Stability and Change in Peer Relationships During the Transition to Middle-Level School

By Cindy L. Hardy, W. Bukowski, Lorrie K. Sippola. 2002

221 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/292d191d1b357a49a23e29f4b6e1e9640b19cf3b

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In Education

In Social Psychology

Citations in the corpus

The impact of peer relations on academic progress in junior high (2006, background): “Peer acceptance was operationalized as the number of choices students received from their classmates (hence peer-reported), which was standardized within classes to make the measure comparable across classes of varying size and extent of centralization (cf. Hardy, Bukowski, & Sippola, 2002).”
Predicting Peer Acceptance in Dutch Youth (2006, methodology): “Within each class, and separately by gender, the numbers of received nominations were converted to z scores to make the measure comparable across classes of varying size and extent of centralization (cf. Hardy et al., 2002).”
Peer Interactions, Relationships, and Groups (2007, background): “Third, Harris’s claims about the effects of the peer system were, in part, predicated on the view that young people are driven by an atavistic desire to be part of a group. According to Harris, an important repercussion of these tribal motivations is that young people, in an effort to be part of a g”
Monthly Changes in the Composition of Friendship Networks in Early Adolescence (2007, methodology): “Following prior research that looked at friendship stability by assessing changes in the size of friendship networks (e.g., Hardy et al., 2002), the first objective of this study was to describe monthly changes occurring in the size of networks.”
“My favourite subject is maths. For some reason no-one really agrees with me”: student perspectives of mathematics teaching and learning in the upper primary classroom (2011, background): “We’re both the same, we’re really good at maths.” This may reflect adolescents’ needs to fit in and feel a sense of belonging within their peer group ( Hardy et al. 2002 ) and may encourage engagement in mathematics.”
Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment Across the Middle School Transition (2011, methodology): “…of participation is consistent with several previous middle school transition studies using active consent procedures, with participation rates ranging from 50% to 70% (e.g., Aikins et al., 2005; Berndt et al., 1999; Berndt & Mekos, 1995; Hardy et al., 2002; Kuperminc, Leadbeater, & Blatt, 2001).”
Peer Experience as Predictors of Adjustment Across the Middle School Transition (2007, background): “Mekos, 1995; McDougall & Hymel, 1998), The role of peers across the middle school transition has been examined in only a small number of studies (e,g,, Fenzel, 2000; Hardy, Bukowski, & Sippola, 2002; Hirsch & DuBois, 1992), which is quite surprising given the rising importance of relationships wit”