:Peer Power: Preadolescent Culture and Identity

Virus corona merupakan pandemi yang mudah menyebar secara contagious . Karena itu, banyak pemimpin yang menghimbau warganya untuk melakukan social distancing dan isolasi untuk mencegah penularan virus penyakit ini. Dalam jaringan sosial, banyak hal dapat menyebar secara contagious , termasuk virus. Dan cara untuk mencegah penyebaran makin luas adalah dengan menjalani peran sebagai isolate dalam jaringan sosial. Studi ini menunjukkan bahwa jaringan sosial tanpa peran isolate memiliki ties dan kepadatan tinggi sehingga banyak peluang virus untuk menyebar pada anggota jaringan. Sedangkan jaringan sosial di mana banyak anggotanya melakukan isolasi memiliki ties lebih sedikit serta kepadatan rendah yang membuat peluang penyebaran virus antar anggota jaringan melalui ties menjadi lebih rendah. Kata kunci: virus corona, jaringan, isolate, penyebaran contagious

Konsep isolasi dalam jaringan sosial untuk meminimalisasi efek contagious (kasus penyebaran virus corona di indonesia)

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.

Meta-Analysis of Theory of Mind and Peer Popularity in the Preschool and Early School Years.

Social groups across species rapidly self-organize into hierarchies, where members vary in their level of power, influence, skill, or dominance. In this review, we explore the nature of social hierarchies and the traits associated with status in both humans and nonhuman primates, and how status varies across development in humans. Our review finds that we can rapidly identify social status based on a wide range of cues. Like monkeys, we tend to use certain cues, like physical strength, to make status judgments, although layered on top of these more primitive perceptual cues are sociocultural status cues like job titles and educational attainment. One's relative status has profound effects on attention, memory, and social interactions, as well as health and wellness. These effects can be particularly pernicious in children and adolescents. Developmental research on peer groups and social exclusion suggests teenagers may be particularly sensitive to social status information, but research focused specifically on status processing and associated brain areas is very limited. Recent evidence from neuroscience suggests that there may be an underlying neural network, including regions involved in executive, emotional, and reward processing, that is sensitive to status information. We conclude with questions for future research as well as stressing the need to expand social neuroscience research on status processing to adolescents.

/pdf/understanding-social-hierarchies-the-neural-and-2gt70m83jp.pdf

Understanding Social Hierarchies: The Neural and Psychological Foundations of Status Perception

This longitudinal study examines the mediating mechanisms by which the KiVa antibullying program, based on the Participant Role approach, reduces bullying and victimization among elementary school students. Both student-level mechanisms leading to reduced perpetration of bullying and classroom-level mechanisms leading to reductions in bullying and victimization are considered. Analyses are based on a sample of 7,491 students (49.5 % boys) nested within 421 classrooms within 77 schools. At the beginning of program implementation, the children were in Grades 4, 5, and 6 (mean age 11.3 years). Multilevel structural equation modeling was used to analyze whether changes in the hypothesized mediators accounted for later reductions in the outcomes. At the student level, antibullying attitudes and perceptions regarding peers’ defending behaviors and teacher attitudes toward bullying mediated the effects of KiVa on self-reported bullying perpetration. The effects on peer-reported bullying were only mediated by antibullying attitudes. At the classroom level, the program effects on both self- and peer-reported bullying were mediated by students’ collective perceptions of teacher attitudes toward bullying. Also, perceived reinforcing behaviors predicted bullying but did not emerge as a significant mediator. Finally, bullying mediated the effects of the classroom-level factors on victimization. These findings enhance knowledge of the psychosocial developmental processes contributing to bullying and victimization and shed light on the key mechanisms by which school bullying can successfully be counteracted.

Reducing Bullying and Victimization: Student- and Classroom-Level Mechanisms of Change

Although low participation rates have historically been considered problematic in peer nomination research, some researchers have recently argued that small proportions of participants can, in fact, provide adequate sociometric data. The current study used a classical measurement perspective to investigate the internal reliability (Cronbach's ) of peer nomination measures of acceptance, popularity, friendship, prosocial behavior, and overt aggression. Data from 642 participants attending 10 schools were resampled at different participation rates ranging from 5 percent to 100 percent of the original samples. Results indicated that (1) the association between participation rate and Cronbach's was curvilinear across schools and variables; (2) collecting more data for a given variable (by using unlimited vs. limited nominations, or two vs. one items) was significantly related to higher internal reliability; and (3) certain variables (overt aggression, popularity) were more reliable than others (acceptance, friendship). Implications for future research were discussed.

The Effects of Participation Rate on the Internal Reliability of Peer Nomination Measures

Although peer nomination measures have been used by researchers for nearly a century, common methodological practices and rules of thumb (e.g., which variables to measure; use of limited vs. unlimited nomination methods) have continued to develop in recent decades. At the same time, other key aspects of the basic nomination procedure (e.g., whether nonparticipants should be included as nominees, the consequences of pairing code numbers with names on rosters) are underdiscussed and understudied. Beyond providing a general introduction to peer nomination methods and their utility, the current article discusses the advantages and disadvantages of various methodological choices facing researchers who wish to use peer nomination methods, in addition to other considerations that researchers must make in collecting peer nomination data (e.g., establishing reliability and validity, maximizing participation rates, computerized assessments). This article provides recommendations for researchers based on empirical findings (where possible) and the typical practices used in the recent published literature.

/pdf/methodological-choices-in-peer-nomination-research-2iu82e78yk.pdf

Methodological Choices in Peer Nomination Research.

This study aimed to support the theory of popularity contagion, which posits that popularity spreads among friends spontaneously and regardless of behavioral changes. Peer nominations of status and behavior were collected annually between 6th and 12th grades from a total of 1062 adolescents. Longitudinal hypotheses were mostly supported using path analyses, showing (1) that individual popularity could be predicted by friends’ popularity levels over time, even when controlling for stability of individual popularity; (2) that this prediction was not accounted for by behavioral contagion of aggressive or prosocial behaviors; and (3) that individual social preference generally could not be predicted by friends’ preference levels over time. Implications, limitations, and directions for future research are discussed.

Popularity Contagion Among Adolescents

This article examines a variety of reliability issues as related to limited nomination sociometric measures. Peer nomination data were collected from 77 sixth grade classrooms. Results showed that, although some single-item peer nomination measures were relatively reliable, many single-item peer nomination measures using limited nominations were quite unreliable. Overt aggression nomination items were the only set of single-item measures where mean classroom reliability estimates were.75 or greater. Combining multiple items led to substantially better reliability, as combining the two least reliable items for a category into a single measure made the composite more reliable than the most reliable single measure. Having more nominators in the sample also increased reliability. The limited nomination items overall tended to be less reliable than similar unlimited nomination items from other studies. The authors end with recommendations for obtaining the most reliable peer nomination data possible from a study.

Limited Nomination Reliability Using Single- and Multiple-item Measures

Aggression and peer relationships in school-age children: Relational and physical aggression in group and dyadic contexts.

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