Children's written descriptions of friendship: A multidimensional analysis.

Bigelow, Brian J.; Gaipa, John J. La

doi:10.1037/0012-1649.11.6.857

Cited by 156 publications

(101 citation statements)

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“…The construction of the measures and coding schemes required the advance specification of friendship expectations We reviewed previous interview studies (Austin & Thompson, 1948;Bigelow, 1977;Bigelow & LaGaipa, 1975;Livesley & Bromley, 1973) and extracted the terms most commonly used by children to describe friends or liked persons. To reduce this list to a manageable set, we grouped these characteristics into conceptually similar sets.…”

Section: List Of Friendship Expectationsmentioning

confidence: 99%

Children's conceptions of friendship: A multimethod study of developmental changes.

Furman

Bierman

1984

Developmental Psychology

144

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Although previous research has examined the development of children's conceptions of friendship, two major limitations currently exist. First, previous investigators have relied principally on a single methodological approach-the open-ended interview. Second, little is known about children's expectations of other peer relationships or how friendship expectations are distinguished from them. These two issues were addressed in the present study by administering second-, fourth-, and sixth-grade children three measures: (a) an open-ended interview, (b) a storyrecognition task, and (c) a questionnaire about the importance of different characteristics to friendships and acquaintances. In general, friendship expectations based on dispositional characteristics increased in saliency with age, whereas characteristics referring to overt behaviors remained constant. Several substantive differences were found among the three measures. Children recognized the importance of different friendship expectations before spontaneously reporting them in the interview. Moreover, the recognition tasks yielded a more complete set of friendship expectations than the interview did. Finally, children of all ages differentiated between expectations for friends and acquaintances, but the degree of differentiation increased with age.

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Section: List Of Friendship Expectationsmentioning

confidence: 99%

Children's conceptions of friendship: A multimethod study of developmental changes.

Furman

Bierman

1984

Developmental Psychology

144

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“…These children may have recently developed the capability of understanding explicitly given self-presentational motives, as shown by Banerjee & Yuill (submitted manuscript), but evidence suggests that self-presentational concerns are not motivationally salient at this age. For example, social evaluation is not included by children under 8 in their lists of worries (Vasey, Crnic, & Carter, 1994), nor is it considered to be a function of friends until age 8 (Bigelow & La Gaipa, 1975). The present study will help to cast some light on the possibility of a lag between the cognitive ability to understand self-presentational goals and the motivational salience of such goals.…”

Section: Introductionmentioning

confidence: 99%

Children's explanations for self-presentational behaviour

Banerjee

Yuill

1999

Eur. J. Soc. Psychol.

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Previous research has underestimated children's capacity to understand the selfpresentational behaviour of other people. We argue from recent research in mental-state understanding that 8-year-olds should be able to attribute self-presentational motives in order to explain others' behaviour. In the present study, children aged 6 to 11 years heard stories involving emotion-masking displays and were then asked to explain the motivations for those displays. Results supported our prediction.

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“…The skills needed for successful friendships are especially important to consider given that adolescents tend to have clear expectations for how their friends should behave and treat them, and these expectations are greater for friends than for non-friends (Bigelow and La Gaipa 1975;1980). Youth must possess the skills to avoid certain transgressions, such as being unreliable when making plans, betraying their friend, or failure to provide help or emotional support (MacEvoy and Asher 2012).…”

Section: Friendship As a Marker Of Social Competence Distinct From Pementioning

confidence: 99%

Are Peer Status, Friendship Quality, and Friendship Stability Equivalent Markers of Social Competence?

Flannery

Smith

2016

Adolescent Res Rev

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The definition of social competence is much debated among researchers. It is common to assess social competence based on relational outcomes, instead of individual traits, as it is believed that social competence underlies an individual's success in achieving these outcomes. Common indicators of social competence among adolescents include peer group status, friendship quality, and friendship stability. Researchers have recently paid increased attention to the different social skills needed to attain different forms of peer status (i.e., peer acceptance vs. popularity), but a similar level of attention has not been paid to the distinction between social skills needed for peer status compared with friendship success. In the current review, we call for increased attention to this distinction. In addition, we argue that social competence should be viewed in light of adolescents' personal social goals (e.g., whether they prioritize status over friendships), and their ability to effectively attain those goals. Finally, we argue that whereas friendship quality is a good marker of social competence, friendship stability is a poor marker of social competence because ending a friendship may actually be an indicator of social savvy in some instances.

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Children's written descriptions of friendship: A multidimensional analysis.

Cited by 156 publications

References 0 publications

Children's conceptions of friendship: A multimethod study of developmental changes.

Children's conceptions of friendship: A multimethod study of developmental changes.

Children's explanations for self-presentational behaviour

Are Peer Status, Friendship Quality, and Friendship Stability Equivalent Markers of Social Competence?

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