Chloé Terry

Ahn, J.J., Garandeau, C.F., & Rodkin, P.C. (2010). Effects of classroom embeddedness and density on the social status of aggressive and victimized children. Journal of Early Adolescence, 30, 76–101.

Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice Hall.

Boor-Klip, H.J., Segers, E., Hendrickx, M.M., & Cillessen, A.H. (2015). The moderating role of classroomdescriptive norms intheassociation ofstudent behavior withsocial preference andpopularity. The Journal of Early Adolescence, 37, 387–413.

Byrne, D. (1971). The attraction paradigm. New York: Academic Press.

Chang, L. (2004). The role of class norms in contextualizing the relations of children’s social behaviors to peer acceptance. Developmental Psychology, 40, 691–702.

Cillessen, A.H.N., & Mayeux, L. (2004). From censure to reinforcement: developmental changes in the association between aggression and social status. Child Development, 75, 147–163.

Cillessen, A.H.N., & Rose, A.J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14, 102–105

Dijkstra, J.K., & Gest, S.D. (2015). Peer norm salience for achievement, prosocial behavior and bullying: implications for adolescent school experiences. The Journal of Early Adolescence, 35, 79–96.

Dijkstra, J.K., Lindenberg, S.M., & Veenstra, R. (2008). Beyond the class norm: bullying behavior of popular adolescents and its relation to peer acceptance and rejection. Journal of Abnormal Child Psychology, 36, 1289–1299.

Dijkstra, J.K., Berger, C., & Lindenberg, S. (2011). Do physical and relational aggression explain adolescents’ friendship selection? The competing roles of network characteristics, gender and social status. Aggressive Behavior, 37, 417–429.

Dijkstra, J.K., Kretschmer, T., Pattiselanno, K., Franken, A., Harakeh, Z., Vollebergh, W.A.M., & Veenstra, D. (2015). Explaining adolescents’ delinquency and substance use: a test of the maturity gap: the SNARE study. Journal of Research in Crime and Delinquency, 52, 747–767.

Dishion, T.J., Andrews, D.W., & Crosby, L. (1995). Antisocial boys and their friends in early adolescence: relationship characteristics, quality, and interactional process. Child Development, 66, 139–151. https://doi.org/10.1111/1467-8624.ep9503233322.

Dishion, T.J.,Piehler, T.F.,&Myers, M.W.(2008). Dynamics and ecology of adolescent peer influence. In M.J. Prinstein & K.A. Dodge (red.), Understanding peer influence in children and adolescents (pag. 72–93). New York: Guilford.

Hamre, B.K., & Pianta, R.C. (2006). Student-teacher relationships. In G.G. Bear & K.M. Minke (red.), Children’s needs III: development, prevention, and intervention (pag. 59–71). Bethesda: National Association of School Psychologists.

Hartup, W.W. (1993). Adolescents and their friends. In B. Laursen (red.), Close friendships in adolescence (pag. 3–22). San Francisco: Jossey-Bass.

Hartup, W.W. (1996). The company they keep: friendships and their developmental significance. Child Development, 67, 1–13. Haselager, G.J.,

Hartup, W.W., Lieshout, C.F., & Riksen-Walraven, J.M.A. (1998). Similarities between friends and nonfriends in middle childhood. Child Development, 69(4), 1198–1208.

Helms, S.W., Choukas-Bradley, S., Widman, L., Giletta, M., Cohen, G.L., & Prinstein, M.J. (2014). Adolescents misperceive and are influenced by high-status peers’ health risk deviant, and adaptive behavior. Developmental Psychology, 50, 2697–2714.

Hemphill, S.A., Kotevski, A., Herrenkohl, T.I., Toumbourou, J.W., Carlin, J.B., Catalano, R.F., & Patton, G.C. (2010). Pubertal stage and the prevalence of violence and social/relational aggression. Pediatrics, 126(2), e298–e305.

Huisman, M., & Snijders, T.A. (2003). Statistical analysis of longitudinal network data with changing composition. Sociological methods & research, 32(2), 253–287.

Jones, S.M., Brown, J.L., Hoglund, W.L.G., & Aber, J.L. (2010). A school-randomized clinical trial of an integrated social-emotional learning and literacy intervention: impacts after 1 school year. Journal of Consulting and Clinical Psychology, 78, 829–842.

LaFontana, K.M., & Cillessen, A.H.N. (2010). Developmental changes in the priority of perceived social status in childhood and adolescence. Social Development, 19, 130–147.

Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J.K., Veenstra, R., & Vollebergh, W.A.M. (2017a). Aggressive and prosocial peer norms: change, stability, and associations with adolescent aggressive and prosocial behavior development. Journal of Early Adolescence. https://doi.org/10.1177/ 0272431616665211.

Laninga-Wijnen, L., Ryan, A. M., Harakeh, Z., Shin, H., & Vollebergh, W. A. M. (2017b). The moderating role of popular peers’ achievement goals in 5th- and 6th- graders achievement-related rriendships: a social network analysis. Journal of Educational Psychology, advanced online publication.

Lindenberg, S. (2001). Social rationality versus rational egoism. In J. Turner (red.), Handbook of sociological theory (pag. 635–668). New York, NY: Kluwer Academic/Plenum.

Lindenberg, S. (2006). Prosocial behavior, solidarity, and framing processes. In D. Fetchenhauer, A. Flache, A.P. Buunk & S. Lindenberg (red.), Solidarity and prosocial behavior: an integration of sociological and psychological perspectives (pag. 23–44). New York, NY: Springer.

Logis, H., Rodkin, P.C., Gest, S.D., & Ahn, H.J. (2013). Popularity as an organizing factor of preadolescent friendship networks: beyond prosocial and aggressive behavior. Journal of Research on Adolescence, 23(3), 413–423. https://doi.org/10.1111/jora.12033.

Molano, A., Jones, S., Brown, J., & Aber, J.L. (2013). Selection and socialization of aggressive and prosocial behavior: the moderating role of social-cognitive processes. Journal of Research on Adolescence, 23, 424–436.

Paluck, E.L., Shepherd, H., & Aronow, P.M. (2016). Changing climates of conflict: a social network experiment in 56 schools. Proceedings of the National Academy of Sciences of the United States of America, 113, 566–571.

Rambaran, J.A.,Dijkstra, J.K.,&Stark, T.(2013). Status-based influence processes: theroleofnormsalience in contagion of adolescent risk attitudes. Journal of Research on Adolescence, 23, 574–585.

Ripley, R.M.,Snijders, T.A.B.,Boda,Z.,Vörös,A.,&Preciado, P.(2014). ManualforRSIENA.Oxford: University of Oxford.

Rulison, K.L., Gest, S.D., & Loken, E. (2013). Dynamic peer networks and physical aggression: the moderating role of gender and social status among peers. Journal of Research on Adolescence, 23, 437–449.

Shaw, M. (1981). Group dynamics (3e druk.). New York: McGraw-Hill.

Sijtsema, J.J., Ojanen, T., Veenstra, R., Lindenberg, S., Hawley, P.H., & Little, T.D. (2010a). Forms and functions of aggression in adolescent friendship selection and influence: a longitudinal social network analysis. Social Development, 19, 515–534.

Sijtsema, J.J.,Lindenberg, S.,& Veenstra, R.(2010b). Do they get what they want or are they stuck with what they can get? Testing homophily against default selection for friendships of highly aggressive boys. The TRAILS study. Journal of Abnormal Child Psychology, 38, 803–813. https://doi.org/10. 1007/s10802-010-9402-5.

Steglich, C.E.G., Sinclair, P., Holliday, J., & Moore, L. (2012). Actor-based analysis of peer influence in a stop smoking in schools trial (assist). Dynamics of Social Networks, 34, 359–369.

Tarrant, M.,North,A.C.,Edridge, M.D.,Kirk, L.E.,Smith, E.A.,&Turner, R.E.(2001). Social identity in adolescence. Journal of Youth and Adolescence, 24, 597–609.

Teunissen, H.A., Spijkerman, R., Prinstein, M.J., Cohen, G.L., Engels, R.C., & Scholte, R.H. (2012). Adolescents’ conformity to their peers’ pro-alcohol and anti-alcohol norms: the power of popularity. Alcoholism: Clinical and Experimental Research, 36(7), 1257–1267.

Veenstra, R., & Dijkstra, J.K. (2011). Transformations in adolescent peer networks. In B. Laursen & W.A.Collins (red.), Relationship pathways: from adolescence to young adulthood (pag. 135–154). Los Angeles: SAGE.

Veenstra, R., Dijkstra, J.K., Steglich, C.E.G., & Van Zalk, M. (2013). Network-behavior dynamics. Journal of Research on Adolescence, 23, 399–412.

Wright, J.C., Giammarino, M., & Parad, H.W. (1986). Social status in small groups: individual-group similarity and the social ’misfit’. Journal of Personality and Social Psychology, 50, 523–536. https://doi.org/10.1037/0022-3514.50.3.523.

Yudron, M., Jones, S.M., & Raver, C.C. (2014). Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social-emotional outcomes. Early Childhood Research Quarterly, 29, 682–691.