University of Groningen How Context and the Perception of Peers’ Behaviors Shape Relationships in Adolescence Palacios, Diego

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University of Groningen

How Context and the Perception of Peers’ Behaviors Shape Relationships in Adolescence

Palacios, Diego

DOI:

10.33612/diss.130206281

IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below.

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Publication date: 2020

Link to publication in University of Groningen/UMCG research database

Citation for published version (APA):

Palacios, D. (2020). How Context and the Perception of Peers’ Behaviors Shape Relationships in Adolescence: A Multiplex Social Network Perspective. University of Groningen.

https://doi.org/10.33612/diss.130206281

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How Context and the Perception of Peers’

Behaviors Shape Relationships in

Adolescence

A Multiplex Social Network Perspective

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ISBN (print) 978-94-034-2837-6

ISBN (digital) 978-94-034-2838-3

© Diego Palacios

Printed by Ridderprint | www.ridderprint.nl

Funding This work is financed by the Comisión Nacional de Investigación Científica y Tecnológica (CONICYT PFCHA/DOCTORADO BECAS CHILE/2016 – 72170104).

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How Context and the Perception of Peers’

Behaviors Shape Relationships in

Adolescence

A Multiplex Social Network Perspective

PhD thesis

to obtain the degree of PhD at the University of Groningen

on the authority of the Rector Magnificus Prof. C. Wijmenga

and in accordance with the decision by the College of Deans. This thesis will be defended in public on

Monday 24 August 2020 at 12.45 hours

by

Diego Francisco Palacios Farías

born on 16 September 1986 in Nunoa, Chili

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Supervisor Prof. R. Veenstra Co-supervisors Dr. J.K. Dijkstra Dr. C. Berger Dr. J.M.E. Huisman Assessment Committee

Prof. T.A.B. Snijders Prof. A.H.N. Cillessen Prof. H.G. Van De Werfhorst

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1.1 Adolescents’ peer relations in schools 10 1.2 A social network perspective for examining peer relationships 11 1.3 Chilean educational system 11 1.4 Overview of the Dissertation 12 1.4.1 Classroom Ability Composition and Network Dynamics 12 1.4.2 Adolescents’ Preferred Studying Partners 12 1.4.3 Dyadic versus Reputational Perceptions 13 1.4.4 The Role of Context in the Perception of Peers’ Behavior and Peer

Relationships

13

1.5 Datasets 13

1.5.1 Ability Grouping Project data 13 1.5.2 ProCiviCo data 14 1.5.3 Chilean peer relationships data 14

2. Classroom Ability Composition and the Role of Academic Performance and

School Misconduct in the Formation of Academic and Friendship Networks

19

2.1 Introduction 20

2.1.1 Ability grouping generating distinctive educational environments 20 2.1.2 Effects of ability grouping on school settings 21 2.1.3 Academic and friendship networks in school settings 22 2.1.4 Present study 22

2.2 Method 24

2.2.1 Sample selection 24 2.2.2 Missing data and classrooms’ composition change 26

2.2.3 Measures 26 2.2.4 Procedure 27 2.2.5 Analytical Strategy 27 2.2.6 Model specification 28 2.3 Results 29 2.3.1 Descriptive analysis 29 2.3.2 Longitudinal social networks analysis 30

2.4 Discussion 34

2.4.1 Limitations and future directions 35 2.A Appendix: Schools information 36 2.B Appendix: Sample Information 37 2.C Appendix: Non-selected classroom networks 38 2.D Appendix: Distribution difference among the three types of classrooms 39 2.E Appendix: Goodness of fit 40

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3.1.1 Characteristics of preferred study partners 44 3.1.2 High achieving peers’ choices in preferred study partners 45 3.1.3 Present study 46 3.2 Method 46 3.2.1 Sample 46 3.2.2 Procedure 47 3.2.3 Participants 47 3.2.4 Measures 47 3.2.5 Analytical strategy 48 3.2.6 Model specification and effect interpretation 48

3.3 Results 49

3.3.1 Descriptive analysis 49 3.3.2 Longitudinal social network analyses 50

3.4 Discussion 52

3.4.1 Limitations and future directions 53

3.5 Conclusion 53

3.A Appendix: RSiena results comparing control and intervention classes 55 3.B Appendix: Goodness of fit 56

4. Disentangling Dyadic and Reputational Perceptions of Prosociality,

Aggression, and Popularity in Explaining Friendship Networks in Early Adolescents

59

4.1 Introduction 60

4.1.1 Goal-framing perspective on friendship selection 60 4.1.2 Prosociality, aggression, friendships, and the dyadic perception 62 4.1.3 Popularity, friendships, and the reputational perception 62

4.2 Method 62 4.2.1 Sample 62 4.2.2 Procedure 63 4.2.3 Measures 63 4.2.4 Analytical strategy 65 4.2.5 Model specification 65 4.3 Results 66 4.3.1 Descriptive analysis 66 4.3.2 Longitudinal social network analysis 66

4.4 Discussion 68

4.5 Conclusion 69

5. The Interplay of Adolescents’ Aggression and Victimization with

Friendship and Antipathy Networks within an Educational Prosocial Intervention

71

5.1 Introduction 72

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5.1.5 Present study 74 5.2 Method 75 5.2.1 Sample 75 5.2.2 Procedure 76 5.2.3 Measures 76 5.2.4 Analytical strategy 77 5.2.5 Model selection procedure 78 5.2.6 Model specification 78

5.3 Results 79

5.3.1 Descriptive analysis 79 5.3.2 Longitudinal social network analysis 80

5.4 Discussion 84

5.5 Conclusion 85

5.A1 Appendix: Classroom network information 87 5.A2 Appendix: Covariates information 88 5.B1 Appendix: Missing data and composition change 89 5.B2 Appendix: Meta-analytic procedure 90 5.B3 Appendix: Model specification 91 5.B4 Appendix: Time heterogeneity tests 92 5.B5 Appendix: Goodness of fit 93 5.B6 Appendix: Alternate models 94

6. Conclusion and Discussion 97 6.1 Summary and discussion of the findings 98

6.2 Main Findings 98

6.3 Discussion 99

6.3.1 The interdependence of peer relationships 99 6.3.2 The peer context 100 6.3.3 The perception of peers’ behavior 101 6.4 Limitations and directions for future research 102 6.4.1 Outside school relationships 102 6.4.2 Quality of relationships 102 6.4.3 The role of students’ goals 102 6.4.4. Missing Network Data 103 6.4.5 The role of the social and cultural context: Chilean schools 103 6.5 Concluding remarks 104

Samenvatting 107

References 113

Acknowledgments 135

About the author 139

University of Groningen How Context and the Perception of Peers’ Behaviors Shape Relationships in Adolescence Palacios, Diego