Friendship jealousy in young adolescents: individual differences and links to sex, self-esteem, aggression, and social adjustment.

Children's vulnerability to jealousy surrounding their best friends was explored in 2 studies. Study 1 involved 94 adolescents who reported on their friendship jealousy on a newly created measure. Results indicated that the jealousy measure had sound psychometric properties and produced individual differences that were robust over time and free from socially desirable responding. As expected, girls and adolescents with low self-worth reported the greatest friendship jealousy. Study 2 involved 399 young adolescents and extended the measurement of self-report jealousy to a broader age range. In addition, Study 2 included assessments of jealousy provided by friends and other peers. Self- and peer-reported jealousy were only modestly associated and had somewhat distinct correlates. Structural modeling revealed that young adolescents' reputation for friendship jealousy was linked to behaving aggressively and to broader peer adjustment difficulties. Both self- and peer-reported jealousy contributed to loneliness.

Negative affect in victimized children: the roles of social withdrawal, peer rejection, and attitudes toward bullying.

This study evaluated the validity of mediating pathways in predicting self-assessed negative affect from shyness/social withdrawal, peer rejection, victimization by peers (overt and relational), and the attitude that aggression is legitimate and warranted. Participants were 296 3rd through 5th graders (156 girls, 140 boys) from 10 elementary schools. Self-report measures of victimization, attitudes, and negative affect, and a teacher-report measure of shyness/social withdrawal and peer rejection were completed during the spring semesters of 2 consecutive years. Hierarchical regression analyses supported the mediational model in predicting negative affect at Time 2. However, an increase in negative affect over the 12-month study period was best accounted for by direct effects of increased victimization and changes in attitudes/attributions regarding aggression. Implications for the planning of school interventions designed to interrupt these victimization-maladjustment pathways are discussed.