The role of social influences concerning gambling behavior was empirically examined. Children (N = 130) in grades 4 and 6 completed several questionnaires concerning their gambling behavior, risk taking, and locus of control and played a computer-simulated roulette game individually and in groups (same and mixed gender dyads or triads). Results reveal that during individual and group play, males consistently exhibit riskier behavior (higher average wagers) than females and mixed gender groups. However, average wagers of females and mixed gender groupings appear to be most affected by the group condition. All changes resulting from the group condition were generally maintained over a relatively short period of time in the post-test condition. No major developmental changes were noted nor was locus of control found to be a significant mediating factor. The results are interpreted with respect to the importance of the influence of the peer group on children's gambling behavior. Future directions for research are suggested.

Peer relationships of students with developmental disabilities in self-contained classrooms were investigated. Eighteen boys enrolled in three separate classrooms participated in the study. The mean chronological age of the boys in each class were 6.7, 8, and 7.7 years, and their mean mental ages were 4.6, 5.8. and 6.7 years. Peer relationship measures included sociometric measures such as peer ratings and sociograms and observational measures such as coordinated group activity and dyadic interaction. Spearman rank correlation coefficients were obtained. Peer ratings shared high correlations with cognitive variables such as I.Q., for the middle mental age class. Behavioral variables were correlated to peer ratings for the middle and the highest mental age classes. Dyadic interaction variables were correlated to peer ratings for the lowest and the middle mental age classes. The importance of including observational variables in addition to sociometric variables and the possible effects of group characteristics such as cohesiveness on the variables that determine peer ratings are discussed.

The present study was designed to examine whether social organization influences children's desire to compete and to achieve valued outcomes in important areas of life. One hundred and fifty-eight participants (71 males and 87 females) from three classes of grade 4 and four classes of grade 6 children participated in this study. Children completed a two-part questionnaire. The first part assessed their desire to play competitive and cooperative versions of an actual game in two types of social organizations, with their one closest friend and with their group of three closest friends. The second part measured children's beliefs about the effect of social organization on the children's achievements in four life domains. For part one, results indicated that children preferred to compete in a group versus a dyad, but the social organization had no effort on the desire to play a cooperative game. For part two, children believed their groups of friends would be happier for them if they were successful in a social situation; however, they believed their one closest friend would be happier for them if they were successful in either an academic or athletic situation. Results are discussed in terms of the educational and therapeutic implications of differing social organizations.

The current study was designed to examine sex differences in the importance of peer relations. Interviews were conducted with 85 elementary school children from grades one, four, and six. As documented in earlier studies, boys and girls showed a clear preference for same-age, same-sex peers. There were no sex differences in children's desire to marry or how often they thought about marriage. Sex differences were found in how much children desired to play with the popular girl and boy in their class. Females desired to play with the popular girl significantly more than with the popular boy in grade one. Males desired to play with the popular boy more than the popular girl in grades one and six. Finally, females did not differ in number of girls versus boys with whom they played in their favorite activities at any grade level. In contrast, in both grades four and six, males named significantly more boys than girls in their favorite activities. Results are discussed in terms of the importance of same-sex peer relationships for males and females.

Thesis (M.A. in human development)--Washington State University, August 2008. / Includes bibliographical references (p. 75-88).

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 1997. / Vita. Includes bibliographical references (leaves 92-101).

Thesis (Honors)--College of William and Mary, 2009. / Includes bibliographical references (leaves 27-34). Also available via the World Wide Web.

Thesis (M.A.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains v, 29 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 26-29).

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