SameSamesex and oppositesex best friend interactions among high school juniors and seniors.docx

1、SameSamesex and oppositesex best friend interactions among high school juniors and seniorsSame-sexandopposite-sexbest friendinteractionsamong high school juniors and seniors.作者:Lundy, BrendaField, TiffanyMcBride, Cami K.来源:Adolescence; Summer98, Vol. 33 Issue 130, p279-289, 11p物理描述:Bibliography文献类型:

2、Article主题:Adolescent psychologySocialinteractionFriendshipTeenagers关键字:Sexdifferences摘要:Eighteen adolescents were videotaped during same-sexandopposite-sexinteractionsin the eleventh and twelfth grades. In both grades, females felt more comfortable during same-sexinteractionsthan duringopposite-sexi

3、nteractions, and they rated their same-sexpartners more positively than did males. Females in both grades and males in eleventh grade showed more peer intimacy than did males in twelfth grade. Eleventh-grade females showed the most playful behaviors (the most engaged state). More synchrony (matching

4、 of behavior) was found for the animated state in the twelfth grade as compared with the eleventh grade. Reprinted by permission of the publisher.ISSN:00018449入藏编号:507656601翻译全文:HTML 全文SAME-SEXANDOPPOSITE-SEXBEST FRIENDINTERACTIONSAMONG HIGH SCHOOL JUNIORS AND SENIORS内容1. METHOD2. Subjects3. Procedu

5、re4. Questionnaires5. Coding by Observers6. RESULTS7. Self-Rating Scales8. Peer Interaction Rating Scales9. Behavior States and State Matching10. Cortisol Levels11. DISCUSSION12. REFERENCESListenSelect: ABSTRACTEighteen adolescents were videotaped during same-sexandopposite-sexinteractionsin the ele

6、venth and twelfth grades. In both grades, females felt more comfortable during same-sexinteractionsthan duringopposite-sexinteractions, and they rated their same-sexpartners more positively than did males. Females in both grades and males in eleventh grade showed more peer intimacy than did males in

7、 twelfth grade. Eleventh-grade females showed the most playful behaviors (the most engaged state). More synchrony (matching of behavior) was found for the animated state in the twelfth grade as compared with the eleventh grade.Intimate friendship seems to be one of the most salient characteristics .

8、of adolescence, more so that in previous developmental stages (Buhrmester, 1990; Richey & Richey, 1980). A study that compared preadolescents with adolescents found that intimate friendship is more important to adolescents (Buhrmester, 1990). The study also noted that competence in peer relationship

9、 skills is a greater concern for adolescents than for preadolescents. A review of the literature on friendship revealed that children with close friends show better academic performance, are less likely to drop out of school, and have lower rates of juvenile delinquency and adult psychopathology (Pa

10、rker & Asher, 1987). Rein (1985) noted that the DSM-III-R uses lack of close peer relationships as a criterion for a number of childhood psychiatric disorders.Preadolescent best friend pairs versus acquaintance pairs show more matching of positive behavioral states and experience lower stress levels

11、 during theirinteractions(Field, Greenwald, Morrow, Healy, Foster, Guthertz, & Frost, 1992). Few studies, however, have compared samesex friendships withopposite-sexfriendships for adolescents. Sharabany, Gershoni, and Holman (1981) investigated changes in peer intimacy of same-sexandopposite-sexfri

12、endships during preadolescence and adolescence. A 32-item intimacy questionnaire, which assessed eight dimensions of intimacy (Sharabany Intimacy Scale), was administered to 480 Israeli schoolchildren in the 5th, 6th, 9th, and 11th grades. Half rated their same-sexbest friend and the other half rate

13、d theiropposite-sexbest friend on intimacy level. Females reported a greater level of intimacy with their same-sexfriend than did males. The intimacy scores foropposite-sexfriends were low for both males and females in the 5th grade, but increased after that for females more rapidly than for males.

14、By the 11th grade, the level ofopposite-sexpeer intimacy was similar to that of same-sexintimacy.Although intimacy ratings provide information regarding the comfort level experienced in friendships, the inclusion of behavioral and physiological measures can provide additional information related to

15、the level of stress during actual peerinteractions. In a study using behavioral and physiological measures (McBride & Field, 1997), high school juniors were videotaped in same-sexandopposite-sexbest friend pairs during a face-to-face conversation. The videotapes were rated for concordance of behavio

16、r states, saliva samples were collected to determine the subjects cortisol levels before and after theinteraction, and the subjects completed questionnaires in which they rated theirinteractionand the likability and characteristics of their partner. They were also asked to complete self-esteem, peer

17、 intimacy, depression, and anxiety scales. The most comfortable, playfulinteractionswere found to be those between females. Females rated their samesexinteractionsas more comfortable and their female partners more likable, and they engaged in more playful behavior together than did male-male oroppos

18、ite-sexdyads. Although it had been anticipated that by their junior year these adolescents would be spending more time in heterosexual relationships and therefore rating them more optimally and showing more playful behavior, that did not appear to be true for this eleventh-grade sample. In terms of

19、behavioral concordance, or synchrony, the adolescents spent similar amounts of time together in an interested state for both same-sexandopposite-sexinteractions, and in an animated state for male same-sexpairs and a playful state (the highest level of intimate behavior on the scale) for female same-

20、sexpairs.The purpose of the present research was to determine (1) whether a comfort level similar to that of female-femaleinteractionsin a faceto-face situation had developed for male-maleinteractionsone year later, and (2) whether females had come to experience the same level of comfort and matchin

21、g of playful behavior in theirinteractionswith males by their senior year of high school as they had experienced in same-sexinteractionsin their junior year.METHODSubjectsEighteen high school adolescents (11 females, 7 males) who had participated in the McBride and Field (1997) research during their

22、 junior year were again studied during their senior year. They were asked during both years to name their best same-sexfriend and best oppositesex friend who attended the same high school. Their best friends were then invited to participate with them. The average age of the adolescents was 16.3 year

23、s (range - 15-17) in eleventh grade and 17.3 years (range = 16-19) in twelfth grade. Their ethnic distribution was 33% Hispanic, 28% white, 28% African American, and 11% other, consistent with the high school distribution. Forty-four percent of their parents were married; 94% had at least some colle

24、ge, and 44% had a graduate school degree. Seventy-two percent of their parents earned more than $30,000, and the sample averaged 2.3 (middle to upper middle SES) on the Hollingshead Index.ProcedureSelection of best friend pairs. The students were asked to provide demographic information (age,sex, ra

25、ce) and the names of their best same-sexfriend and bestopposite-sexfriend within the same high school grade. The questions used to ascertain best friends were: I spend the most time with ; I know the best; and I have lunch with the most. The students named as best friends were then asked to particip

26、ate and to answer the same questions. The students who designated one another on two out of three of the above questions were matched in pairs.Same-sexandopposite-sexbest friendinteractions. The best friend pairs were seated face-to-face across a small table and asked to have a conversation about an

27、ything they desired (ideas were suggested, such as talking about their day at school or their summer plans). The 10-minute conversations were videotaped by a tripod-mounted camera placed approximately six feet away from the students so as to be unobtrusive. A mirror was propped next to one student s

28、o that the image on the video screen showed the dyad side by side. Microphones were also clipped to the students shirts to ensure an audible recording. The videotapedinteractionswere subsequently coded by an observer who rated each adolescent on his or her behavior.Following the 10-minuteinteraction

29、, students were administered questionnaires that required 15 minutes to complete. Saliva samples were collected prior to theinteractionand following the questionnaire period to assay cortisol levels as an index of arousal level orinteractionstress. Because saliva cortisol levels have a 20-minute lag

30、 time, the saliva sampled afar the questionnaire period reflected cortisol levels midway through the 10-minuteinteraction. It was speculated that by the middle of theinteraction, the adolescents would have adapted to the situation and probably be at their greatest ease. For the sampling of saliva, e

31、ach student simply placed a dental swab (dipped in lemonade crystals) along his or her gum line for 10 seconds.QuestionnairesThe students were administered two sets of questionnaires. The first consisted of a series ofinteractionrating scales: how they felt during theinteraction, how they rated thei

32、rinteractionpartner, and an assessment of level of intimacy with best friend. The second set contained self-rating scales that dealt with self-esteem, anxiety, and depressed mood. Theinteractionrating scales were administered after both the same-sexandopposite-sexinteractions. The self-rating scales were administered only after the first session. The same-sex/opposite-sexinteractionorder was counterbalancedto minimize any effects on questionnaire responses.Feel