Relations of Friendships and Peer Acceptance to Adolescents' Self-Evaluations.

Autor/in	Berndt, Thomas J.
Titel	Relations of Friendships and Peer Acceptance to Adolescents' Self-Evaluations.
Quelle	(1990), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Age Differences; Elementary School Students; Elementary Secondary Education; Friendship; High School Students; Junior High School Students; Peer Acceptance; Peer Relationship; Popularity; Preadolescents; Rejection (Psychology); Self Esteem; Self Evaluation (Individuals); Social Status + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Freundschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Junior High Schools; Sekundarstufe I; Peer-Beziehungen; Pre-adolescence; Präadoleszenz; Ablehnung; Self-esteem; Selbstaufmerksamkeit; Sozialer Status
Abstract	This document reports findings of two studies on relations between: (1) adolescents' peer relationships and their self-esteem; and (2) adolescents' social status and friendships. Participating in the first study were nearly 300 seventh- and eighth-graders who completed Harter's (1985) Self-Perception Profile for Children. This measure includes subscales for students' perceptions of their self-worth, social acceptance, and other aspects of their appearance and accomplishments. Subjects also reported on features of their friendships with up to three close friends. Over 300 children from the fifth, eighth, and eleventh grades participated in the second study. These students completed the tasks performed by subjects in the first study and also rated their liking for same-sex, same-grade classmates. On the basis of the peer ratings, students were judged as higher in either popularity or rejection. Findings indicated that friendship and social status are distinct facets of peer relationship. Peers' influence on classmates' sense of self is especially salient in the junior high years. Supplementary data showed that students' academic achievement, achievement motivation, and classroom behavior were only weakly related to their perceived social acceptance, social status, and friendships. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01