%0 Journal Article
%T 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
%J Developmental psychology
%D 2007
%A Dijkstra, Jan Kornelis
%A Lindenberg, Siegwart
%A Veenstra, René
%V 43
%N 6
%P 1377-1389
%X 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>
%G en
%I American Psychological Association
%@ 0012-1649
%U http://dx.doi.org/10.1037/0012-1649.43.6.1377