Adolescents' Close Friendship Types and Friendship Reasoning (original) (raw)
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This study of 282 dyads examines early-and mid-adolescents' perceptions of friendship quality and their association with daily disagreements, self-and mother reports of behaviour problems, and school grades. Actor and partner analyses identify unique associations between perceptions of friendship quality and perceptions of daily conflict. Actor effects reveal links between friendship negativity and self-perceptions of conflict affective intensity, relationship impact, post-conflict interaction, and post-conflict separation, and between friendship positivity and self-perceptions of relationship impact. Partner effects reveal links between friendship negativity and partner perceptions of conflict outcomes. Perceptions of relationship quality were also associated with self-and mother reports of behaviour problems and with school grades, such that individual and dyadic views of friendship negativity were linked to detrimental outcomes. The worst outcomes tended to be reserved for dyads in which one or both friends reported high levels of relationship negativity.
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In light of the increase in the number and rigor of studies on adult friendship and the tendency of kin and neighbor relationships to have become more structurally similar to friendship, this is a crucial juncture at which to pause and assess what we know and do not know about adult friendship, to begin a needed theoretical synthesis, to identify gaps in the literature and to produce guidelines for future research. The purpose of this article is to present an integrative conceptual framework, incorporating both sociological and psychological perspectives, for use in these endeavors. The framework posits that the social structural and psychological aspects of individual characteristics operate together to shape behavioral motifs which, in turn, influence friendship patterns (dyadic and network structure and phases). Furthermore, dyadic and network structure and phases affect one another through interactive friendship processes. The elements of this integrative framework and the relat...
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This five-wave study aims to investigate the development of adolescents' perceptions of support, negative interaction, and power in best friendships from ages 12 to 20 years. Furthermore, gender differences and linkages between the three dimensions are explored. A total of 593 early adolescents (53.6% boys) and 337 middle adolescents (43.3% boys) participated. A multigroup multivariate accelerated growth curve showed an increase of support for both boys and girls. Negative interaction was found to temporarily increase and then decrease for boys, while remaining stable for girls. Power temporarily increased for boys and decreased for girls. Results indicated that (1) friendships become more supportive during adolescence, (2) power issues are more prominent in friendships of boys and more powerful peers are perceived as more supportive by boys but not by girls, and (3) friendships of boys show a lagged development towards more equality. Ó
Merrill-Palmer Quarterly, 2001
Fifty-two girls and 28 boys and their same-sex friends rated the quality of their friendship, ranked their preference for this friendship relative to other friendships, and participated in a videotaped discussion. Boys and girls significantly differed in perceived-friendship quality and observed behavior with friends. Specifically, girls rated their friendship quality more positively and less negatively and they showed more positive and less negative behavior in interaction with their friends than boys. No sex differences emerged in the relation of perceived-friendship quality to adolescents' own behavior and to their friend's behavior. Ranked-friendship preference was also significantly related to behavior, albeit to a lesser extent than perceived-friendship quality. The potential mechanisms underlying adolescents' friendship experiences are discussed. Friends play a central role in adolescents' developmental adjustment (Savin-Williams & Berndt, 1990). Notably, when studying adolescents' friendships, it may be insufficient to focus only on whether adolescents have a friend or not. It is also important to examine the qualitative characteristics of these relationships (Berndt, 1996; Furman, 1996). The underlying
Personality and Individual Differences, 2015
Friendships differ in terms of their quality and participants may or may not agree as to their perceptions of relationship quality. Two studies (N = 230 and 242) were conducted to identify distinct and replicable categories of friendship among young adolescents (M = 11.6 years old) using self and partner reports of relationship quality. Same-sex friendships were identified from reciprocated friend nominations. Each friend described perceptions of negativity and social support in the relationship. Cluster analyses based on reports from both friends yielded 4 friendship types in each study: a high quality group, a low quality group, and two groups in which friends disagreed about the quality of the relationship. High quality friendships were most apt to be stable from the 6th to the 7th grade. Participants in high quality friendships reported the highest levels of global self-worth and perceived behavioral conduct and the lowest levels of problem behaviors. Dyads reporting discrepant perceptions of quality differed from dyads who agreed that the friendship was high quality in terms of stability and individual adjustment, underscoring the advantages of person-centered strategies that incorporate perceptions of both partners in categorizations of relationships.
Propósitos y Representaciones, 2021
The article is devoted to the study of some aspects of friendship relations in primary school age. It presents original diagnostic methods for studying friendship relations in elementary school students: “Qualities of a friend” and “What kind of friend am I?”. The object of the diagnostic techniques is the significant qualities of a friend, the features of the respondents’ attitude to the identified qualities, and the awareness of their contribution to friendly relations. The procedure of administering the techniques is described and the parameters of evaluation of the results, the features of their processing, and recommendations to experts on the use of the given diagnostic tools are allocated. The procedure of testing the validity and reliability of the diagnostic techniques is described. The deployed testing methods include expert evaluation and retesting. The results of the study of friendly relations in primary school students are described. The specific characteristics of the...
Social Development, 2001
Peer relations researchers generally agree that friendship involves a close, mutual, dyadic relationship. However, the lack of consensus on how to operationalize this construct has limited our understanding of the role of friendship in social adjustment. The present study directly compared the psychometric properties (i.e., number of friendships identified, concordances, and stability) of the five major different definitions of friendship used in the literature. Fourth-and fifth-grade students (N ϭ 90) completed a battery of sociometric measures at two different times separated by eight weeks. Friendship dyads were then identified using the following definitional criteria: (1) mutual positive nominations; (2) mutual high ratings (i.e., 4 or 5 on a five-point Likerttype scale); (3) one positive nomination reciprocated by a rating of 5; (4) one positive nomination and mutual high ratings; and (5) one positive nomination and mutual ratings averaging at least 4. Frequency and concordance analyses indicated differences across the five definitions. In addition, the friendships identified by each of the five definitions were similarly moderate in their stability. Explanations for, and the possible implications of, these differences are discussed.