Developmental Changes in Gender Composition of Friendship Networks in Adolescent Girls and Boys (Autosaved)
Developmental changes in gender composition of friendship networks in adolescent girls and boys.
By Poulin, François; Pedersen, Sara
Developmental Psychology, Vol 43(6), Nov 2007, 1484-1496.
Abstract
This article describes both normative changes and individual differences in the gender composition of girls' and boys' friendship networks across adolescence and predicts variations in these changes. It also examines changes in the characteristics (context, age difference, closeness, and support) of same- and other-sex friendships in the network. Girls and boys (N=390) were interviewed annually from Grades 6 to 10 (76% retention). Growth in the proportion of other-sex friends was significantly more pronounced for girls and was related to different predictors for girls and boys. Moreover, over time, girls had other-sex friends that were increasingly older than themselves, and most of these friendships took place outside of the school, which was not the case for boys. Growth in the proportion of other-sex friends was more pronounced for secondary than for best friends. Finally, both girls and boys reported receiving higher levels of help from girls than from boys. These findings suggest that other-sex friendships might place some of the girls on a problematic developmental trajectory.
This article is relevant in the study of Principle of Teaching because it discusses some issues among adolescent that we should know, it discusses the Developmental changes in gender composition of friendship networks in adolescent girls and boys. As children approach and enter adolescence, school and community influences begin to compete with the home environment as key factors in their lives. In the transition to adolescence, young people experience the intense and uneven physical and emotional changes associated with puberty. They make the shift from elementary school to high school. They increase their autonomy and begin to set a more independent life course. Young adolescents
By Poulin, François; Pedersen, Sara
Developmental Psychology, Vol 43(6), Nov 2007, 1484-1496.
Abstract
This article describes both normative changes and individual differences in the gender composition of girls' and boys' friendship networks across adolescence and predicts variations in these changes. It also examines changes in the characteristics (context, age difference, closeness, and support) of same- and other-sex friendships in the network. Girls and boys (N=390) were interviewed annually from Grades 6 to 10 (76% retention). Growth in the proportion of other-sex friends was significantly more pronounced for girls and was related to different predictors for girls and boys. Moreover, over time, girls had other-sex friends that were increasingly older than themselves, and most of these friendships took place outside of the school, which was not the case for boys. Growth in the proportion of other-sex friends was more pronounced for secondary than for best friends. Finally, both girls and boys reported receiving higher levels of help from girls than from boys. These findings suggest that other-sex friendships might place some of the girls on a problematic developmental trajectory.
This article is relevant in the study of Principle of Teaching because it discusses some issues among adolescent that we should know, it discusses the Developmental changes in gender composition of friendship networks in adolescent girls and boys. As children approach and enter adolescence, school and community influences begin to compete with the home environment as key factors in their lives. In the transition to adolescence, young people experience the intense and uneven physical and emotional changes associated with puberty. They make the shift from elementary school to high school. They increase their autonomy and begin to set a more independent life course. Young adolescents