Suchergebnisse

This study examined the interrelations between employment status and romantic relationship status, work and romantic relationship identity in emerging adulthood, and school and friendship identity in adolescence. Dutch participants ( N = 1,026) from two age cohorts (16-year-old cohort comprised 735 participants and 20-year-olds comprised 291, at Time 1) reported about school and friendship identity during adolescence, and about status of and identification with work and romantic relationships during emerging adulthood 5 years later. Employment status and romantic relationship status were significantly related to each other. Employment status was also significantly related to relational identity, and relationship status was significantly related to work identity. Moreover, work and romantic relationship identity, but not employment status and romantic relationship status, could be predicted by school and friendship identity in adolescence. These results confirm the interdependence of role transitions in emerging adulthood and suggest that the base of the successful attainment of these transitions is laid in adolescence.

AbstractThis study examined bidirectional associations between students' bully‐directed defending behavior and their peer status (being liked or popular) and tested for the moderating role of empathy, gender, and classroom anti‐bullying norms. Three waves of data were collected at 4–5‐month time intervals among 3680 Finnish adolescents (Mage = 13.94, 53.0% girls). Cross‐lagged panel analyses showed that defending positively predicted popularity and, to a larger degree, being liked over time. No moderating effect of empathy was found. Popularity was more strongly predictive of defending, and defending was more strongly predictive of status among girls than among boys. Moreover, the positive effects of both types of status on defending were—albeit to a limited extent—stronger in classrooms with higher anti‐bullying norms.

Bullying among youth at school continues to be a global challenge. Being exposed to bullying may be especially hurtful in adolescence, a vulnerable period during which both peer group belonging and status become key concerns. In the current review, we first summarize the effectiveness of the solutions that were offered a decade ago in the form of anti‐bullying programs. We proceed by highlighting some intriguing challenges concomitant to, or emerging from these solutions, focusing especially on their relevance during adolescence. These challenges are related to (1) the relatively weak, and highly variable effects of anti‐bullying programs, (2) the complex associations among bullying, victimization, and social status, (3) the questions raised regarding the beneficial (or possibly iatrogenic) effects of peer defending, and (4) the healthy context paradox, that is, the phenomenon of remaining or emerging victims being worse off in contexts where the average levels of victimization decrease. We end by providing some suggestions for the next decade of research in the area of bullying prevention among adolescents.

AbstractPrevious studies on peer relationships in school transitions neglected individual differences, or did not examine the relation with academic performance in secondary school. This study followed 649 students from their last year of primary school to their first year in secondary school (Mage at T1 = 11.6 (SD = 0.6); 53.6% girls). Results revealed that students became more attached to peers, less lonely, and were stable in victimization across the transition. Particularly students with more negative peer experiences in primary school enjoyed a "fresh start" in terms of peer experiences in secondary school. Students who had more co-transitioning peers experienced greater reductions in loneliness. Changes in peer experiences over the transition did not relate to academic performance in secondary school.