Girls' Stable Peer Status and Their Adulthood Adjustment: A Longitudinal Study from Age 10 to Age 43

Autor/inn/en	Zettergren, Peter; Bergman, Lars R.; Wangby, Margit
Titel	Girls' Stable Peer Status and Their Adulthood Adjustment: A Longitudinal Study from Age 10 to Age 43
Quelle	In: International Journal of Behavioral Development, 30 (2006) 4, S.315-325 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025406072793
Schlagwörter	Females; Academic Achievement; Alcohol Abuse; Peer Acceptance; Adolescents; Peer Relationship; Social Adjustment; Longitudinal Studies; Risk; Crime; Rejection (Psychology); Careers; Well Being; Socioeconomic Status; Aggression + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Peer-Beziehungen; Soziale Anpassung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Risiko; Crimes; Delict; Delicts; Delikt; Ablehnung; Career; Karriere; Well-being; Wellness; Wohlbefinden; Socio-economic status; Sozioökonomischer Status
Abstract	Stable peer status clusters of rejected, popular, and average girls from ages 10 to 13 were identified and associated to young and middle adulthood adjustment. The study included a representative sample of 445 females from the longitudinal research program Individual Development and Adaptation. Results showed that, by young adulthood, rejected girls were at increased risks for criminal offending and especially alcohol abuse (two and eight times increased risk, respectively). In midlife, popular girls had achieved a more successful vocational career than average girls. However, for most midlife adjustment areas, like social relations and subjective well-being, there were no significant differences between the stable childhood clusters. To test an incidental explanatory model, childhood confounding variables (aggression, withdrawal, academic achievement, and SES) were introduced and explained some of the significant relations. (Contains 3 tables, 1 table and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10