Friend Influence on Aggressive and Pro-Social Behaviors in Elementary Schools: Significance of Peer Network Based School Counseling
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In this study, I investigated peer influence processes on early adolescents’ aggressive and pro-social behaviors with elementary school students’ friendship networks. A longitudinal social network model (SIENA) was used to test whether similarity in aggressive and pro-social behaviors contributed to friendship formation (peer selection) and/or whether aggressive and pro-social behaviors of friends contributed to changes in students’ own aggressive and pro-social behaviors (peer influence). Participants were fifth and sixth graders from 44 elementary school classrooms (N=879, 51% girls at wave 1, N=859, 51% girls at wave 2) followed from fall to spring within one academic year. Evidence that students sought out friends who are similar to themselves (peer selection) was found in both aggressive and pro-social behaviors. Peer influence effects were also observed in both aggressive and pro-social behaviors. Results suggest that peer selection and influence processes play a salient role in the co-evolution of friendships, and aggressive and pro-social behaviors in elementary school students. Findings emphasize the need for teachers and school counselors to better be attuned to adolescents’ friendship networks and implement network based school counseling. When teachers and counselors are conscious about students’ friendship networks and understand the peer influence processes, they can intervene or/and prevent adolescents’ aggressive behaviors more effectively.
Abstract
In this study, I investigated peer influence processes on early adolescents’ aggressive and pro-social behaviors with elementary school students’ friendship networks. A longitudinal social network model (SIENA) was used to test whether similarity in aggressive and pro-social behaviors contributed to friendship formation (peer selection) and/or whether aggressive and pro-social behaviors of friends contributed to changes in students’ own aggressive and pro-social behaviors (peer influence). Participants were fifth and sixth graders from 44 elementary school classrooms (N=879, 51% girls at wave 1, N=859, 51% girls at wave 2) followed from fall to spring within one academic year. Evidence that students sought out friends who are similar to themselves (peer selection) was found in both aggressive and pro-social behaviors. Peer influence effects were also observed in both aggressive and pro-social behaviors. Results suggest that peer selection and influence processes play a salient role in the co-evolution of friendships, and aggressive and pro-social behaviors in elementary school students. Findings emphasize the need for teachers and school counselors to better be attuned to adolescents’ friendship networks and implement network based school counseling. When teachers and counselors are conscious about students’ friendship networks and understand the peer influence processes, they can intervene or/and prevent adolescents’ aggressive behaviors more effectively.
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