Journal
CHILD DEVELOPMENT
Volume 85, Issue 4, Pages 1677-1693Publisher
WILEY
DOI: 10.1111/cdev.12235
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Funding
- NICHD NIH HHS [R01 HD032336, R01-HD32336] Funding Source: Medline
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This study examined the developmental course and adjustment correlates of time with peers from age 8 to 18. On seven occasions over 8 years, the two eldest siblings from 201 European American, working-and middle-class families provided questionnaire and/or phone diary data. Multilevel models revealed that girls' time with mixed-/opposite-sex peers increased beginning in middle childhood, but boys' time increased beginning in early adolescence. For both girls and boys, time with same-sex peers peaked in middle adolescence. At the within-person level, unsupervised time with mixed-/opposite-sex peers longitudinally predicted problem behaviors and depressive symptoms, and supervised time with mixed-/opposite-sex peers longitudinally predicted better school performance. Findings highlight the importance of social context in understanding peer involvement and its implications for youth development.
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