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Journal articles on the topic 'Friendship adjustment'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

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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2

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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3

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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5

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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7

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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8

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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9

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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10

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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Véronneau, Marie-Hélène, Sophie-Caroline Trempe, and Alexandra Oliveira Paiva. "Risk and protection factors in the peer context: how do other children contribute to the psychosocial adjustment of the adolescent?" Ciência & Saúde Coletiva 19, no. 3 (March 2014): 695–705. http://dx.doi.org/10.1590/1413-81232014193.17972013.

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As children become adolescents, peers assume greater importance in their lives. Peer experiences can either help them thrive or negatively affect their psychosocial adjustment. In this review article definitions for the types of peer experiences are provided followed by an overview of common psychosocial issues encountered by adolescents. Past research that has pointed to risk and protection factors that emerge from peer experiences during adolescence and the role of peer influences in the context of current issues relevant to adolescent education are discussed. Research suggests that friendships with deviant peers, involvement in bullying and the experience of rejection from the overall peer group are related to adjustment problems, whereas friendships with prosocial and academically oriented peers and social acceptance in the peer group are related to healthy development. Friendship quality, popularity among peers, and involvement in friendship cliques cannot be clearly categorized as either positive or negative influences, because they interact with other factors in shaping the development of adolescents. The promotion of social skills and positive youth leadership as an integral part of the student's learning process in school is recommended.

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12

Okada, Ryo. "Autonomous Friendship Motivation, Self-Disclosure, and Adjustment." Japanese Journal of Personality 15, no. 1 (2006): 52–54. http://dx.doi.org/10.2132/personality.15.52.

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13

Damon, William, Douglas W. Nangle, and Cynthia A. Erdley. "The Role of Friendship in Psychological Adjustment." New Directions for Child and Adolescent Development 2001, no. 91 (2001): i. http://dx.doi.org/10.1002/cd.1.

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14

Glick, Gary C., Amanda J. Rose, Lance P. Swenson, and Erika M. Waller. "Associations of Mothers' Friendship Quality with Adolescents' Friendship Quality and Emotional Adjustment." Journal of Research on Adolescence 23, no. 4 (January 31, 2013): 730–43. http://dx.doi.org/10.1111/jora.12021.

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15

Ackermann, Katharina, Anne Martinelli, Anka Bernhard, Kathrin Ueno, Christine M. Freitag, Gerhard Büttner, Florian Schmiedek, and Christina Schwenck. "Validation of the Network of Relationship Inventory in Female and Male Adolescents." European Journal of Psychological Assessment 36, no. 2 (March 2020): 220–28. http://dx.doi.org/10.1027/1015-5759/a000508.

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Abstract. Friendships and their different qualities have been shown to be important for adolescents’ socio-emotional development and psychological adjustment. In empirical research on such friendship qualities, the Network of Relationship Inventory – Relationship Quality Version (NRI-RQV) is a widely used questionnaire. Here, we conduct an extensive validation of a German version of the NRI-RQV, investigating its factor structure, reliability, and concurrent validity, in a sample of N = 679 adolescents aged 13–18 years. Applying multigroup confirmatory factor analysis, we further test whether the factor structure of the friendship quality construct holds across groups of males and females. Results showed that a structure with nine correlated first-order factors fit the data well, indicating nine distinct friendship qualities in males and females. Measurement invariance testing suggested the same underlying friendship quality construct, albeit differences in mean scores per gender. As evidence for concurrent validity, closeness and discordant friendship qualities showed expected correlations with empathy and social problems, respectively, but not with aggressive behavior. Overall, results indicate good psychometric properties for the German version of the NRI-RQV as a measure of friendship qualities in both males and females.

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Kouvava, Sofia, Ekaterini Antonopoulou, and Ekaterini Maridaki-Kassotaki. "Φιλικές σχέσεις μαθητών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (ΔΕΠ-Υ) στο δημοτικό σχολείο." Preschool and Primary Education 4, no. 2 (November 17, 2016): 276. http://dx.doi.org/10.12681/ppej.8577.

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<p>Friendship is a dyadic relationship between two individuals, based on mutual affection and reciprocity. It is a voluntary bond co-created by two friends who expect to share an intimate, mutually rewarding experience with commitment, support and validation. In childhood, friends serve as playmates; in adolescence, they are viewed as confidants who provide emotional closeness. Having friends seems to mitigate the consequences of peer rejection and buffer against adjustment problems. Friendships vary in quality and stability. Regarding quality, some friendships possess positive features, such as validation, caring and trust, while others have negative features, such as conflict, antagonism and competition. Regarding stability, although the average friendship lasts for about one year, significant variability exists. Children with ADHD often experience peer relationship difficulties, mainly due to their social skills deficits. Research evidence suggests that the majority of children with ADHD have no reciprocated friends and that their friendships are less stable and of lower quality, while they prefer to be friends with other children with the same disorder. Research evidence looking at friendships and friendship quality of ADHD pupils attending inclusive settings is limited. This study examines friendships and perceptions of friendship quality of children with and without ADHD, attending inclusive public primary schools in Greece. Data regarding friendship stability and other characteristics of friendships of pupils with ADHD were also collected. One hundred and two typically developing children and22 children diagnosed with ADHD (mean age =9.51, <em>s.d</em>.= 1.30, age range: 8 to 12 years), named their friend(s) and their very best friend, using a sociometric nomination procedure; additionally, children responded to the Greek version of the <em>Friendship Quality Questionnaire</em>. Moreover, variables such as the number of the participants’ mutual friends, their friends’ characteristics and friendship duration were examined. The participating children were informed of the purpose of the study and were given appropriate instructions for completing the questionnaires individually. Data collection took place at pupils’ schools and children were engaged for approximately 30 minutes. The results showed that the majority of pupils with ADHD had few friends and even fewer mutual friendships than their typically developing peers. An interesting result of the present study, not in line with previous research evidence, is that ADHD children do not choose peers with disabilities to be their friends. Friendships of children with ADHD, as compared to those of typically developing peers, were of short duration. However, both ADHD children and their peers tend to attribute positive features to their friendships which are characterized by intimacy and support. Taking into consideration the importance of friendships in one’s life, as well as the fact that this research area has attracted little attention in Greece, further investigation is required.</p>

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17

Fordham, Kathryn, and Joan Stevenson‐Hinde. "Shyness, Friendship Quality, and Adjustment During Middle Childhood." Journal of Child Psychology and Psychiatry 40, no. 5 (July 1999): 757–68. http://dx.doi.org/10.1111/1469-7610.00491.

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Bukowski, William M., Betsy Hoza, and Michel Boivin. "Popularity, friendship, and emotional adjustment during early adolescence." New Directions for Child and Adolescent Development 1993, no. 60 (1993): 23–37. http://dx.doi.org/10.1002/cd.23219936004.

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19

Berndt, Thomas J. "Friendship and three A’s (aggression, adjustment, and attachment)." Journal of Experimental Child Psychology 88, no. 1 (May 2004): 1–4. http://dx.doi.org/10.1016/j.jecp.2004.03.004.

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20

Davidson, Alice J., Kimberly A. Updegraff, and Susan M. McHale. "Parent/peer relationship patterns among Mexican-origin adolescents." International Journal of Behavioral Development 35, no. 3 (March 10, 2011): 260–70. http://dx.doi.org/10.1177/0165025410384926.

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This study examined patterns of mothers’ and fathers’ acceptance and youths’ friendship intimacy among 246 Mexican-origin 7th graders. Three patterns were identified using mixture modeling: (a) low mother and father acceptance, and average friendship intimacy (Low Parent Profile); (b) average mother acceptance, high father acceptance and friendship intimacy (Positive Profile); and (c) high mother acceptance, average father acceptance, and low friendship intimacy (Low Friend Profile). Profiles differed with respect to cultural characteristics and youth adjustment. Findings demonstrated the benefit of a person-oriented approach to illuminate how parental and peer experiences are connected in different ways for different youth and are linked with youth adjustment. Results highlighted the need for research to attend to the unique cultural experiences of minority youth.

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Akin, Umran, Ahmet Akin, and Erol Uğur. "Mediating Role of Mindfulness on the Associations of Friendship Quality and Subjective Vitality." Psychological Reports 119, no. 2 (July 28, 2016): 516–26. http://dx.doi.org/10.1177/0033294116661273.

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This research investigated the mediator role of mindfulness on the relationship between friendship quality and subjective vitality. Participants were 273 university students ( M age = 21 years, SD = 1.1) who completed a questionnaire package that included the Friendship Quality Scale, the Cognitive and Affective Mindfulness Scale, and the Subjective Vitality Scale. Both mindfulness and subjective vitality were correlated positively with friendship quality and subjective vitality was correlated positively with mindfulness. Mindfulness mediated the relationship between friendship quality and subjective vitality. Together, the findings illuminate the importance of friendship quality in psychological and cognitive adjustment.

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22

Danby, Susan, Catherine Thompson, Maryanne Theobald, and Karen Thorpe. "Children's strategies for making friends when starting school." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 63–71. http://dx.doi.org/10.1177/183693911203700210.

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STARTING SCHOOL IS A critical and potentially stressful time for many young children, and having supportive relationships with parents, teachers and peers and friends offer better outcomes for school adjustment and social relationships. This paper explores matters of friendship when young children are starting school, and how they initiate friendships. In audio-recorded conversations with researchers, the children proposed a number of strategies, including making requests, initiating clubs and teams, and peer intervention to support a friend. Their accounts drew on social knowledge and relational understandings, and showed that having someone, a friend, to play with was important for starting school. Children gave serious attention to developing strategies to initiate friendships.

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Erdley, Cynthia A., Douglas W. Nangle, Julie E. Newman, and Erika M. carpenter. "Children's Friendship Experiences and Psychological Adjustment: Theory and Research." New Directions for Child and Adolescent Development 2001, no. 91 (2001): 5. http://dx.doi.org/10.1002/cd.3.

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Bagwell, Catherine, Michelle Schmidt, Andrew Newcomb, and William Bukowski. "Friendship and Peer Rejection as Predictors of Adult Adjustment." New Directions for Child and Adolescent Development 2001, no. 91 (2001): 25. http://dx.doi.org/10.1002/cd.4.

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Glick, Gary C., and Amanda J. Rose. "Prospective associations between friendship adjustment and social strategies: Friendship as a context for building social skills." Developmental Psychology 47, no. 4 (2011): 1117–32. http://dx.doi.org/10.1037/a0023277.

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CHISHIMA, YUTA, and TATSUYA MURAKAMI. "Relation Between Acceptance of Kyara in Friendship and Psychological Adjustment :." Japanese Journal of Educational Psychology 64, no. 1 (2016): 1–12. http://dx.doi.org/10.5926/jjep.64.1.

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27

Erath, Stephen A., Kelly S. Flanagan, and Karen L. Bierman. "Early Adolescent School Adjustment: Associations with Friendship and Peer Victimization." Social Development 17, no. 4 (November 2008): 853–70. http://dx.doi.org/10.1111/j.1467-9507.2008.00458.x.

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Bagwell, Catherine L., Andrew F. Newcomb, and William M. Bukowski. "Preadolescent Friendship and Peer Rejection as Predictors of Adult Adjustment." Child Development 69, no. 1 (February 1998): 140. http://dx.doi.org/10.2307/1132076.

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Bagwell, Catherine L., Andrew F. Newcomb, and William M. Bukowski. "Preadolescent Friendship and Peer Rejection as Predictors of Adult Adjustment." Child Development 69, no. 1 (February 1998): 140–53. http://dx.doi.org/10.1111/j.1467-8624.1998.tb06139.x.

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30

Witkow, Melissa R., Nicolette P. Rickert, and Laura E. Cullen. "Daily School Context of Adolescents' Single Best Friendship and Adjustment." Journal of Genetic Psychology 178, no. 2 (March 4, 2017): 119–32. http://dx.doi.org/10.1080/00221325.2017.1286631.

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31

Hoza, Betsy, Brooke S. G. Molina, William M. Bukowski, and Lorrie K. Sippola. "Peer variables as predictors of later childhood adjustment." Development and Psychopathology 7, no. 4 (1995): 787–802. http://dx.doi.org/10.1017/s0954579400006842.

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AbstractThis study examined the relation between children's peer relationships and teacher-rated psychological adjustment. A number of shortcomings in the peer literature were addressed by: (a) employing carefully delineated peer variables (passive isolation, rejected isolation, aggressive-disruptive, peer preference, mutual friendship); (b) employing a data analytic strategy that permitted simultaneous examination of main effects of and interactions among peer variables; (c) using an outcome measure that is well-normed for children and widely used in studies of adjustment; and (d) controlling for outcome measures' autocorrelations across time points. For 236 school children in the third, fourth, and fifth grades, concurrent associations were examined between these peer variables and internalizing and externalizing problems. Longitudinal associations were examined over a period of 2 years. In so doing, we found that passive isolation was a risk factor for internalizing problems, and rejected isolation was marginally predictive of externalizing problems. Furthermore, we found complex moderating effects of mutual friendship, such that children who were not isolated may derive benefits from having a close mutual friend, but the results were not clear for children with poor peer-group relationships. Much additional research is needed to further clarify these findings.

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Schwartz-Mette, Rebecca A., Hannah R. Lawrence, Jessica Shankman, Eliot Fearey, and Aubrey Dueweke. "Birds of a Feather Want to Talk Together: The Impact of Depressive Symptoms on Initial Stages of Friendship Formation in Older Adolescence." Journal of Social and Clinical Psychology 37, no. 10 (December 2018): 769–93. http://dx.doi.org/10.1521/jscp.2018.37.10.769.

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Introduction: Peer relationships play a vital role in adolescents’ lives and are considered to be especially critical for youth who experience elevated depressive symptoms. Unfortunately, depressed youth tend to have difficulties with existing friendships (e.g., fewer and lower quality friendships), which may exacerbate their symptoms. Little is known, however, about how depressed youth approach the initial stages of friendship formation, which may have implications for the types of social support they can access. Method: Using a conversation task designed to build intimacy, older adolescents (N = 228, M age = 19.54 years) with and without elevated depressive symptoms interacted with a previously unknown, same-gender partner. Results: Results suggested that adolescents with elevated symptoms experienced interactions differently (e.g., speculated more about their conversation partner and thought their partner was speculating more about them, experienced more negative affect) than nondepressed peers. The depression status of the potential friend also mattered, as participants paired with partners of similar emotional adjustment status wanted to talk more and felt closer to one another than did mismatched partners. Discussion: Findings underscore that depressive symptoms impact even the earliest stages of friendship formation. From the perspective of interpersonal theories of depression, implications for bolstering depressed adolescents’ relationships are discussed.

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French, Doran C., Elizabeth A. Jansen, Meta Riansari, and Kusdwiratri Setiono. "Friendships of Indonesian Children: Adjustment of Children Who Differ in Friendship Presence and Similarity Between Mutual Friends." Social Development 12, no. 4 (November 2003): 605–21. http://dx.doi.org/10.1111/1467-9507.00251.

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Güroğlu, Berna, Cornelis F. M. van Lieshout, Gerbert J. T. Haselager, and Ron H. J. Scholte. "Similarity and Complementarity of Behavioral Profiles of Friendship Types and Types of Friends: Friendships and Psychosocial Adjustment." Journal of Research on Adolescence 17, no. 2 (May 2007): 357–86. http://dx.doi.org/10.1111/j.1532-7795.2007.00526.x.

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Lavallee, Kristen L., and Jeffrey G. Parker. "The Role of Inflexible Friendship Beliefs, Rumination, and Low Self-worth in Early Adolescents’ Friendship Jealousy and Adjustment." Journal of Abnormal Child Psychology 37, no. 6 (April 1, 2009): 873–85. http://dx.doi.org/10.1007/s10802-009-9317-1.

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36

Ladd, Gary W., Becky J. Kochenderfer, and Cynthia C. Coleman. "Friendship Quality as a Predictor of Young Children's Early School Adjustment." Child Development 67, no. 3 (June 1996): 1103. http://dx.doi.org/10.2307/1131882.

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Buhrmester, Duane. "Intimacy of Friendship, Interpersonal Competence, and Adjustment during Preadolescence and Adolescence." Child Development 61, no. 4 (August 1990): 1101. http://dx.doi.org/10.2307/1130878.

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38

Hotta, Jean, and Stella Ting-Toomey. "Intercultural adjustment and friendship dialectics in international students: A qualitative study." International Journal of Intercultural Relations 37, no. 5 (September 2013): 550–66. http://dx.doi.org/10.1016/j.ijintrel.2013.06.007.

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39

Ong, Sing Yee, Samsilah Roslan, Nor Aniza Ahmad, Ahmad Fauzi Mohd Ayub, Chen Lee Ping, Zeinab Zaremohzzabieh, and Seyedali Ahrari. "A Mixed-Methods Evaluation of Parent-Assisted Children’s Friendship Training to Improve Social Skills and Friendship Quality in Children with Autism in Malaysia." International Journal of Environmental Research and Public Health 18, no. 5 (March 4, 2021): 2566. http://dx.doi.org/10.3390/ijerph18052566.

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Background: This study evaluates the effectiveness of parent-assisted children’s friendship training intervention for enhancing friendship quality and social skills among children with autism spectrum disorders (ASD). We conducted a quasi-experimental study to investigate the effective outcomes of social skills and friendship quality in the pre-and post-parent-assisted CFT intervention phases; Methods: to conduct a 12-week field session, 30 children with their parents were selected. The Social Skills Improvement System Rating Scales and the Quality of Play Questionnaire-Parent were used to assess the effectiveness of the parent-assisted children’s friendship training during pre-and post-intervention. A semi-structured interview with parents was conducted at the end of the session; Results: findings revealed that intervention improved the social skills of these children. Additionally, the friendship quality of children with ASD improved before and after the intervention, however, engagement remained unchanged. Parents also showed some sort of improvement after the session as they reported a heightened sense of fear and resistance, awareness, learning and adjustment, change is not easy, and identifying support; Conclusions: there was clear evidence that children with ASD benefitted from parent-assisted CFTs in terms of social skills and friendship quality. However, larger and controlled studies are required to draw firm conclusions about this kind of intervention.

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Vaillancourt, Marie Claire, Alexandra Oliveira Paiva, Marie-Hélène Véronneau, and Thomas J. Dishion. "How Do Individual Predispositions and Family Dynamics Contribute to Academic Adjustment Through the Middle School Years? The Mediating Role of Friends’ Characteristics." Journal of Early Adolescence 39, no. 4 (May 29, 2018): 576–602. http://dx.doi.org/10.1177/0272431618776124.

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This study examined the mediating effect of friends’ characteristics (problem behavior and academic achievement) in the association between students’ background (family and individual factors) and later academic adjustment, as operationalized by problem behavior and academic achievement. We recruited 998 participants in three public middle schools and used three annual waves of data collection (Grades 6, 7, and 8). We found that students’ own academic achievement and problem bahvior are predictors of later adjustment. Friendship choices are identified as a mediation mechanism that contributes to consistent adjustment from the beginning to the end of middle school. Specifically, high-achieving students in Grade 6 tend to associate with high-achieving friends and are unlikely to associate with friends who exhibit problem behavior in Grade 7, which results in continued achievement in Grade 8. Associating with high-achieving friends in Grade 7 also mediated the link between adolescent problem behavior in Grade 6 and academic achievement by Grade 8. Friends’ characteristics in Grade 7 did not mediate the effect of any family factor measured in Grade 6. In general, our results suggest friendship selection is central to sustained success throughout the middle school years.

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Bagwell, Catherine L., Sarah E. Bender, Cristina L. Andreassi, Tracy L. Kinoshita, Staci A. Montarello, and Jason G. Muller. "Friendship quality and perceived relationship changes predict psychosocial adjustment in early adulthood." Journal of Social and Personal Relationships 22, no. 2 (April 2005): 235–54. http://dx.doi.org/10.1177/0265407505050945.

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蒋, 悦. "Longitudinal Study on Emotional Adjustment and Friendship Quality of Left-Behind Children." Advances in Psychology 10, no. 10 (2020): 1552–60. http://dx.doi.org/10.12677/ap.2020.1010181.

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Shell, Madelynn D., and Tiffany N. Absher. "Effects of shyness and friendship on socioemotional adjustment during the college transition." Personal Relationships 26, no. 3 (August 29, 2019): 386–405. http://dx.doi.org/10.1111/pere.12285.

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Pittman, Laura D., and Adeya Richmond. "University Belonging, Friendship Quality, and Psychological Adjustment During the Transition to College." Journal of Experimental Education 76, no. 4 (July 2008): 343–62. http://dx.doi.org/10.3200/jexe.76.4.343-362.

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Oetomo, Patricia Febriani, Listyo Yuwanto, and Soerjantini Rahaju. "Faktor Penentu Penyesuaian Diri pada Mahasiswa Baru Emerging Adulthood Tahun Pertama dan Tahun Kedua." Jurnal Ilmiah Psikologi MIND SET 8, no. 02 (May 27, 2019): 67–77. http://dx.doi.org/10.35814/mindset.v8i02.325.

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Problems that faced by the new college students both in the first year and second year in adjusting to college are friendship issues, lack of confidence, communication with others, anxious during exams and presentations, and more. The existence of various problems faced makes the individual experiencing barriers to adjust to the new environment. Therefore, this research is conducted to find out the determinants of adjustment for new students, especially for new students in the first year and second year in the development stage of emerging adulthood. The sample of this study amounted to 197 students who are new students in the first year and second year at the University of Surabaya by using sampling technique proportional stratified incidentally. The data collection method was using questionnaire of self-adjustment determinants and a self-adjustment questionnaire from Baker and Siryk (1986). The results showed of the 36 factors that formulated based on elicitation theory and interview with respondents finally forms 5 new factors. The new factors that determine the adjustment of new students are academic anxiety, competence and motivation, physical and psychological barriers, friendship, and openness and confidence. Dominant factors that can predict the ability of individuals to adjust themselves are physical and psychological barriers. This factor can affect the individual in solving the problems they face and become a barrier of themselves to adjust to the new environment.

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Malay, Elok Dianike, and Aulia Nataningsih. "Does The Use Of Social Network Service LINE Affect First-Year College Students’ Social Adjustment?" Jurnal Psikologi Sosial 18, no. 1 (February 21, 2020): 30–38. http://dx.doi.org/10.7454/jps.2020.05.

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This study examined the influence of social networking service (SNS) usage, especially LINE, on the first-year college students’ social adjustment in Indonesia. This correlational, non-experimental field study used an electronic questionnaire to measure 120 first-year college students’ social adjustment (using the Social Adjustment subscale of Student Adaptation to College Questionnaire/ SACQ) and data on LINE usage. Linear regression analysis showed that LINE usage affected students’ social adjustment. The number of actual friends in LINE and propensity to use LINE to collaborate with other students positively predicted social adjustment. On the other hand, the number of college friends in LINE did not contribute significantly to their social adjustment. These results give more evidence of the effect of SNS, especially LINE, on the first-year college students’ social adjustment in their campus. However, it is important to realize that SNS would give a beneficial effect if students could develop a real friendship and use it for collaborative activities.

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Calhoun, Casey D., Sarah W. Helms, Nicole Heilbron, Karen D. Rudolph, Paul D. Hastings, and Mitchell J. Prinstein. "Relational victimization, friendship, and adolescents' hypothalamic–pituitary–adrenal axis responses to an in vivo social stressor." Development and Psychopathology 26, no. 3 (July 22, 2014): 605–18. http://dx.doi.org/10.1017/s0954579414000261.

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AbstractAdolescents' peer experiences may have significant associations with biological stress-response systems, adding to or reducing allostatic load. This study examined relational victimization as a unique contributor to reactive hypothalamic–pituitary–adrenal (HPA) axis responses as well as friendship quality and behavior as factors that may promote HPA recovery following a stressor. A total of 62 adolescents (ages 12–16; 73% female) presenting with a wide range of life stressors and adjustment difficulties completed survey measures of peer victimization and friendship quality. Cortisol samples were collected before and after a lab-based interpersonally themed social stressor task to provide measures of HPA baseline, reactivity, and recovery. Following the stressor task, adolescents discussed their performance with a close friend; observational coding yielded measures of friends' responsiveness. Adolescents also reported positive and negative friendship qualities. Results suggested that higher levels of adolescents' relational victimization were associated with blunted cortisol reactivity, even after controlling for physical forms of victimization and other known predictors of HPA functioning (i.e., life stress or depressive symptoms). Friendship qualities (i.e., low negative qualities) and specific friendship behaviors (i.e., high levels of responsiveness) contributed to greater HPA regulation; however, consistent with theories of rumination, high friend responsiveness in the context of high levels of positive friendship quality contributed to less cortisol recovery. Findings extend prior work on the importance of relational victimization and dyadic peer relations as unique and salient correlates of adaptation in adolescence.

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Collibee, Charlene, Amanda J. LeTard, and Julie Wargo Aikins. "The Moderating Role of Friendship Quality on Associations Between Autonomy and Adolescent Adjustment." Journal of Early Adolescence 36, no. 2 (December 22, 2014): 251–66. http://dx.doi.org/10.1177/0272431614562837.

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YOU, JI-IN, and AMY BELLMORE. "Relational peer victimization and psychosocial adjustment: The mediating role of best friendship qualities." Personal Relationships 19, no. 2 (May 23, 2011): 340–53. http://dx.doi.org/10.1111/j.1475-6811.2011.01365.x.

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Laursen, Brett, William M. Bukowski, Kaisa Aunola, and Jari-Erik Nurmi. "Friendship Moderates Prospective Associations Between Social Isolation and Adjustment Problems in Young Children." Child Development 78, no. 4 (July 2007): 1395–404. http://dx.doi.org/10.1111/j.1467-8624.2007.01072.x.

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