<p>The present research intended to examine the relationship between childhood stable peer status and adjustment in midadolescence for both genders, and adjustment in early and middle adulthood for women. One-year stably peer rejected, popular, and average boys and girls were identified by an age 10 and age 11 sociometric classification procedure using positive nominations and rank-ordering. These groups were examined in midadolescence. Findings indicated that stable peer rejection in childhood was associated with negative school adjustment and problems in peer relations in adolescence for both genders, and that many rejected boys were school dropouts. However, rejected children did not associate with deviant peers or show more antisocial behavior than their counterparts. For the adulthood follow-up, cluster analysis using LICUR was applied on rank-ordering data from age 10 and age 13 in order to identify 3-year stably rejected, popular, and average groups of girls. A methodological comparison with a standard sociometric method showed that the applied cluster analysis seems to be a useful additional tool in the arsenal of sociometric classification methods. Furthermore, one seems to arrive at larger stable peer status groups with this method than with other sociometric classification methods. The longitudinal follow-up into adulthood showed that rejected girls were at increased risk for criminal offending and alcohol abuse in young adulthood. Childhood aggressive behavior explained the significant association between peer rejection and criminality. There were no significant differences between the stable peer status clusters in the midadulthood adjustment areas of social relations, health, occupation, and subjective well-being, except that popular girls had achieved more successful vocational careers (which in its turn was explained by their higher academic achievement in childhood). Constraints and implications for future research were discussed.</p>

The present research intended to examine the relationship between childhood stable peer status and adjustment in midadolescence for both genders, and adjustment in early and middle adulthood for women. One-year stably peer rejected, popular, and average boys and girls were identified by an age 10 and age 11 sociometric classification procedure using positive nominations and rank-ordering. These groups were examined in midadolescence. Findings indicated that stable peer rejection in childhood was associated with negative school adjustment and problems in peer relations in adolescence for both genders, and that many rejected boys were school dropouts. However, rejected children did not associate with deviant peers or show more antisocial behavior than their counterparts. For the adulthood follow-up, cluster analysis using LICUR was applied on rank-ordering data from age 10 and age 13 in order to identify 3-year stably rejected, popular, and average groups of girls. A methodological comparison with a standard sociometric method showed that the applied cluster analysis seems to be a useful additional tool in the arsenal of sociometric classification methods. Furthermore, one seems to arrive at larger stable peer status groups with this method than with other sociometric classification methods. The longitudinal follow-up into adulthood showed that rejected girls were at increased risk for criminal offending and alcohol abuse in young adulthood. Childhood aggressive behavior explained the significant association between peer rejection and criminality. There were no significant differences between the stable peer status clusters in the midadulthood adjustment areas of social relations, health, occupation, and subjective well-being, except that popular girls had achieved more successful vocational careers (which in its turn was explained by their higher academic achievement in childhood). Constraints and implications for future research were discussed.

Not many children report relationships with friends that are both close and conflictual. There is a paucity of research examining the trajectory of children's relationship closeness and conflict together over time. This is unfortunate because contentious relationships are related to cardiovascular problems, at least in young adults and because the trajectories of these two aspects of children's relationship quality over time is not understood. Therefore, two longitudinal data sets with younger (mean age 7.5 years at Time 1; four data points over 2 years) and older (mean age 9.9 years at Time 1; two data points over 1 year) children were studied. In both cohorts, measures of friendship quality and peer nominations of liking/disliking as well as overt and relational (older cohort) aggression were completed. Children who reported relationships high in both closeness and conflict were generally satisfied with their friendships; they were not more likely to end their friendships than were children who reported different levels of closeness and conflict (younger cohort). Both boys' and girls' relationship closeness increased over time according to growth curve analyses. The relationships of girls who remained in the same friendship, and who therefore provided ratings on the same friend at each time point, tended to increase in closeness at a different rate over time than the relationships of girls who provided ratings on different friends (younger cohort). Children who reported relationships high in closeness and in conflict were not more aggressive over time than were children who reported different levels of relationship closeness and conflict. However, girls' closeness and overt aggression tracked each other (increased) over time (younger cohort). Girls who reported low social support and negative interactions in their friendships increased the most in overt aggression over time (older cohort). Aggressive and nonaggressive children generally reported similar friendship quality (both cohorts), but the friendship closeness of chronically aggressive boys decreased over time (younger cohort). There were negligible friendship quality differences amongst the sociometric groups. The discussion centers on friendship quality changes in children's continuing friendships, the potential dire effects of turbulent friendships and the friendships of aggressive as well as controversial children.

Not many children report relationships with friends that are both close and conflictual. There is a paucity of research examining the trajectory of children's relationship closeness and conflict together over time. This is unfortunate because contentious relationships are related to cardiovascular problems, at least in young adults and because the trajectories of these two aspects of children's relationship quality over time is not understood. Therefore, two longitudinal data sets with younger (mean age 7.5 years at Time 1; four data points over 2 years) and older (mean age 9.9 years at Time 1; two data points over 1 year) children were studied. In both cohorts, measures of friendship quality and peer nominations of liking/disliking as well as overt and relational (older cohort) aggression were completed. Children who reported relationships high in both closeness and conflict were generally satisfied with their friendships; they were not more likely to end their friendships than were children who reported different levels of closeness and conflict (younger cohort). Both boys' and girls' relationship closeness increased over time according to growth curve analyses. The relationships of girls who remained in the same friendship, and who therefore provided ratings on the same friend at each time point, tended to increase in closeness at a different rate over time than the relationships of girls who provided ratings on different friends (younger cohort). Children who reported relationships high in closeness and in conflict were not more aggressive over time than were children who reported different levels of relationship closeness and conflict. However, girls' closeness and overt aggression tracked each other (increased) over time (younger cohort). Girls who reported low social support and negative interactions in their friendships increased the most in overt aggression over time (older cohort). Aggressive and nonaggressive children generally reported similar friendship quality (both cohorts), but the friendship closeness of chronically aggressive boys decreased over time (younger cohort). There were negligible friendship quality differences amongst the sociometric groups. The discussion centers on friendship quality changes in children's continuing friendships, the potential dire effects of turbulent friendships and the friendships of aggressive as well as controversial children.

Not many children report relationships with friends that are both close and conflictual. There is a paucity of research examining the trajectory of children's relationship closeness and conflict together over time. This is unfortunate because contentious relationships are related to cardiovascular problems, at least in young adults and because the trajectories of these two aspects of children's relationship quality over time is not understood. Therefore, two longitudinal data sets with younger (mean age 7.5 years at Time 1; four data points over 2 years) and older (mean age 9.9 years at Time 1; two data points over 1 year) children were studied. In both cohorts, measures of friendship quality and peer nominations of liking/disliking as well as overt and relational (older cohort) aggression were completed. Children who reported relationships high in both closeness and conflict were generally satisfied with their friendships; they were not more likely to end their friendships than were children who reported different levels of closeness and conflict (younger cohort). Both boys' and girls' relationship closeness increased over time according to growth curve analyses. The relationships of girls who remained in the same friendship, and who therefore provided ratings on the same friend at each time point, tended to increase in closeness at a different rate over time than the relationships of girls who provided ratings on different friends (younger cohort). Children who reported relationships high in closeness and in conflict were not more aggressive over time than were children who reported different levels of relationship closeness and conflict. However, girls' closeness and overt aggression tracked each other (increased) over time (younger cohort). Girls who reported low social support and negative interactions in their friendships increased the most in overt aggression over time (older cohort). Aggressive and nonaggressive children generally reported similar friendship quality (both cohorts), but the friendship closeness of chronically aggressive boys decreased over time (younger cohort). There were negligible friendship quality differences amongst the sociometric groups. The discussion centers on friendship quality changes in children's continuing friendships, the potential dire effects of turbulent friendships and the friendships of aggressive as well as controversial children.

Not many children report relationships with friends that are both close and conflictual. There is a paucity of research examining the trajectory of children's relationship closeness and conflict together over time. This is unfortunate because contentious relationships are related to cardiovascular problems, at least in young adults and because the trajectories of these two aspects of children's relationship quality over time is not understood. Therefore, two longitudinal data sets with younger (mean age 7.5 years at Time 1; four data points over 2 years) and older (mean age 9.9 years at Time 1; two data points over 1 year) children were studied. In both cohorts, measures of friendship quality and peer nominations of liking/disliking as well as overt and relational (older cohort) aggression were completed. Children who reported relationships high in both closeness and conflict were generally satisfied with their friendships; they were not more likely to end their friendships than were children who reported different levels of closeness and conflict (younger cohort). Both boys' and girls' relationship closeness increased over time according to growth curve analyses. The relationships of girls who remained in the same friendship, and who therefore provided ratings on the same friend at each time point, tended to increase in closeness at a different rate over time than the relationships of girls who provided ratings on different friends (younger cohort). Children who reported relationships high in closeness and in conflict were not more aggressive over time than were children who reported different levels of relationship closeness and conflict. However, girls' closeness and overt aggression tracked each other (increased) over time (younger cohort). Girls who reported low social support and negative interactions in their friendships increased the most in overt aggression over time (older cohort). Aggressive and nonaggressive children generally reported similar friendship quality (both cohorts), but the friendship closeness of chronically aggressive boys decreased over time (younger cohort). There were negligible friendship quality differences amongst the sociometric groups. The discussion centers on friendship quality changes in children's continuing friendships, the potential dire effects of turbulent friendships and the friendships of aggressive as well as controversial children.

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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)