Relevant bibliographies by topics / Friendship adjustment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Friendship adjustment'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Friendship adjustment"

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Kawabata, Yoshito, and Wan-Ling Tseng. "Relational and physical victimization, friendship, and social and school adjustment in Taiwan." Journal of Social and Personal Relationships 36, no. 6 (April 15, 2018): 1559–78. http://dx.doi.org/10.1177/0265407518767771.

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This short-term longitudinal study examined the differential pathways from relational and physical victimization to internalizing and externalizing problems and academic achievement as well as the roles of friendships and friendship quality in these pathways with a Taiwanese sample ( N = 471; 53.3% boys; mean age = 9.95 years). A multi-informant approach was used to collect the data. Relational and physical victimization and the number of friendships were assessed via peer nominations. Adjustment problems, achievement, and friendship quality were measured by mother, teacher, and child reports, respectively. Results of Structural Equation Modeling showed that the paths from relational victimization to adjustment problems were indirectly influenced by positive or negative friendship quality. Specifically, relational victimization was associated with negative friendship quality indexed by high levels of exclusivity and conflict, which in turn resulted in more severe internalizing and externalizing adjustment problems 6 months later. Lower levels of relational victimization were linked to positive friendship quality indexed by high levels of companionship, help, closeness, and intimacy, which in sequence contributed to better academic achievement. These indirect effects were not evidenced for the number of friendships or the paths from physical victimization to adjustment problems and achievement. There were no gender differences in the measurement or structural part of the model. These findings are discussed from developmental, social, and cultural perspectives.
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Bowker, Julie C., and Sarah V. Spencer. "Friendship and Adjustment: A Focus on Mixed-Grade Friendships." Journal of Youth and Adolescence 39, no. 11 (November 15, 2009): 1318–29. http://dx.doi.org/10.1007/s10964-009-9474-0.

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Ciairano, Silvia, Emanuela Rabaglietti, Antonella Roggero, Silvia Bonino, and Wim Beyers. "Patterns of adolescent friendships, psychological adjustment and antisocial behavior: The moderating role of family stress and friendship reciprocity." International Journal of Behavioral Development 31, no. 6 (November 2007): 539–48. http://dx.doi.org/10.1177/0165025407080573.

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This study distinguishes different patterns of friendship quality in terms of support from and conflict with friends, and reciprocity. Associations between friendship patterns and adolescents' adjustment (self-perception, expectations for the future, depressive feelings, sense of alienation, lying, disobedience, and aggression) were hypothesized to be moderated by family stress and friendship reciprocity. The sample comprised 622 adolescents of both genders, aged 14 to 20 years. We administered a questionnaire, including the Friendship Quality Scale and a peer nomination, twice at a 6-month interval. We identified two patterns of stable friendships: high (47%) and low (37%) quality. In two other groups, friendship quality changed over time, either from low to high (7%), or from high to low (9%). Of all adolescents, 58% had reciprocal and stable friends and 42% had unilateral friends. Under conditions of high family stress, supportive friendships do not have a positive effect on expectations for success and sense of alienation. Reciprocal friendship promotes higher levels of lying and disobedience but also protects against aggression. Summarizing, the effects of friendship quality can be moderated, either diminishing or exacerbating it, by other context factors.
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Demir, Meliksah, and Kathryn A. Urberg. "Friendship and adjustment among adolescents." Journal of Experimental Child Psychology 88, no. 1 (May 2004): 68–82. http://dx.doi.org/10.1016/j.jecp.2004.02.006.

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MacEvoy, Papadakis, Fedigan, and Ash. "Friendship Expectations and Children's Friendship-Related Behavior and Adjustment." Merrill-Palmer Quarterly 62, no. 1 (2016): 74. http://dx.doi.org/10.13110/merrpalmquar1982.62.1.0074.

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Li, Tianyuan, Chun Bun Lam, and Kevin Ka-Shing Chan. "Grandparental involvement and young adults’ cognitive and social adjustment." Journal of Social and Personal Relationships 35, no. 7 (April 3, 2017): 999–1018. http://dx.doi.org/10.1177/0265407517702011.

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Grandparents play a critical role in child-rearing both in the evolutionary history of human beings and in modern societies. The current study examined how grandparental involvement might contribute to young adults’ cognitive and social adjustment and whether grandchildren’s filial piety beliefs might moderate the impact of grandparental involvement. A total of 287 Hong Kong college students completed questionnaire measures of grandparental involvement, cognitive well-being, breadth and depth of friendships, and reciprocal and authoritarian filial piety beliefs. Results indicated that grandparental involvement was positively associated with young adults’ cognitive well-being and friendship quality even after controlling for parental influences, but only for young adults with strong filial piety beliefs. Moreover, reciprocal filial piety was a significant moderator for both cognitive well-being and friendship quality, whereas authoritarian filial piety only moderated the association between grandparental involvement and cognitive well-being. Findings highlighted the relevance of grandparental involvement in understanding youth development, and the importance of considering cultural values when investigating intergenerational interactions.
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Wise, Richard A., and Alan R. King. "Family Environment as a Predictor of the Quality of College Students' Friendships." Journal of Family Issues 29, no. 6 (November 7, 2007): 828–48. http://dx.doi.org/10.1177/0192513x07309461.

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Family environment appears to be an important determinant of friendship quality. Despite this apparent link, few studies have explored how family environment relates to friendship, especially among college students. The present study examined the relationship between family environment and best friendships, by administering the Family Environment Scale (FES) and the Acquaintance Description Form—Revised (ADF-F2) to 408 college students. Family environment was a better predictor of friendship quality for female college students than for male college students. For the women, a total of 13% of the FES and ADF-F2 correlations were significant at the p < .01 level. The best predictors of friendship quality for the women were the FES active recreational and intellectual—cultural dimensions. Gender differences were also evident in students' perceptions of their families' environments and their views of the quality of their best friendships. Implications of the present study for college adjustment and retention are discussed.
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Claes, Michel E. "Friendship and personal adjustment during adolescence." Journal of Adolescence 15, no. 1 (March 1992): 39–55. http://dx.doi.org/10.1016/0140-1971(92)90064-c.

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Heverly-Fitt, Sara, Maureen A. Wimsatt, Melissa M. Menzer, Kenneth H. Rubin, Maureen Dennis, H. Gerry Taylor, Terry Stancin, et al. "Friendship Quality and Psychosocial Outcomes among Children with Traumatic Brain Injury." Journal of the International Neuropsychological Society 20, no. 7 (May 19, 2014): 684–93. http://dx.doi.org/10.1017/s1355617714000393.

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AbstractThis study examined differences in friendship quality between children with traumatic brain injury (TBI) and orthopedic injury (OI) and behavioral outcomes for children from both groups. Participants were 41 children with TBI and 43 children with OI (Mage=10.4). Data were collected using peer- and teacher-reported measures of participants’ social adjustment and parent-reported measures of children’s post-injury behaviors. Participants and their mutually nominated best friends also completed a measure of the quality of their friendships. Children with TBI reported significantly more support and satisfaction in their friendships than children with OI. Children with TBI and their mutual best friend were more similar in their reports of friendship quality compared to children with OI and their mutual best friends. Additionally, for children with TBI who were rejected by peers, friendship support buffered against maladaptive psychosocial outcomes, and predicted skills related to social competence. Friendship satisfaction was related to higher teacher ratings of social skills for the TBI group only. Positive and supportive friendships play an important role for children with TBI, especially for those not accepted by peers. Such friendships may protect children with TBI who are rejected against maladaptive psychosocial outcomes, and promote skills related to social competence. (JINS, 2014,21, 1–10)
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Burk, William J., and Brett Laursen. "Adolescent perceptions of friendship and their associations with individual adjustment." International Journal of Behavioral Development 29, no. 2 (March 2005): 156–64. http://dx.doi.org/10.1080/01650250444000342.

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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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Dissertations / Theses on the topic "Friendship adjustment"

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Parker, Richard J. "Closeness and Conflict in Children’s Friendships: Relations with Friendship Stability, Adjustment and Sociometric Status." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19847.

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Not many children report relationships with friends that are both close and conflictual. There is a paucity of research examining the trajectory of children's relationship closeness and conflict together over time. This is unfortunate because contentious relationships are related to cardiovascular problems, at least in young adults and because the trajectories of these two aspects of children's relationship quality over time is not understood. Therefore, two longitudinal data sets with younger (mean age 7.5 years at Time 1; four data points over 2 years) and older (mean age 9.9 years at Time 1; two data points over 1 year) children were studied. In both cohorts, measures of friendship quality and peer nominations of liking/disliking as well as overt and relational (older cohort) aggression were completed. Children who reported relationships high in both closeness and conflict were generally satisfied with their friendships; they were not more likely to end their friendships than were children who reported different levels of closeness and conflict (younger cohort). Both boys' and girls' relationship closeness increased over time according to growth curve analyses. The relationships of girls who remained in the same friendship, and who therefore provided ratings on the same friend at each time point, tended to increase in closeness at a different rate over time than the relationships of girls who provided ratings on different friends (younger cohort). Children who reported relationships high in closeness and in conflict were not more aggressive over time than were children who reported different levels of relationship closeness and conflict. However, girls' closeness and overt aggression tracked each other (increased) over time (younger cohort). Girls who reported low social support and negative interactions in their friendships increased the most in overt aggression over time (older cohort). Aggressive and nonaggressive children generally reported similar friendship quality (both cohorts), but the friendship closeness of chronically aggressive boys decreased over time (younger cohort). There were negligible friendship quality differences amongst the sociometric groups. The discussion centers on friendship quality changes in children's continuing friendships, the potential dire effects of turbulent friendships and the friendships of aggressive as well as controversial children.
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Liu, Mowei. "Friendship networks and individual adjustment in Chinese adolescents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30843.pdf.

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Smith, Rhiannon L. Rose Amanda J. "Social perspective-taking in the friendships of adolescents implications for friendship quality and emotional adjustment /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6542.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on January 22, 2010). Thesis advisor: Dr. Amanda J. Rose. Includes bibliographical references.
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Tong, Yiu-leong. "A study of the impact of friendship on adolescents' adjustment to migration /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22331414.

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Caverly, Sarah. "Friendship Patterns and School Adjustment in the Mixed-Age Context." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/770.

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While friendship patterns and the relationship between friendship status and school adjustment have been studied in same-age classrooms, little is known about friendship patterns and the contribution of friendship status to school adjustment in mixed-age classrooms. The purposes of the present study were to investigate friendship patterns in a large sample of mixed-age (ungraded) primary classrooms and to examine the contribution of friendship status to school adjustment in a smaller subsample of ungraded primary children. Peer acceptance level and age relative to classmates both had a significant impact on the number of reciprocated friends children had, and on the relative age of their friends. High-accepted and relatively old children had more reciprocated friends than did less accepted and relatively young children. Also, high-accepted children had more relatively old, and intermediate age friends than did than average- and low-accepted children, and average-accepted children had more friends at all relative ages than did low-accepted children. Children who were older in relative age had more friends who were also older in relative age than did children who were intermediate and young in relative age. Intermediate age children had more relatively old friends than did relatively young children. Chi square tests of independence revealed that low-accepted children had more friends who were young in relative age, and high-accepted children had more relatively old friends than expected by random pairing, and that relatively young children had more relatively young friends and relatively old children had more relatively old friends than expected by random pairing. There were some similarities in friendship patterns between the larger data sample and the school adjustment subsample. Peer acceptance influenced friendship patterns in a similar manner, however, there was no significant effect of relative age. Also, high- and average-accepted children had more friends who were young and intermediate in relative age than did relatively young children. High-accepted children also had more relatively old friends than did average and low-accepted children, and average-accepted children had more relatively old friends than did low-accepted children. Chi-square analysis revealed patterns similar to those in the larger sample; high-accepted children had more relatively old friends and low-accepted children had more relatively young friends than expected. There was no significant of relative age on the relative age of children's friends. In the school adjustment subsample, children's attitudes toward math, reading, and science were positively related to math, reading, and science achievement scores. Friendship status was significantly related to children's attitudes toward math and achievement scores. Specifically, if children had at least one friend, they had more positive attitudes toward math and higher average achievement scores. Also, females had more positive attitudes toward math, but not other subjects.
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Tong, Yiu-leong, and 湯耀良. "A study of the impact of friendship on adolescents' adjustment to migration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31250610.

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Wang, Changhua. "Friendship Patterns of Chinese Students and Their Adjustment in the United States." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1364.

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International students who experience difficulties in a new culture are often considered to have suffered a breakdown in their normal healthy psychological functioning, and therefore need therapy and counselling (Pedersen et al, 1976). This study views failure and problems experienced by the sojourner as a result of lack of the necessary new social skills and knowledge. Social networks, particularly friendships, are thus extremely important in that such networks are not only source of social support, but also major channels through which such skills and knowledge are acquired. Guided by social support theories and social skills theories, this study examines the following research questions through the survey and the interview with a sample of Chinese students at Northwest University I and five other universities across the United States. How is adjustment of Chinese students related to their friendship patterns? What are the friendship patterns of Chinese students? What are the primary functions of the friendship patterns of Chinese students? How is the degree of difficulty felt by Chinese students in different social situations related to their friendship patterns? How is social adjustment related to the degree of difficulty felt by Chinese students in different social situations? Some additional questions related to the five research questions were also addressed in this study. The study showed there were different functions for different friendship patterns among Chinese students. Despite different functions, friendships are very important for Chinese in their adjustment to the United States. However, students belonging to the bi-cultural friendship pattern were more satisfied with social as well as academic aspects of their life in this country than those who belong to the mono-cultural friendship pattern. Among different factors contributing to social adjustment, social skills account most for the variance of social adjustment among Chinese students. This study concluded with suggestions for forming institutional policies toward international students in American higher education, training of international students both at the home country and the host country, and advice to prospective international students, particularly Chinese students.
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Holleb, Lauren J. "Social Withdrawal During Middle Childhood: An Exploration of Social Information Processing, Friendship Experiences, and Psychological Adjustment." Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/HollebL2011.pdf.

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久木山, 健一, and Kenichi KUKIYAMA. "大学生の社会的情報処理と友人関係適応の関連." 名古屋大学大学院教育発達科学研究科, 2001. http://hdl.handle.net/2237/3069.

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Waasdorp, Tracy Evian. "Coping with relational aggression within children's close friendships." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 152 p, 2008. http://proquest.umi.com/pqdweb?did=1605136941&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Books on the topic "Friendship adjustment"

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Gliori, Debi. The snowchild. London: Frances Lincoln, 1994.

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The snowchild. New York: Bradbury Press, 1994.

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Savage, Cindy. New friend blues. Worthington, Ohio: Willowisp Press, 1990.

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Kristine, Tomasik, ed. When your friend gets cancer: How you can help. Crowborough: Highland, 1988.

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Kristine, Tomasik, ed. When your friend gets cancer: How you can help. Wheaton, Ill: H. Shaw, 1987.

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Thorpe, Helen. Newcomers: Finding Refuge, Friendship, and Hope in an American Classroom. Scribner, 2017.

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Power, Susannah. Psychological adjustment of children with learning disabilities: Do friends make the difference? 1999.

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The Snowchild. Aladdin, 1998.

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The snowchild. Scholastic, 2000.

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The Snowchild. Sagebrush Education Resources, 1999.

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Book chapters on the topic "Friendship adjustment"

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Lieb, Rebecca. "Executive Functions, Social Impairment, Friendship Quality and Adjustment in HFA with ASD." In Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6435-8_102392-1.

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Lieb, Rebecca. "Executive Functions, Social Impairment, Friendship Quality, and Adjustment in HFA with ASD." In Encyclopedia of Autism Spectrum Disorders, 1888–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102392.

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Gomez, Haylie L., Priya Iyer, Linda L. Batto, and Lauri A. Jensen-Campbell. "Friendships and Adjustment." In Encyclopedia of Adolescence, 1086–94. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_48.

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Gomez, Haylie L., Priya Iyer, Linda L. Batto, and Lauri A. Jensen-Campbell. "Friendships and Adjustment." In Encyclopedia of Adolescence, 1495–504. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_48.

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Fuemmeler, Bernard F., and Larry L. Mullins. "Peer, Friendship Issues, and Emotional Well-Being." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0011.

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The assertion that social relationships contribute to a child’s psychological adjustment, health, and overall well-being is commonly accepted and supported by numerous investigations in the clinical child literature (Erdley, Nangle, Newman, & Carpenter, 2001). A wide variety of social phenomena have been examined, including the association between social and emotional adjustment, social network structure, how children are perceived and accepted by their peer group, and children’s ability to establish friendships and close relationships. Given the importance of peer relationships to emotional well-being, it is surprising that this subject has not received greater attention in the pediatric psycho-oncology literature. Understanding children’s social relationships in the context of cancer is important for four primary reasons. First, many aspects related to having cancer and undergoing treatment for cancer, such as school absence, fatigue, interruptions in play and daily activities, changes in physical appearance, strict medical regimens and their associated adverse side effects, and neurocognitive impairments can increase children’s risk for social adjustment problems. Second, positive peer relationships and social support may facilitate the adjustment of children to the experience of cancer. Third, although understudied in the pediatric literature, having positive social support from peers and friends could potentially influence the course of cancer by enhancing the functioning of the neuroendocrine and immune systems. Finally, with a broader understanding of the relevance of social relationships among children with cancer, targeted interventions can be developed and evaluated for their role on outcomes related to adjustment, quality of life, and mediating mechanisms influencing mortality and morbidity. This chapter provides a general overview of the literature related to the role that peers and friendships have on adjustment and presents a review of the relationship of social support to adjustment and health outcomes. The impact of cancer on peer relationships and friendships also is discussed. The chapter concludes with a presentation of extant literature on interventions that have been developed to promote social adjustment and a discussion of future directions. To begin, a description is provided of the terminology and how social processes are often conceptualized. Such information is presented as a heuristic for future research in pediatric psycho-oncology.
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Parker, Jeffrey G., Jill L. Saxon, Steven R. Asher, and Donna M. Kovacs. "Dimensions of Children's Friendship Adjustment: Implications for Understanding Loneliness." In Loneliness in Childhood and Adolescence, 201–22. Cambridge University Press, 1999. http://dx.doi.org/10.1017/cbo9780511551888.010.

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"Friendship and Social Adjustment of Children With Learning Disabilities." In The Social Dimensions of Learning Disabilities, 103–24. Routledge, 2002. http://dx.doi.org/10.4324/9781410613127-11.

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Bagwell, Catherine L., Andrew F. Newcomb, and William M. Bukowski. "Preadolescent Friendship and Peer Rejection as Predictors of Adult Adjustment." In Interpersonal Development, 267–80. Routledge, 2017. http://dx.doi.org/10.4324/9781351153683-16.

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Treuherz, Nick. "The diffusion and impact of Baron d’Holbach’s texts in Great Britain, 1765–1800." In Radical Voices, Radical Ways. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526106193.003.0006.

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Nicholas Treuherz first looks at the bibliographical data in terms of translations, sales and circulation of d’Holbach’s works as well as press reactions to them. After a thorough description of his methodological approach, he analyses the results of his data processing. He argues that multiple intellectual networks and friendships could have potentially allowed d’Holbach’s texts to penetrate British markets. Then, Treuherz examines how d’Holbach’s texts were read by describing four case studies of British radicals whose reading of the French philosopher’s works was instrumental in circulating his ideas in Britain: William Godwin, Dr John Jebbs, Joseph Priestley and William Hodgson. This review allows Treuherz to shed light on the adjustment of French notions of radicalism to a British context.
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Lai, Meng-Chuan, Stephanie H. Ameis, and Peter Szatmari. "Young Women on the Autism Spectrum." In Adolescents with Autism Spectrum Disorder, edited by Nicholas W. Gelbar, 289–319. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190624828.003.0012.

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Females on the autism spectrum often face unique challenges in social-communication areas, sensory environments, mental health, physical health, gender-related issues and identity development. Autism tends to be less-recognized in females than in males. Anecdotal reports suggest that they may show more social interests and motivation, heightened emotion contagion or affective empathy, increased imagination, more friendships but with different quality, greater camouflaging of social difficulties, and different kinds of narrow interests. The diagnostic processes are independent of sex or gender, but they need to be optimized by taking into account influences from sex and gender (including gendered sociocultural contexts). Optimized support for young women on the autism spectrum is best based on the understanding of their characteristics, targeting resilience and person–environment fit, and taking into account the influences of gendered sociocultural contexts; this often involves not only skill-building and graded exposure for the individual, but more importantly, adjustments to the social and physical environments.
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Reports on the topic "Friendship adjustment"

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Wang, Changhua. Friendship Patterns of Chinese Students and Their Adjustment in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1363.

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