Biomedical subjects

Amanda J Rose

Publications and source records attributed to Amanda J Rose.

6 recordsLinked to original sources

PubMed2006

A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys.

Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This article provides a critical review of sex differences in several peer relationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. The authors present a speculative peer-socialization model based on this review in which the implications of these sex differences for girls' and boys' emotional and behavioral development are considered. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, the authors present recent research testing certain model components and propose approaches for testing understudied aspects of the model.

Affect↗

PubMed2004

Friendships of aggressive youth: considering the influences of being disliked and of being perceived as popular.

Past research provides conflicting evidence regarding whether aggressive youth have problems in the domain of friendship. The current study tested whether being disliked by peers exacerbates the negative effects of aggression on friendship and whether being perceived as popular by peers mitigates these damaging effects. Participants were 607 third-, fifth-, seventh-, and ninth-grade students. Support for the hypothesis that being disliked or being perceived as popular would moderate relations between aggression and friendship adjustment was found for the association between relational aggression and friendship conflict. Specifically, relational aggression was associated with having conflictual friendships for youth who were disliked but not for youth who were perceived as popular. In addition, similarity between friends was found in terms of how aggressive youth were as well as in terms of how disliked they were and how popular they were perceived to be. Implications for the well-being and development of aggressive youth are discussed.

Adolescent↗

PubMed2004

Overt and relational aggression and perceived popularity: developmental differences in concurrent and prospective relations.

Relations of overt and relational aggression with perceived popularity among children and early adolescents were examined in 2 studies (Ns = 607 and 1,049). Among older youths, positive concurrent relations found between overt aggression and perceived popularity became nonsignificant when relational aggression was controlled, whereas positive associations found between relational aggression and perceived popularity held when overt aggression was controlled. Aggression and perceived popularity were not positively related for the younger participants. The 2nd study also examined the temporal ordering of these relations over 6 months. For older girls, positive relations between relational aggression and perceived popularity were bidirectional. For older boys, relational aggression did not predict increased perceived popularity, but perceived popularity predicted increased relational aggression. Implications for intervention are discussed.

Adolescent↗

PubMed2003

Friends as reporters of children's and adolescents' depressive symptoms.

Obtaining information from multiple informants is important when assessing youth depression. Past studies have utilized adults' reports of youths' emotional functioning and aggregate reports from classmates but have not considered close friends as reporters of depressive symptoms. This is surprising given the important roles of friends as companions and confidants. This study investigated relations between friend-reported depressive symptoms and youths' self-reports. From a larger sample of fifth-, seventh-, and ninth-grade participants, self-reports and friend reports of depressive symptoms and friend reports of friendship quality were available for a subset of 367 participants. Significant positive relations emerged between friend reports and self-reports of affective depressive symptoms for girls and youth in high-quality friendships. Relations between friend reports and self-reports were stronger for conduct-related than affective depressive symptoms and reached significance for boys as well as for girls and for youth in low-quality friendships as well as for youth in high-quality friendships. Implications for identifying at-risk youth are discussed.

Adolescent↗

PubMedDate not supplied

Co-rumination in the friendships of girls and boys.

This research addresses a new construct, co-rumination. Co-rumination refers to extensively discussing and revisiting problems, speculating about problems, and focusing on negative feelings. Friendship research indicates that self-disclosure leads to close relationships; however, coping research indicates that dwelling on negative topics leads to emotional difficulties. Co-rumination is a single construct that integrates both perspectives and is proposed to be related both to positive friendship adjustment and problematic emotional adjustment. Third-, fifth-, seventh-, and ninth-grade participants (N = 608) responded to questionnaires, including a new measure of co-rumination. Co-rumination was related to high-quality, close friendships and aspects of depression and anxiety. Girls reported co-ruminating more than did boys, which helped to account for girls' more positive friendship adjustment and greater internalizing symptoms. Other analyses addressed whether co-rumination and the related constructs of self-disclosure and rumination had different relations with friendship and emotional adjustment.

Affect↗

PubMedDate not supplied

Children's strategies and goals in response to help-giving and help-seeking tasks within a friendship.

The present research tested whether children's responses to help-giving and help-seeking friendship tasks predicted how many friends they had and the quality of their best friendship. Fifth-grade children (N=511; typically 10 or 11 years old) responded to vignettes in which they could either give help to a friend or seek help from a friend. Children's strategies and goals in both contexts were significantly correlated with the number of friends children had. Responses in the help-giving context but not in the help-seeking context were significantly associated with friendship quality. Although gender differences in strategies and goals were found, strategies and goals were related to the number of friends and friendship quality for both boys and girls.

Adaptation, Psychological↗