ABSTRACT
Peers are of central importance to children throughout childhood and adolescence. They provide each other with companionship and entertainment, help in solving problems, personal validation, and emotional support. In turn, children who engage in positive activities with peers also tend to experience levels of emotional well-being, positive beliefs about the self, and values for prosocial forms of behavior and social interaction that are stronger and more adaptive than children who do not (Rubin, Bukowski, & Parker, 2006; Wentzel, Baker & Russell, 2014). In addition, children who enjoy positive interactions and relationships with their peers also tend to be engaged in and even excel at academic tasks more than those who experience problems with peers (Wentzel, 2013). For example, numerous studies have documented that children’s interactions and personal relationships with peers are associated with a range of academically related outcomes at school, including goals and values, skills related to self-regulation and problem-solving, and performance outcomes, such as grades and test scores (Wentzel, 2013, 2014).
