Winning friends and influencing peers: Strategies of peer influence in late childhood

By P. Hawley, T. Little, M. Pasupathi. 2002

191 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/62484cd2537a7abf9ab911f8dca8da66eb948d68

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Citations in the corpus

Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relations with psychosocial adjustment (2006, result): “…may be viewed as more aversive by peers than is proactive aggression, a possibility that would overlap with recent research showing that some aggressive individuals are viewed favorably by peers (Cillessen & Mayeux, 2004; Hawley, 2003; Hawley et al., 2002; Rodkin et al., 2000; Rose et al., 2004).”
The allure of a mean friend: Relationship quality and processes of aggressive adolescents with prosocial skills (2007, background): “They possess positive, relationship-enhancing attributes (e.g., they are socially skilled, morally astute, and extroverted) while at the same time, are among the most aggressive (Hawley, 2003b; Hawley et al., 2002).”
Prosocial and Coercive Configurations of Resource Control in Early Adolescence: A Case for the Well-Adapted Machiavellian (2003, background): “Present classifications were made by using cutoff points on the dimensions of selfreported prosocial and coercive strategies (see also Hawley et al., 2002).”
Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective (2015, background): “Even though they are very low on aggression, they are rejected and victimized by their peers, and experience the highest levels of ill-being (Hawley et al., 2002).”
Bullying and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents. (2005, background): “A growing body of research on prosocial and antisocial behavior (Hawley, 2003; Hawley, Little, & Pasupathi, 2002; Rodkin et al., 2000) or on sociometric and perceived popularity (Cillessen & Mayeux, 2004; Parkhurst & Hopmeyer, 1998; Pellegrini et al., 1999; Prinstein & Cillessen, 2003) found that ”
Relational and Physical Aggression of Preschool-Age Children: Peer Status Linkages Across Informants (2005, background): “In contrast, Hawley’s work regarding bistrategic controllers in middle-childhood and adolescence (Hawley, 2003b; Hawley et al., 2002) shows that teachers tend to perceive these children as socially accepted and non-aggressive, whereas peers nominate bistrategic children as among the most aggressive.”
Roles of Callous-Unemotional Traits, Narcissism, and Machiavellianism in Childhood Aggression (2010, background): “2003; Woodworth and Waschbusch 2008), youth high in Machiavellianism are able to read emotions accurately and display a good understanding of others’ internal states, even if that understanding is used for the purposes of manipulation rather than altruism (Barnett and Thompson 1985; Hawley et al. 20”
Disentangling the “whys” from the “whats” of aggressive behaviour (2003, methodology): “With such a typological approach (see also Hawley et al., 2002; Little, Brauner, Jones, Nock & Hawley, in press), the well-being and adjustment outcomes for individuals who, for example, are high on just reactive aggression would probably show greater maladaptation than individuals who are high on…”
Prosocial and antisocial behavior in preadolescence: Teachers' and parents' perceptions of the behavior of girls and boys (2008, result): “Some studies in which a person-centered approach was used provide evidence that some adolescents are prosocial at some times, but antisocial at other times (Hawley, 2003a; Hawley et al., 2002; Pakaslahti & Keltikangas-Järvinen, 2001; Rodkin et al., 2000).”