Coping with daily hassles in the peer group during early adolescence: Variations as a function of peer experience

Coping strategy use within the peer domain was examined to determine whethe r adolescents of varying levels of peer experience cope differently with th eir daily hassles. Two distinct behavioral profiles were examined: aggressi ve behavior and socially withdrawn behavior. It was hypothesized that these 2 behavioral profiles (in conjunction with overall popularity within the p eer group) would predict differential coping strategy use in the peer domai n. It was also expected that perceived control would mediate the associatio n between peer experience and coping. Grade 7 students from a regional high school (N = 249) participated in 2 group testing sessions. During the Ist session, students completed peer ratings of likability and social behavior; during the 2nd session, students provided written accounts of 3 recent dai ly hassles experienced within the peer group, indicating how they appraised each hassle and how they coped. As expected, more aggressive adolescents p erceived more control over their peer hassles. More aggressive, unpopular a dolescents used more negative strategies, whereas more popular, aggressive female adolescents used more problem-focused strategies. In contrast, more withdrawn adolescents perceived more limited control over their peer hassle s, and they used fewer negative strategies and fewer problem-focused strate gies, but employed more emotion-focused strategies. Popularity did not inte ract with peer perceived withdrawal, nor did any main effects of popularity emerge. The proposed mediational role of control was generally not support ed, although perceived control did vary as a function of peer experience an d sex. Results of this study reinforce the utility of combining elements of the social problem-solving literature (e.g., individual interactional styl e, impact of behavior on others) and the stress and coping literature (e.g. , situational variability, predicting adjustment from coping strategy use) to derive a better understanding of peer group processes during early adole scence.