Handbook of Peer Interactions, Relationships, and Groups (Social, Emotional, and Personality Development in Context)

672 Pages·2008·3.49 MB·English

by  Kenneth H. Rubin, William M. Bukowski, Brett Laursen

Handbook of Peer InteractIons,
relatIonsHIPs, and GrouPs
Social, Emotional, and Personality Development in Context
Kenneth H. Rubin, Series Editor
Handbook of Peer Interactions, Relationships, and Groups
Edited by Kenneth H. Rubin, William M. Bukowski, and Brett Laursen
Handbook of
Peer Interactions,
Relationships,
and Groups
ED i t E D b y
kenneth H. rubin
William M. bukowski
brett laursen
THE GUILFORD PRESS
New York London
© 2009 The Guilford Press
A Division of Guilford Publications, Inc.
72 Spring Street, New York, NY 10012
www.guilford.com
All rights reserved
No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, microflming, recording,
or otherwise, without written permission from the Publisher.
Printed in the United States of America
This book is printed on acid-free paper.
Last digit is print number: 9 8 7 6 5 4 3 2 1
Library of Congress Cataloging-in-Publication Data is available from the Publisher.
ISBN 978-1-59385-441-6
About the Editors
Kenneth H. Rubin, PhD, is Professor of Human Development and Director of the Cen-
ter for Children, Relationships, and Culture at the University of Maryland. His research
interests include children’s peer and family relationships and their social and emotional
development. Dr. Rubin is the recipient of a Killam Research Fellowship (Canada Coun-
cil) and an Ontario Mental Health Senior Research Fellowship, is past president of the
International Society for the Study of Behavioral Development, and has published 11
books and over 240 peer-reviewed chapters and articles. He has twice served as an associ-
ate editor of Child Development and has been on the editorial boards of numerous profes-
sional journals. He has also been a member of the National Institute of Child Health and
Human Development (NICHD) study section on Human Development and Aging, as
well as the National Institute of Mental Health’s (NIMH) study section on Risk and Pre-
vention. Dr. Rubin is currently principal investigator for an NIMH-funded longitudinal
research project on friendship and psychosocial adjustment in middle childhood and
adolescence, and is co-principal investigator for an NICHD-funded project, “Social Out-
comes in Pediatric Traumatic Brain Injury.” He is a Fellow of the Canadian and American
Psychological Associations and the Association for Psychological Science.
William M. Bukowski, PhD, is Professor and University Research Chair in the Depart-
ment of Psychology at Concordia University in Montreal, Quebec, Canada. He is also
the Director of the interuniversity Centre for Research in Human Development, based
in Quebec. His research program focuses on the factors that infuence the features and
effects of peer relations in early adolescence. Dr. Bukowski is past editor of the Interna-
tional Journal of Behavioral Development.
Brett Laursen, PhD, is Professor of Psychology and Director of Graduate Training at
Florida Atlantic University. His research focuses on parent–child and peer relationships
during childhood and adolescence and the infuence of these relationships on individual
social and academic adjustment. Dr. Laursen is a Fellow of the American Psychological
Association (Division 7, Developmental) and a Fellow and Charter Member of the Asso-
ciation for Psychological Science. He is currently editor of the Methods and Measures
section of the International Journal of Behavioral Development. A Docent Professor of Social
Developmental Psychology at the University of Jyväskylä, Finland, he is also a member of
the Finnish Center of Excellence in Learning and Motivation Research.
v
contributors
Kimberley A. Arbeau, MA, Department of Psychology, Carleton University, Ottawa,
Ontario, Canada
Steven R. Asher, PhD, Department of Psychology and Neuroscience, Duke University,
Durham, North Carolina
Thomas J. Berndt, PhD, Department of Psychological Sciences, Purdue University,
West Lafayette, Indiana
Karen L. Bierman, PhD, Department of Psychology, Penn State University,
University Park, Pennsylvania
Michel Boivin, PhD, School of Psychology, Laval University, Ste-Foy, Quebec, Canada
Cathryn Booth-LaForce, PhD, Department of Family and Child Nursing,
University of Washington, Seattle, Washington
Julie C. Bowker, PhD, Department of Psychology, University at Buffalo,
The State University of New York, Buffalo, New York
Mara Brendgen, PhD, Department of Psychology, University of Quebec at Montreal,
Montreal, Quebec, Canada
B. Bradford Brown, PhD, Department of Educational Psychology,
University of Wisconsin–Madison, Madison, Wisconsin
Caroline B. Browne, BA, Department of Psychology, University of North Carolina
at Chapel Hill, Chapel Hill, North Carolina
William M. Bukowski, PhD, Department of Psychology and Centre for Research
in Human Development, Concordia University, Montreal, Quebec, Canada
Marlene Caplan, PhD, Helen Arkell Dyslexia Centre, London, United Kingdom
Xinyin Chen, PhD, Department of Psychology, University of Western Ontario, London,
Ontario, Canada
Janet Chung, MS, Department of Psychology, University of Western Ontario, London,
Ontario, Canada
Antonius H. N. Cillessen, PhD, Department of Psychology, University of Connecticut, Storrs,
Connecticut, and Behavioral Science Institute, Radboud Universiteit Nijmegen, Nijmegen,
The Netherlands
vii
viii Contributors
W. Andrew Collins, PhD, Institute of Child Development, University of Minnesota,
Minneapolis, Minnesota
Robert J. Coplan, PhD, Department of Psychology, Carleton University, Ottawa,
Ontario, Canada
Nicki R. Crick, PhD, Institute of Child Development, University of Minnesota,
Minneapolis, Minnesota
Susanne Denham, PhD, Department of Psychology, George Mason University, Fairfax, Virginia
Erin L. Dietz, BA, Department of Educational Psychology, University of Wisconsin–Madison,
Madison, Wisconsin
Thomas J. Dishion, PhD, Child and Family Center, Department of Psychology, and Department
of School Psychology, University of Oregon, Eugene, Oregon
Nancy Eisenberg, PhD, Department of Psychology, Arizona State University, Tempe, Arizona
Richard A. Fabes, PhD, School of Social and Family Dynamics, Program in Family
and Human Development, Arizona State University, Tempe, Arizona
Wyndol Furman, PhD, Department of Psychology, University of Denver, Denver, Colorado
Scott D. Gest, PhD, Department of Human Development and Family Studies,
Penn State University, University Park, Pennsylvania
Sandra Graham, PhD, Department of Education, University of California–Los Angeles,
Los Angeles, California
John D. Guerry, BA, Department of Psychology, University of North Carolina at Chapel Hill,
Chapel Hill, North Carolina
Laura D. Hanish, PhD, School of Social and Family Dynamics, Program in Family and Human
Development, Arizona State University, Tempe, Arizona
Willard W. Hartup, EdD, Institute of Child Development, University of Minnesota,
Minneapolis, Minnesota
Dale F. Hay, PhD, School of Psychology, Cardiff University, Cardiff, Wales, United Kingdom
Alice Y. Ho, MA, Department of Education, University of California–Los Angeles,
Los Angeles, California
Claire Hofer, PhD, Department of Psychology, Arizona State University, Tempe, Arizona
Nina Howe, PhD, Department of Education, Concordia University, Montreal, Quebec, Canada
Carollee Howes, PhD, Psychological Studies in Education, University of California–Los Angeles,
Los Angeles, California
Celia Hsiao, MS, Department of Psychology, University of Western Ontario, London,
Ontario, Canada
Noah Simon Jampol, BA, Department of Human Development, University of Maryland,
College Park, Maryland
Amy E. Kennedy, PhD, Department of Human Development, University of Maryland,
College Park, Maryland
Kathryn A. Kerns, PhD, Department of Psychology, Kent State University, Kent, Ohio
Contributors ix
Margaret Kerr, PhD, Department of Behavioural, Social, and Legal Sciences, Örebro University,
Örebro, Sweden
Melanie Killen, PhD, Department of Human Development, University of Maryland,
College Park, Maryland
Thomas A. Kindermann, PhD, Department of Psychology, Portland State University,
Portland, Oregon
Gary W. Ladd, EdD, School of Social and Family Dynamics, Department of Psychology,
Arizona State University, Tempe, Arizona
Brett Laursen, PhD, Department of Psychology, Florida Atlantic University,
Fort Lauderdale, Florida
Peter E. L. Marks, MA, Institute of Child Development, University of Minnesota,
Minneapolis, Minnesota
Carol Lynn Martin, PhD, School of Social and Family Dynamics, Program in Family and Human
Development, Arizona State University, Tempe, Arizona
Melissa A. McCandless, BA, Department of Psychological Sciences, Purdue University,
West Lafayette, Indiana
Kristina L. McDonald, PhD, Department of Human Development, University of Maryland,
College Park, Maryland
Felicia Meyer, MA, Department of Psychology and Centre for Research in Human Development,
Concordia University, Montreal, Quebec, Canada
Nazanin Mohajeri-Nelson, PhD, Institute of Child Development, University of Minnesota,
Minneapolis, Minnesota
Clairneige Motzoi, MA, Department of Psychology and Centre for Research in Human
Development, Concordia University, Montreal, Quebec, Canada
Dianna Murray-Close, PhD, Department of Psychology, University of Vermont,
Burlington, Vermont
Alison Nash, PhD, Department of Psychology, State University of New York at New Paltz,
New Paltz, New York
Kätlin Peets, PhD, Department of Psychology, University of Turku, Turku, Finland
Timothy F. Piehler, MS, Child and Family Center, Department of Psychology,
University of Oregon, Eugene, Oregon
C. J. Powers, MS, Department of Psychology, Penn State University,
University Park, Pennsylvania
Mitchell J. Prinstein, PhD, Department of Psychology, University of North Carolina
at Chapel Hill, Chapel Hill, North Carolina
Gwen Pursell, MA, Department of Psychology, Florida Atlantic University,
Fort Lauderdale, Florida
Diana Rancourt, MS, Department of Psychology, University of North Carolina at Chapel Hill,
Chapel Hill, North Carolina
Amanda J. Rose, PhD, Department of Psychological Sciences, University of Missouri,
Columbia, Missouri
x Contributors
Linda Rose-Krasnor, PhD, Department of Psychology, Brock University, St. Catharines,
Ontario, Canada
Hildy Ross, PhD, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada
Kenneth H. Rubin, PhD, Department of Human Development, University of Maryland,
College Park, Maryland
Adam Rutland, PhD, Centre for the Study of Group Processes, Department of Psychology,
University of Kent, Canterbury, United Kingdom
Christina Salmivalli, PhD, Department of Psychology, University of Turku, Turku, Finland,
and Centre for Behavioural Research, University of Stavanger, Stavanger, Norway
António José Santos, PhD, Institute of Applied Psychology, Unit for the Study of Developmental
and Educational Psychology, Lisbon, Portugal
Rhiannon L. Smith, BA, Department of Psychological Sciences, University of Missouri,
Columbia, Missouri
Håkan Stattin, PhD, Department of Behavioural, Social, and Legal Sciences, Örebro University,
Örebro, Sweden
April Z. Taylor, PhD, Department of Child and Adolescent Development, California State
University–North Ridge, North Ridge, California
Julie Vaughan, MA, Department of Psychology, Arizona State University, Tempe, Arizona
Brian E. Vaughn, PhD, Department of Human Development and Family Studies,
Auburn University, Auburn, Alabama
Frank Vitaro, PhD, School of Psychoeducation, University of Montreal, Montreal,
Quebec, Canada
Kathryn R. Wentzel, PhD, Department of Human Development, University of Maryland,
College Park, Maryland