Escolar Documentos
Profissional Documentos
Cultura Documentos
-. 25***
-.19**
-.20**
-.16*
.54
.27
20.06
.001
Child antisocial +
ecological
constructs
.38***
-.14*
-. 15*
-. 13*
-.06
.62
.37
24.47
.001
Age 10 peer
antisocial + child
antisocial + ecological
constructs
.22**
.26***
-. 15*
-. 15*
-.10
-.03
.64
.40
23.08
.001
"/ <. 05. * / ? < . 0 1 . * * * / >< . 001.
parent discipline and monitoring practices and involvement
with antisocial peers at age 12 becomes nonsignificant when
compared with the stability of the boys' peer network and with
early problem behavior. Peer relations (i.e., social preference)
and academic skills, however, remained as statistically viable
predictors. This third multivariate equation accounted for 41 %
of the variance in peer antisocial behavior at age 12}
One issue in comparing the relative impact of a list of inde-
pendent variables on a dependent variable in a multiple regres-
sion analysis is the level of intercorrelation among the indepen-
dent variables (see Table 6). In general, all age 10 construct
scores were moderately intercorrelated. Parental discipline
skill and monitoring practices were negatively correlated with
peer antisocial behavior at an equal magnitude for ages 10 and
12; there was no difference in predictive validity over the two
years. As documented in previous research with these boys,
discipline skill and monitoring were negatively correlated with
the boys' antisocial behavior at age 10 (Patterson, 1986). The
correlation between age 10 peer antisocial behavior and the
child's own antisocial behavior was also extremely high (f= .59,
df= 204). This level of correlation seems to indicate that de-
viant peers are important to understanding children's antiso-
cial behavior prior to adolescence.
Discussion
Interest in the deviant peer group has been largely restricted
to middle adolescence and beyond. The present research pro-
vides some perspective on two issues related to contact with
such peers. First, these results suggest that the role of the peer
group may be important developmentally earlier than adoles-
cence. In fact, there is very little change in mean levels of peer
antisocial activity as reported by the child, parent, or teacher,
although only a limited amount of data were available in this
study at ages 10 and 12. Given the potential importance of the
peer group in middle childhood in establishing developmental
trajectories, research on children's social development may
benefit from improving strategies for measurement of antiso-
cial peer involvement in middle childhood. Two important re-
lated issues are the age in which stable friendship networks
emerge and the extent to which these networks can be differen-
tiated on the basis of problem behavior.
Second, the results of this study provide some beginning evi-
dence as to the ecological factors that might influence the
child's early selection of deviant peer contexts, implicating the
importance of both the boy's experiences in the family and the
school context. Parental monitoring and discipline practices in
middle childhood were found to be significantly correlated
with involvement with antisocial peers at ages 10 and 12. Con-
sistent with the stage model of Patterson et al. (in press) for the
development of chronic antisocial behavior, only academic fail-
ure and poor peer relations accounted for unique variance in
the peer antisocial behavior construct at age 12 when we con-
trolled for the stability of such associations and for earlier prob-
lem behavior.
One possible explanation for the relation between academic
failure and involvement with deviant peers is the tendency of
schools to group children of commensurate academic skills
into the same classroom. It is possible that, as antisocial chil-
dren become increasingly deficit in academic skills, they also
find themselves in classroom environments comprising chil-
dren with similar behavioral, social, and academic profiles
(Kellam, 1990). In these classroom settings, long-term friend-
ships may emerge that support problem behavior and discour-
age academic engagement, to the frustration of well-meaning
adults.
The link between poor peer relations and involvement with
antisocial peers deserves more discussion. In a review of the
literature on the prediction of future adjustment problems
from early peer relations, Parker and Asher (1987) summarized
their findings by stating that there are no data supporting the
idea of a causal model over an incidental model of the role of
peer rejection in social adjustment. The incidental model
claims that peer rejection is simply an outcome of the child's
2
All possible interactions among the entire set of independent vari-
ables were examined to determine if any interactions uniquely ac-
counted for variance in peer antisocial behavior at age 12. These inter-
actions were near zero and nonsignificant.
INVOLVEMENT WITH ANTISOCIAL PEERS 179
Table 6
Correlations Among Age 10 Constructs
Construct 1
1. Observed discipline
2. Parent monitoring
3. Peer antisocial behavior
(age 10)
4. Academic skills
5. Social preference
6. Antisocial behavior
.20**
-.33**
.33**
.34**
-.40**
-.34**
. 24"
.25*
- . 3 2 "
-.25**
-.25**
.59**
.33**
-.33** - . 46**
/><.00l.
adjustment status and that there is no independent outcome
associated with peer rejection. The present data isolated boys'
sociometric status as one potential factor that is associated with
involvement with antisocial peers at ages 10 and 12. Alternative
explanations, however, such as that involvement with antisocial
peers leads to increases in peer rejection, cannot be ruled out
with the present study. Identifying the unique causal role of a
variable from a passive longitudinal study is notoriously com-
plex (Cook & Campbell, 1979). At this time, intervention aimed
at improving the antecedent conditions identified in the pres-
ent study will provide more information about these causal
relations. The magnitude of the covariation between parenting
practices and school failure justifies more study of experimen-
tal intervention.
The results of this research may provide impetus for future
speculation and study of peer affiliation patterns in social and
affective adjustment during adolescence and beyond. To shed
light on the processes underlying peer affiliation patterns, ba-
sic learning principles may be useful. Two interrelated pro-
cesses may account for the mutual association of rejected chil-
dren with one another. The first is limited social reinforcement
in school settings for disliked children. The second is the likeli-
hood that other rejected children are more tolerant, even en-
couraging, of antisocial behavior patterns. Patterson et al. (in
press) have called this phenomenon "shopping." In a learning
theory framework, it has also been called "foraging" (Domjan
& Burkhard, 1986). The central idea is that children seek social
settings that provide the maximum level of social reinforce-
ment for the minimum social energy. Therefore, peer group
settings are selected that do not demand the use of behaviors
that are nonexistent or weak in a child's behavioral repertoire.
The processes that underlie the development of a deviant
peer group must be consonant with those involved in develop-
ing a friendship. Because they depend on an individual's pat-
tern of strengths and weaknesses, friendships that are most
successful are those that provide a good match of interests and
skills. Gottman (1983), using a microsocial level of analysis,
showed that establishing common-ground activity was the key
social event that accounted for children's becoming friends.
Matching of skill and interest is probably the best background
covariate of two individuals
1
successfully establishing a com-
mon-ground interaction activity. For the disliked and antisocial
child, this activity may be disrupting class, forming coalitions
against other children, or other forms of antisocial behavior. To
this extent, a different level of data is needed to disentangle
children's background profiles from their behavior to establish
which processes account for friendship formation among chil-
dren with different social profiles and the extent that future
social development is shaped by these processes. One approach
might be to follow the lead of Panella and Henggeler (1986) in
studying the nature of friendship dyads in normal and antiso-
cial children. Such research is currently under way on the boys
involved in the OYS longitudinal study, in which analyses will
focus on the content of boys' interactions at age 14 as well as the
processes underlying their interpersonal exchanges. In this way,
progress might be made in understanding the role of relation-
ships in initiating or maintaining developmental trajectories.
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Received October 25,1988
Revision received Xune 6,1990
Accepted June 25,1990