Background: Poor mental health affects adolescent development and is associated with health and social outcomes in later life. The current study uses cross-sectional data to explore the understudied aspects of peer relationships as a predictor of depressive symptom severity of adolescents in Germany.Method: Data from the German BELLA study were analyzed. We focused on the most recent measurement point of the BELLA study and analyzed data of 446 adolescents. Peer relationship was measured using four items from the (...) internationally established Patient-Reported Outcome Measurement Information System. Depressive symptoms were assessed via seven items of the German version of the Centre for Epidemiological Studies Short Depression Scale. Hierarchical linear regression models were computed to explore the association between depressive symptoms and peer relationships. Hierarchical linear regression models served to determine the added predictive effects of each aspect of peer relationships.Result: The regression model showed that 22% of the variance of the severity of depressive symptoms could be explained by the quality of adolescents’ peer relationships = 125.65, p < 0.001). Peer acceptance has the most substantial unique contribution to peer relationship as a predictor of depressive symptom severity. The gender-specific analysis shows different trends for boys and girls.Conclusion: The quality of peer relationships is a significant predictor of adolescents’ depressive symptoms severity. Improved peer acceptance, dependability, and ease of making new friends are significantly associated with reduced depression symptoms for Germany’s adolescent population. (shrink)

This study investigated the internal mechanism of the relationship between primary school students’ peer relationships and their performance in the Chinese language and literature. We constructed a chain mediation model, focused on the mediation effects of parental involvement and the sense of autonomy, on the correlation between peer relationships and performance in Chinese language scores. A questionnaire survey was conducted among 1,503 students in grades 4–6, and their parents, in three cities in Jiangsu Province. The result indicated (...) the following: there was a significant positive correlation between primary school students’ peer relationships, parental involvement, sense of autonomy, and the level of Chinese language scores; parental involvement and the sense of autonomy, respectively, mediate the relationship between peer relationships and Chinese language scores; primary school students’ parental involvement and sense of autonomy play a chain-like mediating role in the relationship between their peer relationships and Chinese language scores. The research results provide a reference for exploring the educational strategies of primary school students’ Chinese literacy. (shrink)

The current study investigated the relationship between peer relationships and cooperative tendencies in college students, and explored the mediating role of interpersonal trust and the moderating role of social value orientation in that relationship. A questionnaire was distributed to 406 college students, and the results showed that: peer relationships significantly positively predicted cooperative tendencies; interpersonal trust partially mediated the relationship between peer relationships and cooperative tendencies; and social value orientation moderated the relationship between (...) peer relationships and cooperative tendencies. In particular, prosocial college students were more susceptible to peer relationships than pro-self college students. The findings of the current study indicated that college students with good peer relationships and prosocial value orientation are more likely to show the willingness to cooperate. (shrink)

Since social interactions are the basis for many activities in modern schools, they also have an impact on students' school engagement. Therefore, the aim of this article is to analyze how peer relationships affect students' school engagement and achievement by systematizing findings from the literature. To better understand the aforementioned relationship, the role of some individual student characteristics (gender, age, self-esteem) and processes that contribute to the understanding of peer relationships and their connection to school engagement will (...) be further explored. The analysis of empirical research results has shown that peer relationships are directly related to students' school engagement. Positive, supportive peer relationships correlate with greater student engagement in various school activities. In contrast, students who have negative experiences with peers (non-acceptance, rejection, or victimization) are not sufficiently engaged in school. School engagement plays a mediating role in the link between peer relationships and student success. This work has important implications for the development of educational interventions to improve peer relationships, engagement and student success. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Literature, Imagination, and Human RightsWillie van Peer“the poet’s function is to describe, not the thing that has happened, but a kind of thing that might happen”Aristotle: Poetics, 1451aAristotle’s dictum has been of vital importance to the development of literary theory, and its significance can still be felt today. It is the foundation of the distinction we make between journalism and literature, between history and fiction. Literature, Aristotle proposes, (...) is about things that could happen, not about things that have taken place in reality. Literature is thus inscribed in the realm of the imagination. However, imagination does not operate in an epistemological vacuum. A fictional text entertaining no relation with the world would have no meaning. Perhaps giants, dragons and witches do not really exist, and perhaps it is not really possible to cover seven miles with each step of those wonderful boots that Tom Thumb discovered. But we have no difficulty in imagining those things, precisely because they entertain an intimate relationship with forms and things, events and actions that happen in daily life. The details of the relationship between reality and fiction are less important for the present argument than the fact that fiction is embedded in our pragmatic attitudes. 1 Ernst Bloch has given this human tendency a name: The Hope Principle. Our desire for a better world expresses itself in hope, a distinctive feature of the species Homo Sapiens. The importance of the imagination in the project of humanity has received eloquent and systematic treatment in the philosophical work of Hans Vaihinger and Helmuth Plessner. 2 Imagination also gives impetus to history, because it drives us toward the realization of aims and plans that initially lived only in our hearts and minds: “Someone dreaming never remains in the same place.” 3 [End Page 276]Similar things have been asserted about literature, by Horace, Sidney, Matthew Arnold, and others. Reading is supposed to make us better humans, heightening our awareness, increasing our sensibility, and thus indirectly guiding our actions toward the establishment of a better world. Sometimes noble motives are associated with this function. Reading literature, it is then assumed, makes the reader more socially tolerant, more perceptive about other humans, and more politically conscious. This is the so-called Edification Hypothesis. Anthony Savile sums up this view when he submits the thesis that literature has a unique power to make us understand the thoughts and feelings of other human beings. This ethical perspective on literature has been expressed since Greek Antiquity. 4 It will be remembered that Plato condemned literature precisely for this reason: because it diverts our attention from the real world, itself already an imperfect reflection of Pure Ideas. Aristotle rejects this view and develops a theory squarely opposed to that of his teacher. According to him, literature contributes to the elevation of mankind, to paideia. By showing us that which is possible, and by involving us in the inescapable passage of tragic events, readers and spectators are drawn into emotions of fear and compassion, emotions that lead to katharsis, a process that purifies us of megalomania (hubris), safeguarding democratic government and protecting us from unrestrained tyranny. 5The Aristotelian view that literature has an edifying effect had been generally present in Western tradition till about 1800. Until then literature was viewed almost universally as an ethical category. Consider, for instance, the self-evident way in which Richardson prefaces Pamela: “If to divert and entertain, and at the same time to instruct and improve the minds of the YOUTH of both sexes: If to inculcate religion and morality in so easy and agreeable a manner, as shall render them equally delightful and profitable: If to set forth in the most exemplary lights, the parental, the filial, and the social duties....” 6The embarrassment a modern reader may feel when confronted with such overt claims to morality is largely a product of the nineteenth century, when literature came to be seen as a predominantly aesthetic category, eluding all attempts at moral categorization. This movement has resulted in a liberation of literature from moralism. At the same time, it has created nontrivial difficulties in thinking about ethical and political issues, so... (shrink)

How do very young children use talk to create relationship? Are there associations between the quality of children’s relationships and their language use? Do children’s pragmatic abilities relate to other language competencies? This qualitative study addresses these questions using naturalistic data from a daycare setting by looking at the spontaneous peer talk in two overlapping dyads of toddler girls. This analysis indicates that young children have considerable pragmatic skill in using talk to create and maintain relationship. Children’s (...) relational style and language use seem closely connected: the different talk styles of the two dyads instantiate and support their distinct relational styles. Further, different styles of relational talk appear to tap different language abilities. Considered with other studies looking at young children’s language and particularly pragmatic skills, this analysis suggests that young children’s language capabilities in the context of specific relationships merit further attention. (shrink)

Supportive peer relationships are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links (...) with 93 variables referring to individual and environmental potential influences on SPR based on cross-sectional correlational data. Findings suggest the central importance of identity and social–emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth's social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field. (shrink)

In consideration of family system theory, the vulnerability model of depression, and the stress buffering model of social support, the current study examined the effect of family functioning on adolescent depression, the mediating effect of self-esteem, and the moderating effect of peer relationships. A sample of Chinese adolescents completed questionnaires regarding family functioning, depression, self-esteem, and peer relationships. The results showed that: family functioning had a significant negative predictive effect on adolescent depression; self-esteem plays a mediating role between (...) family functioning and adolescent depression; and peer relationships have a moderating effect on the relationship between self-esteem and adolescent depression, supporting the moderated mediation model. These results reveal the influence mechanism of family functioning on adolescent depression and have implications for adolescent depression intervention. (shrink)

Previous studies have shown that peer relationship affects learning engagement. And learning engagement plays a vital role in promoting knowledge acquisition and production, enhancing adolescents’ academic success. However, few studies have focused on the mechanism between peer relationship and learning engagement. As such, based on Social Cognitive Theory, this study attempts to explore how peer relationship of adolescents is linked to learning engagement through the chain mediating roles of self-efficacy and academic resilience. The participants (...) were 250 students who were selected via random sampling in a public middle school, in Eastern China, in June 2021. All the participants filled in the structured self-report questionnaires on peer relationship, self-efficacy, academic resilience, and learning engagement. The data were analyzed with structural equation modeling in SPSS 24.0 and AMOS 24.0. Results indicated that peer relationship was directly and positively associated with learning engagement. Results also indicated that peer relationship was indirectly and positively associated with learning engagement via self-efficacy and academic resilience, respectively, and sequentially. More importantly, it was found that the direct effect was much lower than the indirect effects of which self-efficacy was the greatest. It is suggested that appropriate interventions and support should be provided to facilitate adolescents’ peer relationship, self-efficacy, and academic resilience, thus promoting their learning engagement and academic success. (shrink)

This article discusses two well‐known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a ‘cohesion between the source of the utterance and the utterance itself’ (Hass, 2000). I apply this approach to ask whether educational tradition has fractured the relationship between (...) pedagogy and the body of the teacher/pupil. Teaching and learning are re‐addressed in ways that challenge the gender‐neutral representation of pedagogy as a systematic technique. (shrink)

In this article we offer an ontological theorization of care. The article interrogates the self-evident quality of everyday meanings for ‘care’ that might be generated from psychological or biological discourses; we aim to question the way that ‘care’ is applied in a technical or an emotional sense within the field of early childhood education. The article works towards offering a new theorization that does not treat the meaning of ‘care’ as self-evident. If ‘care’ is a way of addressing concern for (...) ourselves as human beings, we think that deepening the theoretical parameters of this concept will add to how we understand the complexity of gender and race relations. By articulating Heidegger’s use of ‘care’ and comparing it to Irigaray’s critique of Heidegger’s work on this concept, we hope to enable professionals and families to view conceptions of ‘care’ outside the familiar definitions applied in everyday discourse. The article treats early childhood education professional practice as an instance of how both gender and race delimit the way in which human relationships can be understood. (shrink)

The implementation in 2009–10 of the Early Years Learning Framework (EYLF) spearheaded the efforts of the Australian Commonwealth government to institute a national curriculum. The theme of the new early childhood framework follows three guiding concepts: Belonging, Being and Becoming. In this article, we discuss these three concepts in order to provide a theoretical context to the Early Years Learning Framework and to enrich the debate surrounding its writing and implementation. In particular, we address the significance of posing Belonging in (...) contiguity with the concepts of Being and Becoming. The authors suggest a strategy to cultivate a deeper appreciation of the dialectical relationships between sameness and difference, belonging and nothingness. Our premise is that ‘belonging’ refers essentially to different beings, and implicitly to the prospect of a ‘together-ness’ or identity according to which different beings are located, understood and associated, in order that Becoming can take effect. We offer these commentaries as a means of deepening conversation about the importance of scholarly approaches to philosophy for early childhood research, and especially with respect to curriculum and pedagogy. (shrink)

Although the topic of data-sharing has boomed in the past few years, practices of datasharing have attracted only scant attention within working groups and scientific cooperation (peer-to-peer data-sharing). To understand these practices, the author draws on Max Weber’s concept of social relationship, conceptualizing data-sharing as social action that takes place within a social relationship. The empirical material consists of interviews with 34 researchers representing five disciplines—linguistics, biology, psychology, computer sciences, and neurosciences. The analysis identifies three social (...) forms of data-sharing in peer-to-peer relationships: (a) closed communal sharing, which is based on a feeling of belonging together; (b) closed associative sharing, in which the participants act on the basis of an agreement; and (c) open associative sharing, which is oriented to “institutional imperatives” (Merton) and to formal regulations. The study shows that far more data-sharing is occurring in scientific practice than seems to be apparent from a concept of open data alone. If the main goal of open-data policy programs is to encourage researchers to increase access to their data, it could be instructive to study the three forms of data-sharing to improve the understanding of why and how scientists make their data accessible to other researchers. (shrink)

This study investigated the developmental trajectory of inattention symptoms as a predictor of later depressive symptoms in adolescence, and examined potential mediating role of peer relationships in this process. Participants were adolescents who were part of the large longitudinal panel study on Korean Youths, Korean Children & Youth Panel Survey 2010 of the National Youth Policy Institute. Specifically, data were drawn from two cohorts of KCYPS that differed in participant age. We analyzed data collected from 2010 to 2016 when (...) children in panel 1 were 6–7 to 12–13 years old, and children in panel 2 were 9–10 to 15–16 years old. Results of latent growth modeling were as follows. In Panel 1, the inattention symptoms increased from 9–10 to 12–13 years. Otherwise, the inattention symptoms decreased from 11–12 to 15–16 years in panel 2. Additionally, in both panels, initial status and slope of inattention significantly predicted later levels of depressive symptoms, and peer relationships partly mediated the association between inattention trajectory and depressive symptoms. The findings are discussed with respect to considering the growth of inattention and the quality of peer relationships as promising targets for early identification and intervention of depression in adolescents. (shrink)

This paper explores the connections between two common circulating discourses about queer youth and the ways that these discourses are wielded in the name of creating safe spaces for queer youth. First, the discourse of innocence is still applied to queer youth, however, the application has shifted to focus largely on the ways that queer youth are innocent victims in a society structured around heteronormativity. Second, a common response to this innocent victim discourse has been to position queer youth within (...) a discourse of activist educators. “Discourses not only represent the world as it is, they are also projective, imaginaries, representing possible worlds which are different from the actual world, and tied into projects to change the world in particular directions”. Gay Straight Alliances are one example; GSAs have sprung up across the country because adults, queer adults and allies in particular, have employed both of these discourses in policy decisions and discussions regarding queer students. This paper will highlight some of the ways the discourses of innocent victims and activist educators have been used in the GSA movement. The paper will apply a queer theory lens to the relationship between these discourses and the GSAs to tease out the ways that they work to simultaneously support queer students and serve to limit how queer students and their schools are imagined. The paper will conclude with a discussion of some possibilities for reworking, rupturing, or transforming these discourses so that schools, as well as the queer students and teachers within them, might be better served. (shrink)

The double empathy problem theory posits that autistic social difficulties emerge from an interpersonal misalignment in social experiences and expectations between autistic and non-autistic people. Supporting this, emerging research reveals better social outcomes in interactions within than across neurotypes among autistic and non-autistic people, emphasizing the need to examine the role of the interpersonal context in autistic social outcomes. However, research on peer relationships among autistic youth primarily focuses on individual characteristics in isolation from the interpersonal context. To address (...) this, this preliminary study explored the effects of student-peer neurotype match on peer relationships among autistic and non-autistic youth in an integrated educational setting. We plotted the peer relationship networks among youth in a school club based on systematic observations of peer interactions over eight 45-min sessions. Descriptive network statistics showed that both autistic and non-autistic youth had more and stronger peer relationships with their same- than cross-neurotype peers. Assortativity coefficients revealed a tendency for youth to connect with peers of the same neurotype, rather than with peers with similar social popularity or activity. We further modeled the effects of student-peer neurotype match on peer relationships using exponential random graph models. The findings suggested that student-peer neurotype match predicted the total strength of peer relationships above and beyond the effects of student neurotype, individual heterogeneity in social popularity and activity, and the tendency of mutuality in social relationships. We discussed the strengths and limitations of this study and the implications for future research and inclusion practice. (shrink)

Zusammenfassung Der vorliegende Beitrag greift die Frage nach einem möglichen Zusammenhang von sozialer Integration Jugendlicher und deren Mitgliedschaft in Sportvereinen auf. Dabei wird die Qualität der Peerbeziehungen der Jugendlichen fokussiert, denn zu den Leistungen, die den Sportvereinen zugeschriebenen werden, gehört auch die Anbahnung und Förderung freundschaftlicher, unterstützender Gleichaltrigenbeziehungen. Doch gelingt es den Sportvereinen, die an sie gestellten Erwartungen zu erfüllen? Unter Bezugnahme auf das Konzept sozialer Netzwerke werden im vorliegenden Beitrag zwei Aspekte der Qualität der Peerbeziehungen Jugendlicher untersucht: die Intensität (...) der Beziehungen sowie das Ausmaß wahrgenommener sozialer Unterstützung. Auf der Grundlage einer systematischen Sekundäranalyse relevanter Jugendsurveys wird nach empirischen Anhaltspunkten für Integrationsvorteile für die vereinsgebundenen Heranwachsenden bzw. Unterschieden in der Qualität der Peerbeziehungen von vereinsorganisierten und nicht vereinsgebundenen Jugendlichen gesucht. (shrink)

The present study focuses on the association between peer integration and the development of depressive symptoms in secondary school students. A sample of 393 7th grade students (194 boys, 199 girl...

We explored the relationship between mother, father, and peer attachment security, empathy, and moral authority in order to clarify certain problems of previous empirical research on such relationships. A sample of 202 Persian-speaking undergraduate students completed questionnaires pertaining to these constructs. The results revealed that mother and father attachment were significantly correlated with family, society welfare, and equality sources of moral authority, whereas peer attachment security was related only to society welfare and equality sources of moral authority. (...) Out of the empathy subscales, only empathic concern was associated with moral authority sources. Empathic concern was also related to mother, father, and peer attachment, whereas perspective taking was correlated with mother and peer attachment. The combination of empathic concern and mother, father, and peer attachment predicted significant amount of variance of ?principle source of moral authority? (including society welfare and equality sources). Findings support existence of a strong relationship between attachment security and the content of moral thought of adolescents, and findings redress an empirical imbalance in research literature on the relation of attachment and morality. (shrink)

The earlier volume in this series dealt with two religions of Indian origin, namely, Buddhism and Jainism. The Indian religious scene, however, is characterized by not only religions which originated in India but also by religions which entered India from outside India and made their home here. Thus religious life in India has been enlivened throughout its history by the presence of religions of foreign origin on its soil almost from the very time they came into existence. This volume covers (...) three such religions—Zoraoastrianism, Judaism, and Islam. In the case of Zoraostianism, even its very beginnings are intertwined with India, as Zoroastrianism reformed a preexisting religion which had strong links to the Vedic heritage of India. This relationship took on a new dimension when a Zoroastrian community, fearing persecution in Persia after its Arab conquest, sought shelter in western India and ultimately went on to produce India’s pioneering nationalist in the figure of Dadabhai Naoroji ( 1825-1917), also known as the Grand Old Man of India. Jews found refuge in south India after the destruction of the Temple by the Romans in 70 C.E. and have remained a part of the Indian religious scene since then, some even returning to Israel after it was founded in 1948. Islam arrived in Kerala as soon as it was founded and one of the earliest mosques in the history of Islam is found in India. Islam differs from the previously mentioned religions inasmuch as it went on to gain political hegemony over parts of the country for considerable periods of time, which meant that its impact on the religious life of the subcontinent has been greater compared to the other religions. It has also meant that Islam has existed in a religiously plural environment in India for a longer period than elsewhere in the world so that not only has Islam left a mark on India, India has also left its mark on it. Indeed all the three religions covered in this volume share this dual feature, that they have profoundly influenced Indian religious life and have also in turn been profoundly influenced by their presence in India. (shrink)

Interactions with teachers and peers are critical for children’s social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely (...) teacher-child closeness and conflict relationships at the child-level, and teacher management of interpersonal interactions at the classroom-level. Results of multilevel regression models showed that teacher-child closeness was associated with the growth of child-perceived peer social support from fall to spring, whereas teacher-child conflict and teachers’ behavior management practices were associated with the change in child-perceived peer victimization across the academic year. These associations were unique and above and beyond the influence of children’s actual peer social interactions, including reciprocal friendships and the collective classroom reputation of peer victimization. Collectively, findings highlight the multi-faceted teacher roles in shaping children’s perceptions of their peer social experiences during the earliest years of schooling. (shrink)

Investigators and institutional review boards should integrate plans about the appropriate disclosure of individual genetic results when designing research studies. The ethical principles of beneficence, respect, reciprocity, and justice provide justification for routinely offering certain results to research participants. We propose a result-evaluation approach that assesses the expected information and the context of the study in order to decide whether results should be offered. According to this approach, the analytic validity and the clinical utility of a specific result determine whether (...) it should be offered routinely. Different results may therefore require different decisions even within the same study. We argue that the threshold of clinical utility for disclosing a result in a research study should be lower than the threshold used for clinical use of the same result. The personal meaning of a result provides additional criteria for evaluation. Finally, the context of the study allows for a more nuanced analysis by addressing the investigators' capabilities for appropriate disclosure, participants' alternative access to the result, and their relationship with the investigators. This analysis shows that the same result may require different decisions in different contexts. (shrink)

The global landscape in which we wrote this essay has fundamentally changed. Given how these changes have altered the rhythm of life, particularly the added responsibilities that many of you have a...

Two important aspects of the relationship between peer review and innovation includes the acceptance of articles for publication in journals and the assessment of applications for grants for the funding of research work. While there are well-known examples of the rejection by journals of first choice of many papers that have radically changed the way we think about the world outside ourselves, such papers do get published eventually, however tortuous the process required. With grant applications the situation differs (...) in that the refusal of a grant necessarily curtails the possible research that may be attempted. Here there are many reasons for conservatism and reservation as to the ability of a grant allocation process based on peer review to deliver truly innovative investigations. Other methods are needed; although such methods need not be applied across the board, they should constitute the methods whereby some 10–20% of the grant monies are assigned. The nomination of prizes for specific accomplishments is one way of achieving innovation although this presumes that investigators or institution already have available the money necessary to effect the innovations; otherwise it is a question of the selection and funding of particular individuals or institutions and requiring them to solve particular problems that are set in the broadest of terms. (shrink)

Children's cooperation with peers undergoes substantial developmental changes between 3 and 10 years of age. Here we stipulate that young children's initial fearfulness of peers' behaviour develops into older children's fearfulness of peers' evaluations of their own behaviour. Cooperation may constitute an adaptive environment in which the expressions of fear and self-conscious emotions regulate the quality of children's peer relationships.

Retaliation against whistleblowers is a well-recognized problem, yet there is little explanation for why uninvolved peers choose to retaliate through ostracism. We conduct two experiments in which participants take the role of a peer third-party observer of theft and subsequent whistleblowing. We manipulate injunctive norms and descriptive norms. Both experiments support the core of our theoretical model, based on social intuitionist theory, such that moral judgments of the acts of wrongdoing and whistleblowing influence the perceived likeability of each actor (...) and ultimately influence intention to ostracize each actor and indicate more willingness to ostracize the whistleblower than the wrongdoer. When we vary norms for the wrongdoing in Experiment 1, we find that descriptive and injunctive norms indirectly influence intentions to ostracize both the wrongdoer and whistleblower. These relationships are serially mediated by the observers’ moral judgments of the act and likeability of the actor. When we vary norms for whistleblowing in Experiment 2, the injunctive norm manipulation affected moral judgment of the action of whistleblowing, and we do not observe any other significant effects of the norm manipulations on moral judgments of the actions of wrongdoing or whistleblowing. (shrink)

The growth of self-tracking and personal surveillance has given rise to the Quantified Self movement. Members of this movement seek to enhance their personal well-being, productivity, and self-actualization through the tracking and gamification of personal data. The technologies that make this possible can also track and gamify aspects of our interpersonal, romantic relationships. Several authors have begun to challenge the ethical and normative implications of this development. In this article, we build upon this work to provide a detailed ethical analysis (...) of the Quantified Relationship. We identify eight core objections to the QR and subject them to critical scrutiny. We argue that although critics raise legitimate concerns, there are ways in which tracking technologies can be used to support and facilitate good relationships. We thus adopt a stance of cautious openness toward this technology and advocate the development of a research agenda for the positive use of QR technologies. (shrink)

Background: Editorial peer review is universally used but little studied. We examined the relationship between external reviewers' recommendations and the editorial outcome of manuscripts undergoing external peer-review at the Journal of General Internal Medicine. Methodology/Principal Findings: We examined reviewer recommendations and editors' decisions at JGIM between 2004 and 2008. For manuscripts undergoing peer review, we calculated chance-corrected agreement among reviewers on recommendations to reject versus accept or revise. Using mixed effects logistic regression models, we estimated intra-class (...) correlation coefficients at the reviewer and manuscript level. Finally, we examined the probability of rejection in relation to reviewer agreement and disagreement. The 2264 manuscripts sent for external review during the study period received 5881 reviews provided by 2916 reviewers; 28% of reviews recommended rejection. Chance corrected agreement on rejection among reviewers was 0.11. In mixed effects models adjusting for study year and manuscript type, the reviewer-level ICC was 0.23 and the manuscript-level ICC was 0.17. The editors' overall rejection rate was 48%: 88% when all reviewers for a manuscript agreed on rejection and 20% when all reviewers agreed that the manuscript should not be rejected. Conclusions/Significance: Reviewers at JGIM agreed on recommendations to reject vs. accept/revise at levels barely beyond chance, yet editors placed considerable weight on reviewers' recommendations. Efforts are needed to improve the reliability of the peer-review process while helping editors understand the limitations of reviewers' recommendations. © 2010 Kravitz et al. (shrink)

Transparency is an underpinning of workplace ethics. However, most of the existing research has focused on the relationship between leader transparency and its consequences. Drawing on social and self-regulation theory research, we examine the antecedents of followers’ transparency. Specifically, we propose that followers have higher levels of transparency when they are working with peers who have a high level of transparency. We further suggest that followers’ conscientiousness and agreeableness moderate the relationship between peer transparency and followers’ transparency. (...) Using a time-lagged design, we provide support for the proposed theoretical model. We found that follower conscientiousness substitutes the social regulation effect, while follower agreeableness enhances this social regulation effect. Theoretical and practical implications of these findings are also discussed. (shrink)

Emotional peer support systems have benefits for student-student relationships and allow for children and adolescents' participation in schools. For students with specific educational needs and disabilities, positive relationships seem to be more difficult to attain and these students are more vulnerable to suffer negative peer experiences such as bullying and social exclusion. Systems in which peers can show helpful behavior are beneficial for schools in order to create a positive, supportive climate. Emotional peer support entails social interaction (...) through emotional or practical help based on what these peers have in common and many times with benefits for both. This systematic review identified interventions of emotional peer support in schools for students with SEND. Twenty-three studies were identified that involved four types of befriending: circle of friends, peer buddying, peer networks, and social lunch clubs. Studies reported mainly positive outcomes for both focus students and peer supporters in terms of increased social interaction and social acceptance, as well as enhanced self-esteem and empathy on the individual level. Further bonding of the students by friendship was also perceived, but more precise data is required to draw further conclusions. Support by the school as an institution, the specific role of the teacher, and family participation are important factors related to the impact of peer support systems. Information on these aspects was scarce, and it is recommended to include variables of this nature in future research. Intervention descriptions revealed students' active participation through suggestions for activities, however their involvement in organizing the systems was limited. More research is needed to learn about the opportunities of emotional peer support to improve student-student relationships including the active involvement of the peers themselves in this support. (shrink)

Cumulative evidence suggests that, for children and adolescents, peer relatedness is an essential component of their overall sense of belonging, and correlates with subjective well-being and school-based well-being. However, it remains unclear what the underlying mechanism explaining these relationships is. Therefore, this study examines whether there is a reciprocal effect between school satisfaction and overall life satisfaction (Hypothesis 1), and whether the effect of peer relatedness on life satisfaction is mediated by school satisfaction (Hypothesis 2). A non-recursive model (...) with instrumental variables was tested with econometric and structural equation modeling methodologies, using a cross-sectional sample ofn= 5,619 Chilean early adolescents (49.2% girls), aged 10, 11, and 12 (46.13, 44.99, and 8.88% respectively). Results were highly consistent across methods and supported the hypotheses. First, the findings confirmed a significant reciprocal influence between school satisfaction and overall life satisfaction, with a greater impact from school to life satisfaction. Second, the effect of peer relatedness on overall life satisfaction was fully mediated by school satisfaction. The study further suggests the importance of considering reciprocal effects among domain-specific satisfaction and overall life satisfaction and illustrates the application of non-recursive models for this purpose. (shrink)

Peer learning partnerships are voluntary, reciprocal helping relationships between individuals of comparable status, who share a common or closely related learning / development objective. These dyadic or small group partnerships often occur incidentally or are confused with mentoring; hence they are easily overlooked and / or misunderstood. Yet they warrant the attention of professional developers,classroom teachers, and others as an intentionallearning strategy because of their potential to foster bi-directional learning through joint reflection.Using her qualitative case study of peer (...) learning partnerships in an innovative statewide community college faculty development initiative - the “Teaching Partners Program” - the author draws on participants’ first-hand perceptions of this alternative modality to demonstrate how it fosters reflective practice, leading to enhanced discovery and professional development. The study’s findings highlight the benefits of using peer learning partnerships to promote reflective practice, as well as barriers to utilization. Recommendations for applying this approach and for future research are provided. (shrink)

Introduction: Previous findings that inattention and hyperactive/impulsive symptoms predict later peer problems have been mixed. Utilizing two culturally diverse samples with shared methodologies, we assessed the predictive power of dimensionally measured childhood IA and HI symptoms regarding adolescent peer relationships.Methods: A US-based, clinical sample of 228 girls with and without childhood diagnosed attention-deficit/hyperactivity disorder was assessed and followed 5 years later. A Norwegian, population-based sample of 3,467 children was assessed and followed approximately 4 years later. Both investigations used (...) parent and teacher reports of ADHD symptoms and peer relations. Multivariate regression analyses examined the independent contributions of IA and HI symptoms to later peer problems, adjusting for baseline childhood peer problems. We also examined childhood sex as a potential moderator within the Norwegian sample.Results: Higher levels of childhood HI symptoms, but not IA symptoms, independently predicted adolescent peer problems in the all-female clinical sample. Conversely, higher levels of IA symptoms, but not HI symptoms, independently predicted preadolescent peer problems in the mixed-sex population sample. Results did not differ between informants. Associations between ADHD symptom dimensions and peer problems within the Norwegian sample were not moderated by child sex.Discussion: Differential associations between childhood hyperactive/impulsive and inattention symptoms and adolescent peer problems were found across two diverse samples using a shared methodology. Potential explanations for different findings in the clinical vs. population samples include symptom severity as well as age, sex, and cultural factors. We discuss implications for future research, including the importance of dimensional measures of ADHD-related symptoms and the need for shared methodologies across clinical and normative samples. (shrink)

Peer reporting is a specific form of whistelblowing in which an individual discloses the wrongdoing of a peer. Previous studies have examined situational variables thought to influence a person's decision to report the wrongdoing of a peer. The present study looked at peer reporting from the individual level. Five hypotheses were developed concerning the relationships between (1) religiosity and ethical ideology, (2) ethical ideology and ethical judgments about peer reporting, and (3) ethical judgments and intentions (...) to report peer wrongdoing.Subjects read a vignette concerning academic cheating, and were asked to respond to a question-naire concerning the vignette. Data were analyzed using structural equation methodology. (shrink)

In the United States, the federal Individuals with Disabilities Education Act specifies that students with disabilities should be educated in the “least restrictive environment,” yet little is known about how successfully schools have been able to apply appropriate supports, practices and resources so that all students benefit from inclusion. Using a quasi-experimental method and a longitudinal data-set provided by the Florida Department of Education that spans an eight-year panel from 2001 through 2009, this paper analyses the relationship between the (...) density and diversity of peers with special educational needs and general education students’ absence rates in grades three through eight. Results show that a one standard deviation increase in the measure of special education peers is associated with an increase in general education students’ absences of.03 to.43 more days per year, depending on the empirical specification chosen. This represents as much as a five percent increase in the a... (shrink)

Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and (...) school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated. (shrink)

This research examined the relationship between teachers? empathy and perceptions of their school?s culture. Teachers? ability to change their school?s culture might be limited by their inability to interpret and respond appropriately to student behaviour. As teachers? empathic abilities increase, it seems likely that they would be better able to understand and respond appropriately to their students. Teachers? perspective?taking was positively associated with their positive perceptions of student?peer relations, school norms and educational opportunities. Teachers? personal distress was negatively (...) related to student?peer relations. Empathy was unrelated to student?teacher relations. It is postulated that it takes more than just empathy to be able to negotiate the complex relationship between student and teacher. With teacher training programmes currently focusing on teacher dispositions, such programmes need to focus more on training future teachers to recognise and exercise their cognitive and emotional empathic capacities. (shrink)

This study investigated the characteristics and development of peer support networks in an effort to unravel the role of friendship in this developmental process. The relationships between friendship networks and peer support networks were explored, and the influence of dyadic and triadic friendships on the development of peer support relationships was examined. Two waves of data were collected among a sample of adolescents in six Chinese junior high schools (n= 913 students from 28 classrooms; mean age = (...) 14.13 years; 50.49% boys), and classroom friendship networks and peer support networks were analyzed. The results showed that peer support networks were sparse, hierarchical, and sex-segregated. Furthermore, peer support networks and friendship networks partially overlapped. Friends tended to have similar support-seeking and support-providing ties. Longitudinal multiplex social network analysis revealed that peer support networks changed moderately over time, and friendships played various roles in the development of peer support networks. Dyadic friendships improved the formation of peer support ties. A mutual friend improved the formation of support relationships between two students when the mutual friend chose the two students as friends, but a mutual friend also hindered or had no effects on the formation of support relationships in other cases. The implications for educators to improve peer support networks are presented, and directions for future research are discussed. (shrink)

The relationship between children and their maternal uncles in contemporary Mosuo culture reveals a unique parenting mode in a matrilineal society. This study compared the responses of Mosuo and Han participants from questionnaires on the parent–child and maternal uncle–child relationship. More specifically, Study 1 used Inventory of Parent and Peer Attachment to assess the reactions of the two groups to the relationship between children and their mothers, fathers, and maternal uncles. The results show that while Han (...) people display a higher level of attachment toward their fathers than their maternal uncles, Mosuo people do not exhibit a significant difference in this aspect. Study 2 used a scenario-based method to compare how adults and teenagers perceive the rights and responsibilities of fathers/maternal uncles toward their children/nephews or nieces. The results show that Han adults attribute more rights and responsibilities to their own children than nephews/nieces, while their Mosuo counterparts have the reverse pattern and assign stronger responsibilities to their nephews/nieces than their own children. Both groups perceive the fathers to be the bearer of rights and responsibilities, although this perception was weaker among Mosuo. This paper concludes that in the Mosuo society, fathers have a relatively weak social role as a result of their unique matrilineal social structure. (shrink)

This study proposes a moderated mediation model based on deontic justice theory to investigate the impact of unethical peer behavior on employee performance. Data were collected in China through two survey studies, with two measurement points in each study. The data in study 1 were obtained from 271 employees of 17 firms, and the data in study 2 were collected from 225 employees of 9 firms. Confirmatory factor analysis was conducted to confirm the factorial validity of the measures employed (...) in the studies. The hypothesized moderated mediation model was tested using hierarchical multiple regression analysis. The results show that employee deontic justice mediates the negative relationship between unethical peer behavior and employee performance, and a stronger ethical climate tends to strengthen this indirect relationship. This study extends previous research by introducing deontic justice theory to explore the unconscious process that relates unethical peer behavior to employee performance. The theoretical and practical implications of this paper are discussed. (shrink)

Carpendale & Lewis (C&L) stress the importance of social interaction for social understanding, but focus on the adult-child relationship. In the present commentary, we discuss the development of social understanding within early peer relationships. We argue that peer interaction stretches the limits of early social understanding, thereby providing both unique challenges and unique opportunities for constructing an understanding of others' minds.

Research suggests a direct negative relationship between peers’ unethical behavior and employees’ ethical intention. But several possible mechanisms might explain this relationship in more detail. For example, Machiavellianism is a personality trait characterized by interpersonal manipulation and the use of unethical means to achieve certain self‐interested ends, whether useful or pleasant. This article adopts an Aristotelian understanding of philia, related to three goods on which human relationships rest: useful, pleasant, and honest. We propose that Machiavellianism, a self‐interested, pragmatic (...) personality orientation, might explicate the relationship between peers’ unethical behavior and ethical intention. The results of a structural equation model applied to a sample of 436 banking employees in Spain reveals that Machiavellianism partially mediates the relationship between peers’ unethical behavior and employees’ ethical intention. We also find that with a greater level of peers’ unethical behavior, the negative effect of Machiavellianism on ethical intention increases, and that when peers’ unethical behavior is nonexistent, the negative effect of Machiavellianism on ethical intention disappears. These findings advance current literature by revealing that unethical peers can indirectly influence ethical intention, through shaping Machiavellianism. Our study is also the first to show that pairing high Machiavellians with ethical peers can help to cancel out the negative influence of Machiavellianism on ethical intention. (shrink)

In this paper I offer an argument for a view about the epistemology of peer disagreement, which I call the “Rational Symmetry View”. I argue that this view follows from a natural conception of the epistemology of testimony, together with a basic entitlement to trust our own faculties for belief formation. I then discuss some objections to this view, focusing on its relationship to other well-known views in the literature. The upshot of this discussion is that, if the (...) Rational Symmetry View is correct, much of the action in the epistemology of disagreement relates—not to how one should treat those one regards as an “epistemic peer” in the sense popular in that literature—but rather to who one should treat as such. (shrink)