The current study examined three hypotheses about experience in close friendships and psychosocial adjustment. At Time 1, 51 same-sex close friend dyads ( n = 102 friends, 51% female, mean age = 20 years) completed self-report measures and participated in a brief observational assessment. The hypothesis that friendship quality would be associated with clinical symptomatology and self-esteem was supported and indicated that high levels of negative friendship features were positively associated with clinical symptoms, whereas positive features were most strongly associated with self-esteem. The second hypothesis that changes in the friendship would be associated with adjustment one year later (68% participation rate at Time 2) was supported only for interpersonal sensitivity such that perceived negative changes in the relationship predicted increased symptoms. Finally, friends’ perceptions of the features and quality of their relationship were somewhat consistent, yet as hypothesized, discordant perceptions predicted higher symptomatology and lower social support and satisfaction in the relationship. The results highlight the importance of considering both positive and negative aspects of friendship in early adulthood.

Teacher perceptions about students' academic abilities are important for several reasons (e.g., instructional decision making, special education entitlement decisions). Not surprisingly, researchers have investigated the accuracy of teachers' decisions. Although some data reveal that teachers are relatively good judges of academic performance, other findings have suggested otherwise. A likely explanation for conflicting findings is the varying assessment methods (e.g., direct vs. indirect, norm-referenced vs. peer-independent) and different data analysis procedures that have been used across studies. The purpose of this study was to investigate a continuum of teacher-perception assessment methods as they corresponded to students' oral reading fluency performance. Participants included 10 teachers and 87 first, second, and third grade students from a suburban school in the northeast. Overall results suggested that teachers were generally accurate when estimating students' performance when students had strong oral reading fluency skills, but teachers had more difficulty judging students with average to low oral reading fluency. Further, data interpretation of teachers' judgment accuracy differed somewhat depending upon the statistical method employed. Implications, limitations, and suggestions for future research related to this study are discussed.

No abstract

No abstract