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Peer Interac-Tions Change Over Time

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This literature is consistent with Agnew’s (1997) view that peer interac- tions change over time. For instance, in childhood, individuals are gener- ally in elementary school where they encounter the same peers. Thus, stability in the peers that are around allow for minimal or benign peer interactions. However, when the individual leaves elementary school for secondary schools, the diversity (i.e., change in teachers, peers, and school demands) creates a substantial amount of strain, and the manner in which the adolescent interacts with teachers and peers becomes more difficult. This strain is heightened with the increase in peer group size, contact with the opposite sex, and level, frequency, and duration of association.

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