@article{ref1,
title="Same-gender and cross-gender peer acceptance and peer rejection and their relation to bullying and helping among preadolescents: Comparing predictions from gender-homophily and goal-framing approaches",
journal="Developmental psychology",
year="2007",
author="Dijkstra, Jan Kornelis and Lindenberg, Siegwart and Veenstra, René",
volume="43",
number="6",
pages="1377-1389",
abstract="The relation between bullying and helping and same-gender and cross-gender peer acceptance and peer rejection was examined in a sample of preadolescents aged 11 and 12 years (N=1,065). The authors tested predictions from a gender-homophily approach vs. predictions from a goal-framing approach in which acceptance and rejection are seen as being generated by approach and avoidance goals, respectively. For preadolescents, both approaches predicted a central role for gender, but the gender-homophily approach predicted symmetrical effects for acceptance and rejection, whereas the goal-framing approach predicted strong asymmetries. The data supported the goal-framing approach. The most important findings were that for preadolescents, acceptance is much more frequent and much more gendered than rejection; the absolute impact of helping on acceptance is much larger than that of bullying (and vice versa for rejection); for acceptance, there is a prototypicality effect (i.e., boys accept bullying girls better than nonbullying girls, and girls accept helping boys better than nonhelping boys); and for acceptance, there is a cross-gender ignorance effect (i.e., boys ignore helping in girls, and girls ignore bullying in boys).   <p></p>  <p>Language: en</p>",
language="en",
issn="0012-1649",
doi="10.1037/0012-1649.43.6.1377",
url="http://dx.doi.org/10.1037/0012-1649.43.6.1377"
}