Variations in patterns of attraction of same- and other-sex peers during early adolescence.
Abstract
Differences in attraction to same- and other-sex peers as a function of sex, age, individual characteristics (i.e., aggression), and context were examined in a longitudinal study of early adolescent boys and girls (N = 217) that covered the transition from elementary school (Time 1) to middle school (Times 2 and 3). Consistent with T. Moffitt's (1993) concept of the "maturity gap," attraction to aggressive peers, especially attraction to aggressive boys among girls, increased with age and upon entry to middle school, as did attraction to peers who stood out in the peer group in easily observable ways. Attraction to peers who presented features associated with good classroom-based behavior decreased. These patterns are discussed in terms of the developmental needs served by associating with particular peers.
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Peer influence may peak during early adolescence, as youth spend more time with peers, place increased importance on peer approval and advice, and look to peers as a source of identity.
“peer influence may peak during early adolescence, as youth spend more time with peers, place increased importance on peer approval and advice, and look to peers as a source of identity (e.g., Brown, 1990;Bukowski, Sippola, & Newcomb, 2000).”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Bukowski, Sippola, & Newcomb, 2000
The transition to middle school is a time when youths' academic development is especially vulnerable to contextual influences.
“the transition to middle school is a time when youths' academic development is especially vulnerable to contextual influences”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Bukowski et al., 2000
Influence processes among interaction dyads and social groups may become more prominent in middle school.
“the influence processes hypothesized to operate among interaction dyads and social groups may become more prominent in middle school”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Bukowski et al., 2000
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Steiger, J. H. (1980) · Psychological Bulletin · doi:10.1037/0033-2909.87.2.245 · Cited by 4,621 · see citing works
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Bullying, Victimization, and Sexual Harassment During the Transition to Middle School
Pellegrini, A. D. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3703_2 · Cited by 390 · see citing works
Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015) · Handbook of Child Psychology and Developmental Science · doi:10.1002/9781118963418.childpsy405 · Cited by 430 · see citing works
Self-citationZimmer-Gembeck, M. J., Geiger, T. C., & Crick, N. R. (2005) · The Journal of Early Adolescence · doi:10.1177/0272431605279841 · Cited by 325 · see citing works
James, J., Ellis, B. J., Schlomer, G. L., & Garber, J. (2012) · Developmental Psychology · doi:10.1037/a0026427 · Cited by 199 · see citing works
Pellegrini, A. D. (2001) · Journal of Applied Developmental Psychology · doi:10.1016/s0193-3973(01)00072-7 · Cited by 143 · see citing works
Ryan, A. M., & Shim, S. S. (2012) · Journal of Educational Psychology · doi:10.1037/a0027696 · Cited by 133 · see citing works
Molloy, L. E., Gest, S. D., & Rulison, K. L. (2011) · The Journal of Early Adolescence · doi:10.1177/0272431610384487 · Cited by 116 · see citing works
- Authors
- Bukowski, W. M., Sippola, L. K., & Newcomb, A. F.
- Affiliations
- Concordia University (CA)
- ORCID
- Bukowski, William M.
- Venue
- Developmental Psychology
- Published
- 2000-03
- Volume
- 36
- Issue
- 2
- Pages
- 147-154
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2011434648
- Cited by
- 266
- References
- 1
- Citations by year
- 2026: 19 · 2025: 2 · 2024: 4 · 2023: 5 · 2022: 5 · 2021: 6 · 2020: 11 · 2019: 4 · 2018: 15 · 2017: 2 · 2016: 8 · 2015: 13 · 2014: 15 · 2013: 29 · 2012: 16
- FWCI
- 8.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Psychology › Social Psychology › Attachment and Relationship Dynamics
- Keywords
- same-sex peers, early adolescence, aggression, gender differences, maturity gap, peer selection, middle school transition, classroom behavior, development needs
- MeSH terms
- Adolescent, Psychology, Adolescent, Age Factors, Aggression, Child, Factor Analysis, Statistical, Female, Follow-Up Studies, Humans, Individuality, Interpersonal Relations, Male, Peer Group, Prospective Studies, Surveys and Questionnaires, Sex Factors, Social Adjustment
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