Ashwin Rambaran
Biographic Data
| ID | 3570940 |
|---|---|
| NAME | Ashwin Rambaran |
| GIVEN NAMES | Ashwin |
| FAMILY NAME | Rambaran |
| SIGNATURE | RAMBARAN A |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0001-7263-2718 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 111 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Peer Relationships and Sense of Belonging in the Transition to College
The transition to college presents challenges for students as they form new peer relationships while experiencing varying degrees of belonging within the college community. This study investigated with cross-sectional social network analysis how self-reports of residential program and classroom belonging associated with social and academic networks among a sample of first-year college students ( N = 1,125) participating in residential college pro…
How do youth choose activities? Assessing the relative importance of the micro-selection mechanisms behind adolescent extracurricular activity participation
The relation between defending, (dis)liking, and the classroom bullying norm: A cross-sectional social network approach in late childhood
This study investigates the extent to which defending victims of bullying depends on liking and disliking and its relation with the classroom bullying norm (descriptive and popularity) in a sample of 1,272 students (50.8% boys) in 48 fifth-grade classrooms. Social network analysis with bivariate exponential random graph modelings showed that children are more likely to defend victims whom they like, who like them, and who are liked by the same cl…
Socio-Cognitive Processes and Peer-Network Influences in Defending and Bystanding
Peers are critical to defending and bystanding during episodes of bullying. This study investigates the extent to which friends can shape defending and bystanding as well as social cognitions associated with these two behaviors (i.e., perceptions of self-efficacy and moral distress). The study sample consisted of n = 1354 early and middle adolescents (7th‒10th grade; 81.4% Italian; 51.3% boys) in northern Italy. Employing a longitudinal social ne…
Stability and change in student classroom composition and its impact on peer victimization
Although peer victimization in school mainly takes place between children in the same classroom or grade and bullying is generally seen as a group process, little is known about how stability and change in classroom composition affect peer victimization. Hence, this study addressed the following questions: (a) Are newcomers in the classroom more likely to become victims? (b) Does a stable classroom, where children generally have the same classmat…
Bullying as a Group Process in Childhood: A Longitudinal Social Network Analysis
This study investigates the dynamic interplay between bullying relationships and friendships in a sample of 481 students in 19 elementary school classrooms (age 8–12 years; 50% boys). Based on a relational framework, it is to be expected that friendships would be formed when two children bullied the same person and that children would start to bully the victims of their friends. Similarly, it is to be expected that friendships would be formed whe…
The Meeting of Minds: Forging Social and Intellectual Networks within Universities
How are social and intellectual relations structured and given shape within research universities? To answer these questions, we test to what extent various theoretically predicted processes explain the dynamics of academics’ networks of collaboration and shared language use in a unique longitudinal data set (1994 to 2005) of 2,631 faculty at a large private American university. Using the latest advances in stochastic actor-oriented models (in RS…
Peer victimization in single‐grade and multigrade classrooms
Although peer victimization mainly takes place within classrooms, little is known about the impact of the classroom context. To this end, we examined whether single‐grade and multigrade classrooms (referring to classrooms with one and two grades in the same room) differ in victim–bully relationships in a sample of elementary school children (646 students; age 8–12 years; 50% boys). The occurrence of victim–bully relationships was similar in singl…
Academic Functioning and Peer Influences: A Short-Term Longitudinal Study of Network–Behavior Dynamics in Middle Adolescence
In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14–15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness. Friendships were formed and maintained when adolescents had low levels of achievement or high levels…
The development of adolescents’ friendships and antipathies: A longitudinal multivariate network test of balance theory
Peer Influences on Moral Disengagement in Late Childhood and Early Adolescence
Friendship selection and influence in bullying and defending: Effects of moral disengagement
The current study examined the development of bullying and defending over a 1-year period as related to friends' influence and individual and friends' moral disengagement (i.e., self-justification mechanisms that allow one to avoid moral self-censure of transgressive actions) in children and young adolescents. Via longitudinal social network analysis (RSiena), it was tested whether similarity between friends in bullying and defending developed ov…
Social Goals and Adolescent Friendships: Social Selection, Deselection, and Influence
This study examined adolescent friendship selection and social influence with regard to agentic (status and power) and communal (closeness and affiliation) goals at three waves during middle school ( N = 504; 12–14 years; 53% boys). Meta‐level findings across four friendship networks indicated social influence for both goal orientations: friends grew more similar to each other in agentic as well as communal goals. Moreover, in one friendship netw…
Status‐Based Influence Processes: The Role of Norm Salience in Contagion of Adolescent Risk Attitudes
This study examined whether classroom norms based on status explained between‐class variations in selection processes and particularly influence processes on adolescents’ risk attitudes in a sample of 1092 adolescents (age 12–13) across 47 classrooms. Based on the association between status (popularity) and risk attitudes ( norm salience ), it was hypothesized that risk attitudes would proliferate more via peer influence processes in classes with…
The development of adolescents’ friendships and antipathies: A longitudinal multivariate network test of balance theory
Peer Influences on Moral Disengagement in Late Childhood and Early Adolescence
Friendship selection and influence in bullying and defending: Effects of moral disengagement
The current study examined the development of bullying and defending over a 1-year period as related to friends' influence and individual and friends' moral disengagement (i.e., self-justification mechanisms that allow one to avoid moral self-censure of transgressive actions) in children and young adolescents. Via longitudinal social network analysis (RSiena), it was tested whether similarity between friends in bullying and defending developed ov…
Status‐Based Influence Processes: The Role of Norm Salience in Contagion of Adolescent Risk Attitudes
This study examined whether classroom norms based on status explained between‐class variations in selection processes and particularly influence processes on adolescents’ risk attitudes in a sample of 1092 adolescents (age 12–13) across 47 classrooms. Based on the association between status (popularity) and risk attitudes ( norm salience ), it was hypothesized that risk attitudes would proliferate more via peer influence processes in classes with…
The Meeting of Minds: Forging Social and Intellectual Networks within Universities
How are social and intellectual relations structured and given shape within research universities? To answer these questions, we test to what extent various theoretically predicted processes explain the dynamics of academics’ networks of collaboration and shared language use in a unique longitudinal data set (1994 to 2005) of 2,631 faculty at a large private American university. Using the latest advances in stochastic actor-oriented models (in RS…
Social Goals and Adolescent Friendships: Social Selection, Deselection, and Influence
This study examined adolescent friendship selection and social influence with regard to agentic (status and power) and communal (closeness and affiliation) goals at three waves during middle school ( N = 504; 12–14 years; 53% boys). Meta‐level findings across four friendship networks indicated social influence for both goal orientations: friends grew more similar to each other in agentic as well as communal goals. Moreover, in one friendship netw…
Socio-Cognitive Processes and Peer-Network Influences in Defending and Bystanding
Peers are critical to defending and bystanding during episodes of bullying. This study investigates the extent to which friends can shape defending and bystanding as well as social cognitions associated with these two behaviors (i.e., perceptions of self-efficacy and moral distress). The study sample consisted of n = 1354 early and middle adolescents (7th‒10th grade; 81.4% Italian; 51.3% boys) in northern Italy. Employing a longitudinal social ne…
Peer victimization in single‐grade and multigrade classrooms
Although peer victimization mainly takes place within classrooms, little is known about the impact of the classroom context. To this end, we examined whether single‐grade and multigrade classrooms (referring to classrooms with one and two grades in the same room) differ in victim–bully relationships in a sample of elementary school children (646 students; age 8–12 years; 50% boys). The occurrence of victim–bully relationships was similar in singl…
Social Goals and Adolescent Friendships: Social Selection, Deselection, and Influence
This study examined adolescent friendship selection and social influence with regard to agentic (status and power) and communal (closeness and affiliation) goals at three waves during middle school ( N = 504; 12–14 years; 53% boys). Meta‐level findings across four friendship networks indicated social influence for both goal orientations: friends grew more similar to each other in agentic as well as communal goals. Moreover, in one friendship netw…
Status‐Based Influence Processes: The Role of Norm Salience in Contagion of Adolescent Risk Attitudes
This study examined whether classroom norms based on status explained between‐class variations in selection processes and particularly influence processes on adolescents’ risk attitudes in a sample of 1092 adolescents (age 12–13) across 47 classrooms. Based on the association between status (popularity) and risk attitudes ( norm salience ), it was hypothesized that risk attitudes would proliferate more via peer influence processes in classes with…
Peer Influences on Moral Disengagement in Late Childhood and Early Adolescence
Friendship selection and influence in bullying and defending: Effects of moral disengagement
The current study examined the development of bullying and defending over a 1-year period as related to friends' influence and individual and friends' moral disengagement (i.e., self-justification mechanisms that allow one to avoid moral self-censure of transgressive actions) in children and young adolescents. Via longitudinal social network analysis (RSiena), it was tested whether similarity between friends in bullying and defending developed ov…
The development of adolescents’ friendships and antipathies: A longitudinal multivariate network test of balance theory
Academic Functioning and Peer Influences: A Short-Term Longitudinal Study of Network–Behavior Dynamics in Middle Adolescence
In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14–15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness. Friendships were formed and maintained when adolescents had low levels of achievement or high levels…
Peer victimization in single‐grade and multigrade classrooms
Although peer victimization mainly takes place within classrooms, little is known about the impact of the classroom context. To this end, we examined whether single‐grade and multigrade classrooms (referring to classrooms with one and two grades in the same room) differ in victim–bully relationships in a sample of elementary school children (646 students; age 8–12 years; 50% boys). The occurrence of victim–bully relationships was similar in singl…
Stability and change in student classroom composition and its impact on peer victimization
Although peer victimization in school mainly takes place between children in the same classroom or grade and bullying is generally seen as a group process, little is known about how stability and change in classroom composition affect peer victimization. Hence, this study addressed the following questions: (a) Are newcomers in the classroom more likely to become victims? (b) Does a stable classroom, where children generally have the same classmat…
Bullying as a Group Process in Childhood: A Longitudinal Social Network Analysis
This study investigates the dynamic interplay between bullying relationships and friendships in a sample of 481 students in 19 elementary school classrooms (age 8–12 years; 50% boys). Based on a relational framework, it is to be expected that friendships would be formed when two children bullied the same person and that children would start to bully the victims of their friends. Similarly, it is to be expected that friendships would be formed whe…
The Meeting of Minds: Forging Social and Intellectual Networks within Universities
How are social and intellectual relations structured and given shape within research universities? To answer these questions, we test to what extent various theoretically predicted processes explain the dynamics of academics’ networks of collaboration and shared language use in a unique longitudinal data set (1994 to 2005) of 2,631 faculty at a large private American university. Using the latest advances in stochastic actor-oriented models (in RS…
The relation between defending, (dis)liking, and the classroom bullying norm: A cross-sectional social network approach in late childhood
This study investigates the extent to which defending victims of bullying depends on liking and disliking and its relation with the classroom bullying norm (descriptive and popularity) in a sample of 1,272 students (50.8% boys) in 48 fifth-grade classrooms. Social network analysis with bivariate exponential random graph modelings showed that children are more likely to defend victims whom they like, who like them, and who are liked by the same cl…
Socio-Cognitive Processes and Peer-Network Influences in Defending and Bystanding
Peers are critical to defending and bystanding during episodes of bullying. This study investigates the extent to which friends can shape defending and bystanding as well as social cognitions associated with these two behaviors (i.e., perceptions of self-efficacy and moral distress). The study sample consisted of n = 1354 early and middle adolescents (7th‒10th grade; 81.4% Italian; 51.3% boys) in northern Italy. Employing a longitudinal social ne…
How do youth choose activities? Assessing the relative importance of the micro-selection mechanisms behind adolescent extracurricular activity participation
Peer Relationships and Sense of Belonging in the Transition to College
The transition to college presents challenges for students as they form new peer relationships while experiencing varying degrees of belonging within the college community. This study investigated with cross-sectional social network analysis how self-reports of residential program and classroom belonging associated with social and academic networks among a sample of first-year college students ( N = 1,125) participating in residential college pro…
Developmental psychology (12 works) · Psychology (12 works) · Social Psychology (11 works) · Bullying, Victimization, and Aggression (10 works) · Peer group (7 works) · Child and Adolescent Psychosocial and Emotional Development (6 works) · Social Psychology (6 works) · Friendship (5 works) · Youth Development and Social Support (5 works) · Child Development and Digital Technology (4 works)