This book focuses on peer interactions and development of self-assertion in relation to adjustments to group based on a series of studies. In particular, I have attended self-assertion as a factor produced the difference in peer interactions. After I introduced the purpose of this book in Chapter 1, I conducted five studies in order to clarify the relationships between peer interactions and the self-assertion.

In Chapter 2, the importance of self-assertion was discussed. As a result, peer interactions and development of the ability to live seem to depend on the self-assertion. In other words, clear self-assertion forms close interactions, enhancing the adjustments to group. Thereby, the ability to live is progressed. The development of self-assertion is naturally vital for children to advance in the ability to live. We also discussed not only positiveness but also aggression of self-assertion. Taking the other's view into consideration, consequently, we should clearly assert ourselves.

In Chapter 3, I conducted two studies paying attention to peer interactions in early childhood.

The first study examined the relationships between young children's social behavior and sociometric status in their classes and obtained following result. On the whole, cooperative boys who could take a leadership were selected as playmates among 5-year-old boys. The above result has indicated that boys' peer interactions tend to depend on the leadership. Since this tendency is not observed among girls, boys are probably required to take a leadership and cooperate with in order to adjust to groups.

The second study examined young child's understanding of other's intention and settling strategy in interpersonal conflicts. As a result, following results were obtained. When the strong boy unintentionally provokes participants, 4-year-old boys who tend to interpret his intention as malice attempt to avoid coming into conflict with him. When he intentionally provokes the participants, in addition, 5-year-old boys do not interpret as malice, either. They attempt to confront or avoid the conflict with him. On the other hand, 3-year-old children and 5-year-old girls are exactly inclined to interpret the strong child's intention. The above results have indicated that relationships between young children's understanding of strong child's intention and settling strategy in interpersonal conflicts depend on the sex difference in the strong child's characteristics.

From both studies, it seems reasonable to make a following conclusion. Boys' peer interactions which depend on the leadership have already been developed in groups since early childhood. However, strong boys' leadership is unskilled. Therefore, boys' social cognition and self-assertion do not necessarily cause proper results. On the other hand, girls' peer interactions do not depend on the strong girls' leadership. Through such peer interactions are developed, sex difference in group organizations after adolescence will be significant. These results lead us to the conclusion that leadership effects are different between boys and girls.

In Chapter 4, I examined extracurricular athletic clubs members' self-assertion and captain's leadership in relation to the adjustment to school. As a result, the following results were obtained. Members, who found it difficult to assert themselves clearly (L-members), were satisfied with neither their leaders nor club activities. In addition, members belonging to clubs, in which captains took an authoritative command (authoritarian club), were not satisfied either. Neither the L-members nor the authoritarian club members were satisfied with their school in general either. Moreover, the L-members belonging to the authoritarian clubs could not pay as much attention to other personal interests as the L-members belonging to other kinds of clubs. Thus, the relationships between members and captains are not regulated by the leadership styles. We should pay attention to members' characteristics as well as leadership. To summarize, full club activities regulated by the relation to the captain are reflected in school lives. Therefore, the self-assertion is an important skill. The above results indicate that members' adjustment to school depends on human interactions between members and captains. In order to improve human interactions, students should clearly assert themselves.

In Chapter 5, I examined the relationships between female students' self-assertion and exclusive attitudes to other small group members in relation to their adjustments to colleges. Participants belonged to the colleges that trained professionals. As a result, the following results were obtained. Few exclusive female students, who found it difficult to assert themselves or egotistically asserted themselves, were anxious for getting professional jobs. In addition, they were not very satisfied with their schoolmates. On the other hand, female students, who clearly asserted themselves, were very anxious for being employed as professionals, and very satisfied with college lives, regardless of the exclusive attitude. The above results suggest that students who clearly assert themselves and widely associate with peers can adjust to college lives.

The above results indicate the importance of self-assertion. In Chapter 6, relationships between development of self-assertion and peer interaction were discussed.

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