Browsing by Subject "Social interaction in adolescence"
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Item Interpersonal contact and intergroup relations: the impact of interracial friendship and group identity on intergroup relationships among middle school students(2003) Wilson, Kimberly Dawn; Carlson, Cindy I.Item Mentor relationships during adolescent development(Texas Tech University, 1995-05) DeSecottier, Leon RenaultAn examination of mentor roles will enhance our understanding of the functional nature of the mentor-adolescent relationship. An assessment of the ways In which this relationship Is similar to or different from other relationships may Identify the unique functions of the mentor-adolescent relationship which would Indicate the unique potential It has for developmental impact. An additional area to be explored by this research is to identify the characteristics of adolescents who have good functional relations with mentors. Adolescent characteristics of locus of control, perceived competence and communication abilities will be examined. An examination of these characteristics will give us a better understanding of the adolescent characteristics that contribute to the likelihood of this relationship developing. The need to study these mentoring relationships is well established in the literature. The early adolescent period begins a shift from total dependence on the Immediate family system (parents, siblings) to an expansion of the adolescent's social network (Berndt, 1982). The mentor-adolescent relationship is a potentially important and unique one requiring more study. The purpose of this research is to examine the relationships that adolescents maintain with important non-parental adults, to determine who these adults are (familial or non-familial), to describe how these non-parental adult relationships are similar to or different from other relationships, (i.e., parents and best friends), and to examine the characteristics of adolescents who have high quality or functional relationships with non-parental adults.Item Relationship beliefs of early and middle adolescents(Texas Tech University, 1992-05) Montgomery, Marilyn JeanIn junior high and high school, most adolescents expenment with cross-gender relationships, and most consider themselves as having been "in love" at least once. Yet littie is known about adolescents and love. This study was designed to assess love attitudes and beliefs—cognitive components of love—among earh and middle adolescents (grades 7 through 12). On the basis of adolescent developmental theory, differences between those who had little dating experience and those who had greater dating experience were expected, in both the structural relationships of the love attitudes and beliefs and in the strength of the endorsement of certain beliefs. Gender differences were also expected, based on prior research. Relationship beliefs were operationalized in three conceptually related ways. Adolescents were given a questionnaire that asked how much they agreed with statements expressing passionate longing, statements expressing common romantic beliefs, based on the work of Lantz's assessments of American romantic notions, and statements expressing various love attitudes, based on Lee's love typology. The sample included 93 early-adolescent males (grades 7-9), 102 early-adolescent females, 94 middle-adolescent males (grades 10-12), and 94 middle adolescent females. Subjects were recruited by a network sample of youth organizations and private schools, primarily during the summer months of 1991. Results indicated tiiat the strength of passionate love is not different for boys and giris. However, boys are more likely to believe in love at first sight than are giris. Adolescents who have greater dating experience have stronger feelings of "passionate longing." The romantic belief that love overcomes all obstacles is also stronger for tiiose with more dating experience, as are the Agapic and Manic love attitudes. Additionally, those with greater dating experience appear to have a more elaborate cluster of love attitudes: a consolidated "Ludic" love attitude was not apparent among those with littie dating experience in this study. Girls endorsed Storgic and Agapic attitudes to a greater extent than did boys. These results are interpreted in light of psychosocial developmental tiieory and contextual influences in the lives of adolescents.Item Sex-typing, contingent self-esteem, and peer relations among adolescents [sic] males(2009-05) Lamb, Lindsay Marie, 1981-; Bigler, Rebecca S.; Neff, KristinCurrent theoretical accounts of gender role development argue that children are active participants in their own and their peers' gender role development (Liben & Bigler, 2002; Ruble, Martin, & Szkrybalo, 2002). Specifically, children have been reported to bully peers whose behaviors do not conform to gender norms (Ruble & Martin, 2002). Gender-related bullying is especially problematic among adolescent boys who use gay-baiting (calling a boy gay when he does something atypical of his gender) to publicly harm male peers whose behaviors are incongruent with society's definition of masculinity (Pollack, 1998; Kimmel, 2003a; Kimmel, 2003b). Relationships among endorsing traditional masculine gender roles for the self-and others, contingent self-esteem, gender-based bullying, and academic performance have been hinted at in the literature, although there has not been a study connecting these themes. The purpose of this dissertation, therefore, is to determine the relations among (a) endorsing traditional masculine gender roles via sex-typing of the self and others, (b) contingent self-esteem, (c) gender-related bullying, and (d) academic success. In addition, I propose and test the notion that contingent self-esteem mediates the relationship between sex-typing of the self and others and gender-related bullying (perpetrators and victims). Participants included 103 7th grade boys (31 European Americans, 72 Latinos) who reported on (a) their personal sex-typed attitudes (OAT-PM) and sex-typed attitudes towards others (OAT-AM), (b) levels of contingent self-esteem, and (c) gender-related bullying (perpetrators and victims) in the spring of 2008. Students' final GPAs were also obtained. Results indicated that Latino boys were more likely than European American boys to be perpetrators of gender-related bullying. European American boys, in contrast, were more likely than Latino boys to become victims of gender-related bullying. In addition, boys were more likely to engage in gender-related bullying if they were highly sex-typed and if their self-esteem was contingent upon proving their masculinity. Such findings suggest the need for researchers to develop intervention programs designed to teach students to have more flexible conceptions of gender in order to minimize the amount of gender-related bullying in the schools.Item The influence of family perceptions on adolescent social competence(Texas Tech University, 1998-12) Rychener, Stacey ReneeAdolescents, mothers', and fathers' perceptions of family cohesion, conflict, and control on the Family Environment Scale was investigated in relation to adolescent selfreport of social competence on the TSBI and a behavioral Interview task. The results partially supported Grotevant and Cooper's (1985, 1986) model of individuation that postulates that both connectedness and separation to the family is associated with adolescent social competence. Adolescents' perceptions of family cohesion and conflict were significantly related to their self-report of social competence. However, father's perceptions of family cohesion were negatively related to adolescent social competence for sons. In addition, father's perceptions of family conflict were positively related to adolescent social competence. These findings suggest a rather complicated relationship exists between fathers and adolescents and should be examined in future research. The findings did not support Bengtson and Kuyper's (1971) "generational stake" model that postulated that parents tend to overestimate positive family characteristics and adolescents tend to underestimate positive family characteristics. Nor did the findings support the hypotheses that similar perceptions of the family among mother, father, and adolescents are related to adolescent social outcomes.