Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Mar. 12, 2007). PDF text: viii, 134 p. : ill. (some col.) UMI publication number: AAT 3225993. Includes bibliographical references. Also available in microfilm and microfiche format.

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Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

It is well documented that friends influence adaptive behaviors (Brechwald & Prinstein, 2011). However, it remains unclear how influence manifests itself. The current study investigated the role of likeability and popularity in determining the relative influence that a child exercises on his or her friend’s prosocial behavior and academic achievement in a sample of elementary schooled children (N=679). The results suggest that more liked friends have more influence over their less liked friends’ prosocial behavior and academic achievement. Both more- and less-popular friends influenced each other’s academic achievement. Residualized analyses, however, which take into account the shared overlap between likeability and popularity, suggest that the more-liked friend continued to influence the prosocial behavior and academic achievement of the less-liked friend, whereas more-popular children had no influence over their less-popular counterparts. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Photocopy of typescript. / Digitized by Kansas Correctional Industries

Thesis (M.S.)--The University of North Carolina at Greensboro, 2008. / Directed by Anne Fletcher; submitted to the Dept. of Human Development and Family Studies. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 53-62).

Thesis (Ph. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 91 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 39-50).

Background. Previous literature had examined how the adoption of cooperative, competitive and individualistic goal structures in academic tasks influence students’ altruistic behaviors. However, little research has investigated the relationship between goal structures in non-academic activities and children’s affective outcomes. Moreover, the specific differentiation of friends from ordinary acquaintances was seldom considered. Aims. This study compares the immediate effect of different goal structures in a non-academic task on children’s mutual liking. Sample. The participants were 116 fourth and fifth grade students in Hong Kong. Methods. Participants were paired to form friend and non-friend dyads and the dyads were randomly assigned into one of three experimental conditions: cooperative, competitive and individualistic. In all the three conditions, dyads were asked to do a photo-hunt task twice, but the content of instructions and the basis of reward were different. Results. In the cooperative condition, participants’ liking towards their partners had significantly increased, and the average rating was significantly higher than that in the competitive condition. Specifically, the increase in liking between non-friend dyads was greater than that in friend dyads. In competitive condition, the liking between friend dyads had significantly decreased, but the change in liking between non-friend dyads was not significant. No meaningful change was observed in the individualist condition. Conclusion. The findings suggested that children’s liking towards their peers would increase when they were given chance to cooperate with each other; and the liking might decline when they participated in activities that required competition. Implications for activity-planning and group composition are discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

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The current study was designed to examine sex differences in the stability of same-sex friendships. Based on past research, it was hypothesized that boys have more stable friendship nominations than girls. Four hundred fifty-one elementary and high school students from grades three, four, seven and eight completed questionnaires in which they were asked to nominate their closest friends. Friendship nominations were collected three times over a seventh month period, in the fall, winter and spring of the school year. Partial support was obtained for the hypothesis at the high school level: Adolescent boys had more stable friendship nominations than adolescent girls. No sex differences in stability were evident at the elementary level. At all grade levels, fewer friendship nominations were made at the beginning of the year and friendship stability was lowest over the longer time interval from fall to spring. Results are discussed in terms of the importance of the stability of friendships for peer social support.