Friendships: The Power of Positive Alliance

Majors, Karen

doi:10.1007/978-94-007-2147-0_8

Cited by 30 publications

(5 citation statements)

References 15 publications

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“…In my view, the emphasis given to play by all the children including the older ones in this research is because play is a developmental phenomenon with ‘adaptive functions’ in terms of learning, cooperation and socialisation (Bjorklund, 2007). It is possible that children’s play with imaginary companions helped them to achieve some of the developmental tasks of middle childhood (Majors, 2012). These include the ability for sustained play and games with other children, learning to initiate and sustain friendships with others and coping with the making and breaking of friendships that can be typical in middle childhood.…”

Section: Discussionmentioning

confidence: 99%

Children’s perceptions of their imaginary companions and the purposes they serve: An exploratory study in the United Kingdom

Majors

2013

Childhood

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Imaginary companions of school age children are a relatively unexplored phenomenon. This article reports on a qualitative study carried out in the UK investigating British children's perceptions of their imaginary companions. Eight children aged between 5 and 11 years were interviewed. Interpretative Phenomenological Analysis was used to explore individual and cross-case themes. It was found that imaginary companions provided friendship, playmates and entertainment, enabling children to overcome times of boredom and loneliness. They appeared to provide a level of wish fulfilment for some children. Children's interactions with their imaginary companions provided support when there were problem situations in the children's lives.

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Section: Discussionmentioning

confidence: 99%

Children’s perceptions of their imaginary companions and the purposes they serve: An exploratory study in the United Kingdom

Majors

2013

Childhood

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“…In the affective domain, positive relations with peers, teachers, and parents provide acceptance and emotional support. With respect to peers, most adolescents would want to forge close friendships and integrate into a friendship network (Majors, 2011). These networks give them reassurances of worth and the necessary bonds to meet their social and leisure needs.…”

Section: Discussionmentioning

confidence: 99%

Exploring Associations of Positive Relationships and Adolescent Well-Being Across Cultures

Chue

Yeo

2022

Youth & Society

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A recurrent dimension occurring in wellbeing models pertains to positive relationships of individuals. Yet there is little information elucidating the link between positive relationships and subjective wellbeing in different cultures. Thus, the aims of this paper were (1) to examine whether there is an association between positive relationships and adolescent wellbeing across several culturally distinct countries and (2) explore whether the association between positive relationships and adolescent wellbeing differed for these countries along the cultural dimensions of individualism/collectivism and indulgence/restraint. Well-being measures were obtained from the large-scale assessment PISA 2018 and cultural dimensions indices were obtained. The results provide compelling evidence that positive relationships are positively associated with both affective and eudemonic wellbeing. Furthermore, there may be a greater association between positive relationships and positive affect in collectivist-indulgent countries than in collectivistic restraint countries. The study furthers our understanding of adolescent wellbeing across different cultural dimensions.

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“…This need is central also in adolescence. Key aspects of development at this age (e.g., identity, autonomy) depend on the development of positive interpersonal relationships (Majors, 2012; Way & Silverman, 2012). These relationships allow adolescents to learn about themselves and how to fit in a group.…”

Section: Introductionmentioning

confidence: 99%

Extracurricular activities and adjustment among students at disadvantaged high schools: The mediating role of peer relatedness and school belonging

Bouchard

Denault

Guay

2022

Journal of Adolescence

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Introduction: Participation in extracurricular activities (ECAs) during high school is likely to be associated with higher intrinsic motivation, as well as lower externalizing problems and depressive symptoms, particularly for students in schools located in socioeconomically disadvantaged neighborhoods. However, few studies have explored the processes underlying these positive associations. In this study, we examined whether peer relatedness and school belonging mediated the links between participation in these activities and adolescent academic and psychosocial adjustment and whether another indicator of poverty, namely material deprivation, moderated these links. Methods: Canadian students (n = 638; 59% girls) at disadvantaged high schools were surveyed at two-time points. Results and Conclusions: Results show that peer relatedness can explain the associations between extracurricular activity participation and (a) school intrinsic motivation and (b) depressive symptoms. Results also revealed that the indirect effect involving the number of activities, peer relatedness, and depressive symptoms was only significant among students living in highly deprived areas. These results highlight the contribution of peer relatedness as a potential mediator of the positive association connecting extracurricular activity participation to adjustment among disadvantaged students.

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Friendships: The Power of Positive Alliance

Cited by 30 publications

References 15 publications

Children’s perceptions of their imaginary companions and the purposes they serve: An exploratory study in the United Kingdom

Children’s perceptions of their imaginary companions and the purposes they serve: An exploratory study in the United Kingdom

Exploring Associations of Positive Relationships and Adolescent Well-Being Across Cultures

Extracurricular activities and adjustment among students at disadvantaged high schools: The mediating role of peer relatedness and school belonging

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