About this srcd poster session

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Panel information
Panel 22. Social Relationships

Abstract

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Précis
This study aims to find the relation between children’s self-concept and their formation of sustainable peer environments. Previous research has established homophily as a significant factor in friend selection, though findings vary regarding its importance (Merton & Lazarsfeld, 1954; Byrne & Griffitt, 1966; Haselager et al., 1998; Snyder et al., 1983). Based on Harter (1982) and Rosenberg et al.’s (1995) conceptualization of the self-concept, we hypothesize that positive global self-thoughts suppress homophily in terms of aggression and prosocial behavior, while positive social self-thoughts enhance it.

Introduction
The premise of our study is that different components of the self present different motives for forming peer environments. The self-concept entails two major components: global and domain-specific self-esteem (Harter, 1982; Rosenberg et al., 1995). The global domain, general self-worth (GSW) is the attitude toward oneself in totality. Self-perceived social competence (SPS) is a domain-specific component, defined as the perception of one’s ability to function and fit with peers. Because SPS is associated with perceived social performance and GSW is beyond it, we expect each to have a different effect on the way that people establish peer environments, specifically, in friend selection.
Many researchers have highlighted homophily as at least one of the factors that people value in friends. This is known as the similarity-attraction hypothesis (Byrne & Griffitt, 1966). However, findings have nuances in the extent of and domains of homophily required for friendships to form. For instance, Haselager et al. (1998) report findings that reinforce the similarity-attraction hypothesis in relation to pro-sociality and aggression, while Snyder et al. (1983) indicate it applies mainly to those who do not adjust their behavior according to social context.
Given the empirical importance of homophily in friendships and its interconnectedness with the self-concept, we hypothesize that positive global self-thoughts suppress homophily on dimensions of aggression and prosocial behavior, but positive social self-thoughts promote it.

Methods
Self-concept questionnaires measured 364 fifth and sixth graders’ GSW and SPS. Predictor variables included the children’s self concept and peer assessment scores of physical aggression (PAGG), relational aggression (RAGG), proactive helpfulness (PHLP), and reactive helpfulness (RHLP). Outcome variables were the paired friends’ peer assessment scores. Friendship pairing were collected using sociometric measures. Multilevel data analyses was conducted using MPLUS.

Results and Discussion
In line with previous studies, (Haselager et al., 1998), prosocial children chose prosocial friends, and aggressive children chose aggressive friends. However, this was not true for children high in GSW. In fact, GSW suppressed homophily in all four outcome variables. Conversely, SPS positively influenced homophily for RAGG, but not for the other three outcome variables. These findings are consistent with our claim.
The formation of a functional social environment is a developmental achievement. Therefore, understanding the factors that contribute to this healthy formation in children can help us foster them better.

Author information

Author	Role
Marie-Jo Ghaleb, Concordia University	Presenting author
William Bukowski, Concordia University	Non-presenting author

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