Table 2.
Correlations between Individual Characteristics and between Dyadic Difference Scores
| Grade 7 Variable | Correlation (r)
|
||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1. Age (in months) | -- | −.03 [−.13,.07] | .06 [−.06,.16] | .01 [−.08,.11] | −.03 [−.12,.05] | .16* [.04,.28] | .09 [−.01,.19] | .00 [−.07,.07] | −.22** [−.32,−.12] |
| 2. Number of Reciprocated Friends | −.01 [−.10,.07] | -- | .34** [.25,.44] | .04 [−.06,.14] | .26** [.17,.35] | .15* [.04,.26] | .21** [.10,.30] | −.08 [−.17,.01] | .04 [−.06,.14] |
| 3. Peer Acceptance | −.01 [−.10,.08] | .27** [.18,.36] | -- | .06 [−.07,.16] | .61** [.56,.67] | .18** [.10,.27] | .35** [.25,.44] | −.27** [−.37,−.23] | .11* [.02,.20] |
| 4. Peer Rejection | .01 [−.07,.10] | −.03 [−.11,.07] | .02 [−.06,.10] | -- | .10 [−.07,.23] | .53** [.44,.62] | .65** [.57,.72] | .49** [.35,.62] | −.11* [−.21,−.01] |
| 5. Leadership | −.09* [−.15,−.03] | .12* [.03,.22] | .41** [.33,.48] | .17** [.06,.27] | -- | −.02 [−.10,.06] | .22** [.06,.35] | −.18** [−.25,−.15] | .33** [.26,.39] |
| 6. Physical Aggression | .12* [.03,.21] | .09* [.01,.18] | .13* [.04,.22] | .44** [.34,.55] | .01 [−.05,.08] | -- | .70** [.62,.77] | .08 [−.02,.18] | −.42** [−.51,−.33] |
| 7. Relational Aggression | .08 [−.01,.16] | .00 [−.08,.08] | .16** [.06,.24] | .57** [.48,.65] | .21** [.08,.31] | .62** [.54,.69] | -- | .11* [.04,.19] | −.23** [−.34,−.12] |
| 8. Victimization | −.04 [−.09,.03] | −.06 [−.14,−.02] | −.11* [−.16,−.07] | .35** [.18,.48] | −.12* [−.16,−.09] | .01 [−.03,.05] | .05 [−.03,.12] | -- | −.08 [−.17,.02] |
| 9. School Competence | .13* [.03,.23] | .00 [−.09,.09] | .06 [−.03,.14] | −.02 [−.10,.06] | −.03 [−.12,.06] | .12* [.04,.21] | .08 [−.01,.17] | −.04 [−.11,.03] | -- |
Note. N = 410 participants in 573 friendship dyads. Correlations between individual characteristics (n = 410 participants) are given above the diagonal. Correlations between dyadic difference scores (n = 573 friendships) are given below the diagonal. Dyadic difference scores represent the absolute value of the difference between friends. Higher values reflect greater dissimilarity. Peer nominations for peer acceptance, peer rejection, leadership, physical aggression, relational aggression, and victimization were summed and z-standardized within school. Teacher-reported school competence was z-standardized.
*
p < .05,
**
p < .001, two-tailed.