| Although several studies have shown that peers influence children's subsequent behaviour, few researchers have considered peer group influence, and no one has examined between-group differences that may exacerbate or mitigate peer group socialization effects. Using a short-term longitudinal design, I examined peer group socialization in six areas: deviant behaviour, school misconduct, direct aggression, relational aggression, school attitudes and prosocial behaviour. I expected that group members' behavior would become more similar over time, especially in high status groups, and that status-maintaining behavior would be most affected. Specifically, I expected that group centrality status (visibility) would influence group members' deviant, aggressive and prosocial behaviour, and group social preference status (liking) would influence group members' school attitudes and prosocial behaviour.;Hierarchical Linear Modeling revealed a general group socialization effect for school misconduct, deviant behaviour, and direct and relational aggression. Group centrality status magnified this effect for school misconduct, deviant behaviour, and relational aggression. Central groups also induced greater prosocial behaviour than peripheral groups. Group social preference status had only a modest socialization influence, exacerbating socialization of deviant behaviour in groups composed of rejected children.;These results demonstrate that peer group socialization is pervasive, occurring in both negative and positive behavioural domains. Importantly, the findings show that all behaviour is not equally susceptible to peer group influence, and all peer groups are not equivalent socialization agents. Behaviour is most likely to be affected when groups are socially central, and when the behaviour helps to maintain group centrality. Relational aggression, deviant behavior and prosocial behavior likely contribute to group visibility, power and exclusivity. Thus, group socialization may be used in a deliberate manner to maximize social rewards. The social and psychological processes involved in these socialization effects remain to be identified.;Keywords. peer groups, socialization, group status, aggression, deviant behaviour, prosocial behaviour;In the fall and winter, 711 children from 5 schools reported on their school attitudes, involvement in problem behaviour and group membership. Peer nominations produced scores for direct aggression, relational aggression, prosocial behaviour, and social preference. Peer group membership and group centrality were determined using the Social Composite Map procedure. A total of 116 groups were identified involving 559 children (299 girls; M age = 12.06). |
