Henneberger Angela K, Coffman Donna L, Gest Scott D
University of Maryland Baltimore, School of Social Work, 525 W. Redwood St. Baltimore, MD 21201.
The Pennsylvania State University, The Methodology Center.
Soc Dev. 2017 May;26(2):295-309. doi: 10.1111/sode.12186. Epub 2016 Mar 28.
This study uses propensity scores to statistically approximate the causal effect of having aggressive friends on aggressive behavior in childhood. Participants were 1,355 children (53% girls; 31% minority) in 97 third and fifth grade classrooms enrolled in the Classroom Peer Ecologies Project. Propensity scores were calculated to control for the impact of 21 relevant confounder variables related to having aggressive friendships and aggressive behavior. The 21 variables included demographic, social, and behavioral characteristics measured at the beginning of the school year. Presence/absence of aggressive friends was measured in the middle of the school year, and aggressive behavior was measured at the end of the school year. Results indicate a significant effect of having one or more aggressive friends on children's aggressive behavior above and beyond the effects of the 21 demographic, social, and behavioral variables. The propensity score model is compared to two other models of peer influence. The strengths and practical challenges of using propensity score analysis to study peer influence are discussed.
本研究使用倾向得分来统计估算结交具有攻击性的朋友对儿童期攻击性行为的因果效应。参与者为参与“课堂同伴生态项目”的97个三、五年级班级中的1355名儿童（53%为女孩；31%为少数族裔）。计算倾向得分以控制与结交具有攻击性的朋友和攻击性行为相关的21个相关混杂变量的影响。这21个变量包括在学年开始时测量的人口统计学、社会和行为特征。在学年中期测量是否有具有攻击性的朋友，在学年结束时测量攻击性行为。结果表明，结交一个或多个具有攻击性的朋友对儿童的攻击性行为具有显著影响，这种影响超出了21个人口统计学、社会和行为变量的影响。将倾向得分模型与另外两种同伴影响模型进行了比较。讨论了使用倾向得分分析来研究同伴影响的优势和实际挑战。
