx.edu/ds/psu/44974
Recommended Citation
Fantaski, Tanya L., "The Nature of Selection in a Cohort of Sixth Graders: Homogeneity of Children’s Friends and Peer Groups With Regard to School Motivation" (2001). Dissertations and Theses. Paper 7150.