Peer Interactions, Relationships, and Groups

By Kenneth H. Rubin, W. Bukowski, J. Parker. 2007

2,787 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b4f317f722ce727ec780644aba099c7e8e491c30

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Robert J. Coplan
2. Lisa Wagner
3. Kenneth H. Rubin
4. A. Masten
5. Julie C. Bowker
6. M. Weeks
7. B. Roberts
8. Avshalom Caspi

In Education

1. Robert J. Coplan
2. A. Masten
3. Kenneth H. Rubin
4. Antonius H. N. Cillessen
5. M. Weeks
6. Mitchell J. Prinstein
7. Julie C. Bowker
8. Philip C. Rodkin

Citations in the corpus

• The Developmental Trajectories of Peer Victimization in Middle to Late Childhood and the Changing Nature of Their Behavioral Correlates (2010, background): “Research over the past 30 years has generally supported this view in that both externalizing problems and internalizing problems have been associated with peer victimization in school settings (Boivin & Hymel, 1997; Juvonen & Graham, 2001; Kochenderfer-Ladd & Ladd, 2001; Perry et al., 2001; Rubin et”
• What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? (2005, background): “Whereas prior work has provided evidence of impaired peer functioning in children with ADHD (for a review, see Mrug, Hoza, & Gerdes, 2001 ), this study provided several improvements over prior work, including a large sample size, inclusion of both boys and girls with ADHD, examination of common com”
• Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood (2009, neutral): “, 2008), friendships (Rubin et al., 2006), and classroom climate (Gazelle & Spangler, 2007).”
• Truly included? A literature study focusing on the social dimension of inclusion in education (2013, background): “Additionally, relations become more intimate and the first romantic relationships occur (Rubin, Bukowski, and Parker 2006).”
• The Role of Parents in Adolescents’ Reading Motivation and Activity (2009, background): “On the other hand, peers, especially close friends, come to play a more prominent role in children’s lives during adolescence, with the potential for either positive or negative effects on their motivation (Furman and Buhrmester 1992; Rubin et al. 2006; Wigfield et al. 2006).”
• Patterns of Change in Children's Loneliness: Trajectories from Third Through Fifth Grades (2011, background): “To begin to examine how aspects of peer functioning relate to changes in loneliness across childhood, the present study investigated a range of aspects of peer functioning at multiple levels of social complexity: individual, relational, and group (Hinde, 1992; Rubin et al., 2006).”
• The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers (2006, neutral): “…including rejection from their peers (Coie, Dodge & Kupersmidt, 1990; Dodge, 1983), behavior problems (Rubin, Bukowski & Parker, 1998), delinquency (Rubin et al., 1998), school failure (Parker & Asher, 1987), low self-esteem (McGuire & Weisz, 1982) and emotional maladjustment (Parker & Asher,…”
• Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools (2018, background): “From a developmental perspective, peer relationships are not fixed, and they evolve and change over time (Rubin et al., 2008).”
• Peer Relationship Profiles and Motivation in Youth Sport (2006, background): “Stemming from Sullivanʼs (1953) interpersonal theory of psychiatry, research on peer relationships has typically targeted friendships or popularity/acceptance with similar-aged individuals (see Smith, in press).”
• Peer relations as a developmental context. (2011, background): “During early childhood, peer interactions make up about 10% of a child’s social time; by age 10 this amount is more than 30% (Rubin, Bukowski & Parker, 2006).”
• A Developmental Science Approach to Reducing Prejudice and Social Exclusion: Intergroup Processes, Social‐Cognitive Development, and Moral Reasoning (2015, background): “Developmental research has principally focused on the individual social deficits that lead children to reject and be rejected (Rubin et al., 2006).”
• Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children (2010, background): “This finding identifies a specific kind of classroom social structure that may be of particularly low quality and gives further depth to the conceptualization of popularity as a group-level construct (Rubin et al., 2006).”