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Children’s Social Identification With a Friendship Group: A Moderating Effect on Intent to Conform to Norms

^* To whom correspondence should be addressed. E-mail: kkwon2{at}unl.edu.

	Abstract

This study examined third- through fifth-grade children’s social identification (i.e., positive affects and emotions) with their friendship group as a process by which friendship group norms might affect children’s behaviors. A confirmatory factor analysis supported a unidimensional model of social identification. Reciprocated friendship group nomination was positively associated with social identification; fifth graders reported a higher level of social identification than third graders. Sex and perceived popularity were not related to social identification. The authors hypothesized that the effect of friendship group norms on children’s intent to conform to those norms would be greater when they strongly identify with their group. This hypothesis was supported with regard to trend and misbehavior norms but not academic norms.

First published on September 10, 2009, doi:10.1177/1046496409346578

Small Group Research 2009;40:694.

A more recent version of this article appeared on December 1, 2009


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