Cette étude s’intéresse aux relations d’amitié et aux caractéristiques des amis comme facteurs de risque interpersonnels susceptibles de prédire les changements à travers le temps, de la victimisation par les pairs au début du secondaire. L’échantillon est composé de 524 élèves de secondaire I et II pour lesquels le niveau de victimisation a été mesuré par les pairs lors de deux années consécutives. Les facteurs de risque individuel associés à la victimisation par les pairs (i.e. les comportements agressifs, les comportements de retrait social et le rejet par les pairs) ainsi que les caractéristiques des amis (i.e. agressivité, retrait social et victimisation des amis) ont également été évalués par les pairs lors du premier temps de mesure. Les résultats démontrent qu’au-delà des facteurs de risque individuels, un plus grand nombre d’amis prédit une diminution de la victimisation par les pairs sur une période d’un an. De plus, pour les élèves rejetés socialement, la victimisation des amis permet de rendre compte d’une augmentation de la victimisation dans le temps. Contrairement aux résultats obtenus par d’autres études, l’agressivité des amis permet de prédire une diminution de la victimisation seulement pour les élèves bien acceptés socialement. Pour les jeunes qui sont rejetés socialement, l’agressivité des amis permet de prédire une augmentation de la victimisation par les pairs. Ces résultats apportent un regard nouveau sur l’inter influence entre l’identité des amis et le contexte social dans lequel les adolescents évoluent. / This study examined the association between friend’s characteristics and the pattern of changes in peer victimization in the first years of middle school. The sample was composed of 524 grade 7 and 8 French-Canadian students from two middle schools. Student’s level of victimization as perceived by their peers was evaluated during two consecutive school years. Individual risk factors (i.e. aggressive behaviors, social withdrawal and peer rejection) and friend’s characteristics (i.e. friend’s aggression, social withdrawal and victimization) were also measured with peer nominations during the first year of the study. Results show that beyond individual risk factors, the number of friends was associated with a decrease over time in peer victimization. Moreover, for socially rejected students, having friends who are victimized within the peer group was associated with an increase in peer victimization. Results also show that having aggressive friends lead to a decrease in peer victimization, but only for popular students. However, for socially-rejected students, having aggressive friends was associated with an increase over time in peer victimization. This study brings a new light on the dynamic influences between friends’ identity and the social context in which adolescents evolve.

The phenomenon of social isolation among school children in most instances goes unnoticed by both teachers and parents and this oversight could have serious negative restraints on the socially isolated child's cognitive, affective, moral, personality and social development. Social isolation can be caused either through being rejected or neglected by the peer group. This study was carried out among primary and secondary school learners to detei:,mine the extent to which these children are socially isolated; and to identify factors contributing to learners' social isolation. The aim of the study is to provide teachers and parents with a foundation and rationale for effective intervention. A literature study was done to identify the factors influencing social isolation. Some of the factors identified were: social competence, self-esteem, psychological well-being, intelligence, academic achievement, moral values, physical disability, sports participation, self-perceived physical attractiveness, self-perceived physical disability, marital status of parents, parental supervision, parental acceptance, parental autonomy granting and parental conflict. All aspects of development (namely, physical, cognitive, affective, personality, moral and social) were studied in relation to the phenomenon of social isolation. By means of an empirical investigation, it was found after a regression analysis that self-esteem, obedience and social competence accounted for most of the variance in social isolation for primary school learners and in the case of secondary school learners, social competence, family supervision and self-esteem. The two most common factors were social competence and selfesteem. From the empirical findings it was also noted that learners' home language and grade were also associated with social isolation. The educational implications of the findings of the literature and the empirical study are discussed and guidelines given to assist teachers and parents to identify and eliminate the factors contributing to the development of isolation among school learners. If both parents and teachers take cognisance of these recommendations and try to implement them, it should help children in their self-actualisation and facilitate their attainment of adulthood with the least developmental restraints. / Psychology of Education / D. Ed. (Psychology of Education)

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The phenomenon of social isolation among school children in most instances goes unnoticed by both teachers and parents and this oversight could have serious negative restraints on the socially isolated child's cognitive, affective, moral, personality and social development. Social isolation can be caused either through being rejected or neglected by the peer group. This study was carried out among primary and secondary school learners to detei:,mine the extent to which these children are socially isolated; and to identify factors contributing to learners' social isolation. The aim of the study is to provide teachers and parents with a foundation and rationale for effective intervention. A literature study was done to identify the factors influencing social isolation. Some of the factors identified were: social competence, self-esteem, psychological well-being, intelligence, academic achievement, moral values, physical disability, sports participation, self-perceived physical attractiveness, self-perceived physical disability, marital status of parents, parental supervision, parental acceptance, parental autonomy granting and parental conflict. All aspects of development (namely, physical, cognitive, affective, personality, moral and social) were studied in relation to the phenomenon of social isolation. By means of an empirical investigation, it was found after a regression analysis that self-esteem, obedience and social competence accounted for most of the variance in social isolation for primary school learners and in the case of secondary school learners, social competence, family supervision and self-esteem. The two most common factors were social competence and selfesteem. From the empirical findings it was also noted that learners' home language and grade were also associated with social isolation. The educational implications of the findings of the literature and the empirical study are discussed and guidelines given to assist teachers and parents to identify and eliminate the factors contributing to the development of isolation among school learners. If both parents and teachers take cognisance of these recommendations and try to implement them, it should help children in their self-actualisation and facilitate their attainment of adulthood with the least developmental restraints. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / Die doel van opvoeding is om die kind tot volwassenheid te lei. 'n Volwasse persoon is iemand wat homself ken, 'n inherente sin virwaardes navolg, sedelik selfstandige besluite kan neem en verantwoordelikheid kan aanvaar. Groepdruk belemmer die verwerwing van bogenoemde eienskappe by die adolessent en bemoeilik gevolglik sy opvoeding. Daarom stel opvoedkundiges toenemend meer in groepdruk as fenomeen belang. Die doeI van die ondersoek was om 'n meetinstrument te ontwikkel waarmee adolessente geidentifiseer kan word wat groepdruk moeilik hanteer. Daarbenewens was dit oak die doel om die belangrikste veranderlikes wat verband hou met groepdruk te identifiseer. 'n Literatuurstudie is onderneem met die doel om die fenomeen groepdruk te analiseer, ondersoek in te stel na die meetbaarheid van groepdruk en vas te stel watter faktore met groepdruk verband hou. 'n Meetinstrument is ontwikkel met die doel om groepdruk te meet (betroubaarheidskoeffisient : 0,86). 'n Empiriese ondersoek is uitgevoerwaarby 452 hoerskool adolessente (234 seuns en 228 dogters) betrek is. Benewens groepdruk is verskeie veranderlikes soos verhouding met ouers, verhouding met maats, selfbeeld, waardes, intelligensie en persoonlikheid ook gemeet. Biografiese gegewens soos geslag, ouderdom, demerietes, buitemuurse aktiwiteite en posisie in gesin is ingesluit. Uit die empiriese ondersoek blyk dit dat : • groepdruk 'n afname toon en verander vanaf graad 8 na graad 12; • selfbeeld, ouderdom, populariteit en verhouding met maats as die vernaamste veranderlikes wat met groepdruk verband hou, beskou kan word. Die implikasies van die bevindinge in die literatuurstudie en in die empiriese ondersoek is bespreek met die doel om ouers en onderwysers met riglyne te voorsien wat hulle kan aanwend om adolessente minder kwesbaar vir groepdruk te maak. / The aim of education is to guide the child towards adulthood. An adult is expected to know himself, follow an inherent sense of values, make moral decisions independently and accept responsibility. Group pressure hampers the attainment of the above characteristics during adolescence and therefore makes education problematic. For this reason educationists are taking a growing interest in group pressure as a phenomenon. The aim of this study was to develop a measuring instrument to identify adolescents who find it difficult to deal with group pressure. In addition it was also the aim to determine the most important variables which relate to group pressure. A literature study was undertaken in order to analyse group pressure as a phenomenon, to analyse the measurability of group pressure and to determine which factors relate to group pressure. An instrument was developed to measure group pressure (reliability coefficient: 0,86). An empiricalinvestigation was carried out involving 452 high school adolescents (234 boys and 228 girls). In addition to group pressure, several variables were measured such as the individual's relationship with parents and friends, his self-concept, values, intelligence and personality. Biographical information such as gender, age, number of demerits, extra mural activities and birth order was collated. From the empirical investigation it seems that • group pressure shows a decline from Grade 8 to 12; • self concept, age, popularity and relationship with friends can be considered the most important variables relating to group pressure. The implications of the findings in the literature study and empirical investigation were discussed with the aim to provide parents and teachers with guidelines which they can apply to make adolescents less vulnerable to group pressure. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Text in Afrikaans / Die doel van opvoeding is om die kind tot volwassenheid te lei. 'n Volwasse persoon is iemand wat homself ken, 'n inherente sin virwaardes navolg, sedelik selfstandige besluite kan neem en verantwoordelikheid kan aanvaar. Groepdruk belemmer die verwerwing van bogenoemde eienskappe by die adolessent en bemoeilik gevolglik sy opvoeding. Daarom stel opvoedkundiges toenemend meer in groepdruk as fenomeen belang. Die doeI van die ondersoek was om 'n meetinstrument te ontwikkel waarmee adolessente geidentifiseer kan word wat groepdruk moeilik hanteer. Daarbenewens was dit oak die doel om die belangrikste veranderlikes wat verband hou met groepdruk te identifiseer. 'n Literatuurstudie is onderneem met die doel om die fenomeen groepdruk te analiseer, ondersoek in te stel na die meetbaarheid van groepdruk en vas te stel watter faktore met groepdruk verband hou. 'n Meetinstrument is ontwikkel met die doel om groepdruk te meet (betroubaarheidskoeffisient : 0,86). 'n Empiriese ondersoek is uitgevoerwaarby 452 hoerskool adolessente (234 seuns en 228 dogters) betrek is. Benewens groepdruk is verskeie veranderlikes soos verhouding met ouers, verhouding met maats, selfbeeld, waardes, intelligensie en persoonlikheid ook gemeet. Biografiese gegewens soos geslag, ouderdom, demerietes, buitemuurse aktiwiteite en posisie in gesin is ingesluit. Uit die empiriese ondersoek blyk dit dat : • groepdruk 'n afname toon en verander vanaf graad 8 na graad 12; • selfbeeld, ouderdom, populariteit en verhouding met maats as die vernaamste veranderlikes wat met groepdruk verband hou, beskou kan word. Die implikasies van die bevindinge in die literatuurstudie en in die empiriese ondersoek is bespreek met die doel om ouers en onderwysers met riglyne te voorsien wat hulle kan aanwend om adolessente minder kwesbaar vir groepdruk te maak. / The aim of education is to guide the child towards adulthood. An adult is expected to know himself, follow an inherent sense of values, make moral decisions independently and accept responsibility. Group pressure hampers the attainment of the above characteristics during adolescence and therefore makes education problematic. For this reason educationists are taking a growing interest in group pressure as a phenomenon. The aim of this study was to develop a measuring instrument to identify adolescents who find it difficult to deal with group pressure. In addition it was also the aim to determine the most important variables which relate to group pressure. A literature study was undertaken in order to analyse group pressure as a phenomenon, to analyse the measurability of group pressure and to determine which factors relate to group pressure. An instrument was developed to measure group pressure (reliability coefficient: 0,86). An empiricalinvestigation was carried out involving 452 high school adolescents (234 boys and 228 girls). In addition to group pressure, several variables were measured such as the individual's relationship with parents and friends, his self-concept, values, intelligence and personality. Biographical information such as gender, age, number of demerits, extra mural activities and birth order was collated. From the empirical investigation it seems that • group pressure shows a decline from Grade 8 to 12; • self concept, age, popularity and relationship with friends can be considered the most important variables relating to group pressure. The implications of the findings in the literature study and empirical investigation were discussed with the aim to provide parents and teachers with guidelines which they can apply to make adolescents less vulnerable to group pressure. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)