Friendships in Childhood

Asher, Steven R.; Weeks, Molly S.

doi:10.1017/9781316417867.011

Cited by 10 publications

(14 citation statements)

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“…It is important to note that peer dysfunction encapsulates a wide range of dimensions and behaviors (e.g., trouble making friends, victimization, unpopularity, lack of close friendships) and the observed associations between adolescent peer dysfunction and adult depressive symptoms could be specific to certain aspects of peer dysfunction. Different dimensions of peer dysfunction are differentially associated with interpersonal skills, competencies, and outcomes (Asher & Weeks, 2018). For example, one study found that the strength of dyadic friendships (but not broader popularity) in mid-adolescence predicted depressive symptoms in early adulthood (Narr et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Prospectively Predicting Adult Depressive Symptoms from Adolescent Peer Dysfunction: a Sibling Comparison Study

Funkhouser

Ashaie

Gameroff

et al. 2022

Res Child Adolesc Psychopathol

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Previous studies have shown that peer dysfunction in adolescence predicts depression in adulthood, even when controlling for certain individual-and/or family-level characteristics. However, these studies have not controlled for numerous potential familial confounders, precluding causal inferences. The present study therefore used a sibling comparison design (i.e., comparing siblings within families) to test whether peer dysfunction (e.g., lack of friendships, victimization) in adolescence continues to predict depression in adulthood after accounting for unmeasured familial confounds and individual characteristics in adolescence. Participants' (N = 85) dysfunction with peers was assessed in adolescence (M age = 13.21, SD = 3.47) by self-and parent-report, and adult depressive symptoms were assessed up to five times, up to 38 years later. Multilevel modeling was used to examine the effect of adolescent peer dysfunction on adult depressive symptoms after adjusting for familial confounds and/or individual characteristics in adolescence (e.g., baseline depressive symptoms, dysfunctional relations with siblings/parents). Both self-reported (b = 1.28, p < 0.001) and parent-reported (b = 0.56, p = 0.032) adolescent peer dysfunction were associated with greater depressive symptom severity in adulthood in unadjusted models. Self-reported (but not parent-reported) adolescent peer dysfunction continued to predict adult depressive symptoms after controlling for familial confounding and measured covariates such as adolescent depressive symptoms and relations with siblings and parents (b = 1.06, p = 0.035). Although confidence intervals were wide and the potentially confounding effects of numerous individual-level factors were not ruled out, these findings provide preliminary evidence that perceived peer dysfunction in adolescence may be an unconfounded risk factor for depressive symptoms in adulthood.

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Section: Discussionmentioning

confidence: 99%

Prospectively Predicting Adult Depressive Symptoms from Adolescent Peer Dysfunction: a Sibling Comparison Study

Funkhouser

Ashaie

Gameroff

et al. 2022

Res Child Adolesc Psychopathol

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“…Of course, friendships also involve negative experiences. The most commonly studied negative feature of friendship is conflict, or the extent to which friends disagree and fight (Asher & Weeks, 2018). Other negative features include psychological control (Padilla‐Walker et al, 2015), overprotection (Etkin & Bowker, 2018), jealousy (Lavallee & Parker, 2009), and rivalry (Berndt, 2004).…”

Section: Friendship In Childhood and Adolescencementioning

confidence: 99%

“…Engaging in high levels of withdrawal—for example, spending a lot of time alone—might restrict interactions with friends, which may be associated with a friendship characterized by lower companionship (Biggs et al, 2012). Withdrawal may also limit opportunities for self‐disclosure, which is a defining feature of friendship (Asher & Weeks, 2018; Asher et al, 1996). The extent to which adolescents engage in self‐disclosure is tightly tied to the intimacy of their friendships (Bauminger et al, 2008).…”

Section: Friendship In Childhood and Adolescencementioning

confidence: 99%

“…Beyond whether or not a child has a friend, it is also important to consider the quality of the relationship (Hartup, 1996). The quality of a friendship comprises both the provisions, or benefits, that the relationship confers, as well as the processes, or interactions, between the friends (Asher & Weeks, 2018). Both children and adolescents identify companionship, that is, spending time and having fun together, as a core provision of friendship (Bukowski et al, 1994).…”

Section: Friendship In Childhood and Adolescencementioning

confidence: 99%

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Associations between interpersonal behavior and friendship quality in childhood and adolescence: A meta‐analysis

et al. 2021

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This meta-analysis examined concurrent associations between aggression, withdrawal, assertion, and prosocial behavior and each of positive and negative friendship quality across studies with 22,657 children and adolescents (M age = 11.71 years; 51.7% girls; 67.7% White). Studies were published between 1995 to 2021 and 32.4% were conducted outside of North America. Aggression was linked to more negative, r = .

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“…Los resultados indicados están alineados con la literatura que revela diferencias de género en las experiencias sociales entre pares (Asher & Weeks, 2018;Rubin et al, 2015). Las chicas suelen estar más implicadas en el uso de agresiones relacionales o sociales, manifestado, por ejemplo, por comportamientos de exclusión, gossip negativo y amenazas verbales, llevando estos comportamientos a más rechazo para las chicas que así se comportan (Gifford-Smith & Brownell, 2003).…”

Section: Discusión Yconclusionesunclassified

Razones de desagrado en las chicas de cuarto, sexto y octavo curso, en Portugal

Freire¹,

Gamboa²,

Bacete³

2019

Revista INFAD de Psicología

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Los estudios sobre las relaciones entre iguales han reportado los beneficios positivos para eldesarrollo social y emocional y además para el ajuste escolar. Sin embargo, ciertas características llevan a qué algunos alumnos sean menos aceptados por sus iguales. Algunos estudios sugieren que hay diferencias entre géneros: las chicas establecen más frecuentemente relaciones de amistad cercana entre díadas y triadas mientras que las de los chicos se producen más probablemente en una red social más amplia. Además, las relaciones entre agresión y estatus social parecen diferir entre género: las chicas utilizan más la agresión relacional o social, manifestada por comportamientos de exclusión, gossip negativo y amenazas verbales y estos comportamientos son considerados menos adecuados llevando a más rechazo para las chicas que así se comportan. Así, comprender los motivos por los cuales las chicas y chicos rechazan a sus iguales es muy importante pues permite señalar los aspectos más valorados en la interacción y relación con los otros a más de mejorar las intervenciones que tienen como objetivo la integración en el grupo de iguales.En este trabajo buscamos identificar los motivos señalados por las chicas para no escoger a un compañero para jugar o estar en el recreo. Respondieron al cuestionario sociométrico 841 alumnos (418 chicas) de tres cursos escolares: 126 chicas en 4º curso, 83 chicas en 6º curso y 209 chicas en 8º curso. La análisis de contenido de 1272 motivos, con base en una categorización preestablecida ha revelado que, en general, los motivos más referidos por chicas y chicos están relacionados con el comportamiento del alumno objeto de elección negativa. Sin embargo, las chicas refieren a más motivos relacionados con Comportamientos Agresivos, en particular los que si relacionan con Intimidación.

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Friendships in Childhood

Cited by 10 publications

References 0 publications

Prospectively Predicting Adult Depressive Symptoms from Adolescent Peer Dysfunction: a Sibling Comparison Study

Prospectively Predicting Adult Depressive Symptoms from Adolescent Peer Dysfunction: a Sibling Comparison Study

Associations between interpersonal behavior and friendship quality in childhood and adolescence: A meta‐analysis

Razones de desagrado en las chicas de cuarto, sexto y octavo curso, en Portugal

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