Measuring Friendship Quality During Pre- and Early Adolescence: The Development and Psychometric Properties of the Friendship Qualities Scale

Bukowski, William M.; Hoza, Betsy; Boivin, Michel

doi:10.1177/0265407594113011

Cited by 769 publications

(775 citation statements)

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“…Nonetheless, the concurrent and predictive validity of reciprocal liking ratings has been demonstrated in past CDP reports (Criss et al 2002;Schwartz et al 1997Schwartz et al , 1999. Reciprocated liking scores have also been employed in past bully/victim investigations (Hodges et al 1997), and in related domains of inquiry (Bukowski and Hoza 1989;Bukowski et al 1994). …”

Section: Methodsmentioning

confidence: 99%

Friendships with Peers Who are Low or High in Aggression as Moderators of the Link between Peer Victimization and Declines in Academic Functioning

Schwartz

Gorman

Dodge

et al. 2008

J Abnorm Child Psychol

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This paper reports two prospective investigations of the role of friendship in the relation between peer victimization and grade point averages (GPA). Study 1 included 199 children (105 boys, 94 girls; mean age of 9.1 years) and Study 2 included 310 children (151 boys, 159 girls; mean age of 8.5 years). These children were followed for two school years. In both projects, we assessed aggression, victimization, and friendship with a peer nomination inventory, and we obtained children's GPAs from a review of school records. Peer victimization was associated with academic declines only when children had either a high number of friends who were above the classroom mean on aggression or a low number of friends who were below the classroom mean on aggression. These results highlight the importance of aggression levels among friends for the academic adjustment of victimized children. KeywordsPeer relationships; Academic functioning; Friendship; Peer victimization There is growing evidence that children who experience frequent mistreatment by peers are at risk for deficient academic performance and other related forms of school maladjustment. Children who are persistently targeted for bullying may develop negative attitudes toward school and, as a result, disengage from the academic environment (Kochenderfer and Ladd 1996a, b). Victimization by peers can also lead to feelings of loneliness and depression that interfere with concentration and focus in the classroom (Juvonen et al. 2000;Schwartz et al. 2005). In addition, peer victimization has been linked to the emergence of disruptive behavior disorders and other impairments in self-regulation (Schwartz et al. 1998) that can detract from classroom performance (Wentzel 1991). Not surprisingly, a number of researchers have reported modest associations between victimization in the peer group and poor achievement NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript (Buhs and Ladd 2001;Juvonen et al. 2000) although the availability of relevant longitudinal data is currently limited.The negative impact of peer group victimization on academic functioning is important to consider because school maladjustment can portend dysfunction later in life. Indeed, there is considerable evidence that early academic failure is predictive of later internalizing and externalizing problems (Cole et al. 1996;Dishion et al. 1991;Patterson et al. 1998). Adequate performance in school is a salient developmental task of childhood and adolescence (Masten and Curtis 2000) and academic difficulties can interfere with functioning in other domains (Masten et al. 2005).The existing findings have provided some insight into the pathways through which victimization in the peer group might influence academic outcomes. However, research in this area has relied primarily on main-effect models of risk. Such models incorporate the assumption that there is a linear relation between exposure to victimization by peers and academic functioning difficulties. Victimization in the peer gr...

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Section: Methodsmentioning

confidence: 99%

Friendships with Peers Who are Low or High in Aggression as Moderators of the Link between Peer Victimization and Declines in Academic Functioning

Schwartz

Gorman

Dodge

et al. 2008

J Abnorm Child Psychol

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“…Studies of middle childhood and adolescent youth typically reveal significant effects ranging from small to medium-to-large indicating that girls are more likely than boys to receive several types of provisions in their friendships. These provisions include higher levels of closeness (Bukowski et al, 1994;Camerena et al, 1990), affection (Furman & Buhrmester, 1985;Lempers & Clark-Lempers, 1993;Patterson et al, 1990), nurturance (Lempers & Clark-Lempers, 1993), trust (Sharabany et al, 1981), security (Bukowski et al, 1994), validation (Parker & Asher, 1993), acceptance (Crockett et al, 1984), and enhancement of worth (Furman & Buhrmester, 1985). The smallest effects tend to emerge in studies involving middle childhood youth (Bukowski et al, 1994;Parker & Asher, 1993) and the largest effects emerge in studies that included adolescents (Camerena et al, 1990;Lempers & Clark-Lempers, 1993).…”

Section: Coping and Other Responses To Stress-mentioning

confidence: 99%

“…Although some studies suggest that relational/social victimization is more common among girls than boys (e.g., Crick & Bigbee, 1998;Schafer, Werner, & Crick, 2002), many studies indicate no sex difference (e.g., Baldry & Winkel, 2003;Crick & Grotpeter, 1996;Prinstein, Boergers, & Vernberg, 2001 Another set of studies examines stress specifically in the context of dyadic friendships. Studies of middle childhood and adolescent youth generally are consistent in indicating that girls and boys report similar levels of conflict in their friendships (Bukowski et al, 1994;Furman & Buhrmester, 1985;Lempers & Clark-Lempers, 1993;Parker & Asher, 1993;Rose & Asher, 1999 although at least one study favored boys (Patterson et al, 1990) and one favored girls (Forteza, Snyder, Palos, & Tapia, 1996). Research with early to middle adolescents generally finds small or small-to-medium effects indicating that girls report higher levels of other types of friendship stress, such as having someone stop being their friend or having a friend stop talking to them, having problems with a friend, having a friend tell their secrets, and not having as many friends as they want (Forteza et al, 1996;Rudolph, 2002).…”

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confidence: 98%

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Rose

Rudolph

2006

Psychological Bulletin

2,036

157

1,831

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Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This paper provides a critical review of sex differences in: several peerrelationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. Based on this review, a speculative peer-socialization model is presented that considers the implications of these sex differences for girls' and boys' emotional and behavioral development. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, we present recent research testing certain model components and propose approaches for testing understudied aspects of the model. Keywordspeer relationships; sex differences; emotional adjustment; behavioral adjustment From a very early age, significant differences are found in the peer relationships of girls and boys. What are the potential implications of this consistent pattern of sex differences for youth? The purpose of the present paper is to review, synthesize, and critique existing research concerning the presence of sex differences in several key aspects of youths' relationships, particularly in the peer group context. Based on this critical review, we then introduce a speculative model concerning the influence of sex differences in these peer relationship processes on the emotional and behavioral development of girls and boys. Finally, this review and speculative model are used as a springboard for identifying critical future directions for research on sex differences in relationships processes and associated developmental outcomes.We focus on sex differences in three major domains of relationship processes: relationship style-including both behavioral and social-cognitive components, stress and coping processes, and emotional provisions in relationships. Several factors determined our selection of these relationship processes for inclusion in our review. The overarching goal of this review is to generate ideas about the influence of sex differences in relationship processes on well-being in girls and boys. Thus, we focused in general on relationship Correspondence regarding this article should be addressed to Amanda J. Rose, 210 McAlester Hall, Department of Psychology, University of Columbia, Missouri 65211, RoseA@missouri.edu NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript processes that we hypothesized would have potential implications for understanding sex differences in emotional and behavioral development. With this goal in mind, we used three criteria to select specific dimensions for review. First, we focus on relationship processes that are emphasized in existing theoretical models of sex differences in relationships (e.g., Burhmester, 1996;Cross & Madson, 1997;Helgeson, 1994;Maccoby, 1990; NolenHoeksema & Girgus, 1994). Second, we ...

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“…Friendship Nominations-Participants were asked to write the names of their "very best friend" and their "second best friend" at their school (Bukowski et al 1994). Children could only name same-sex friends in their grade, and only mutual (reciprocated) best friendships were subsequently considered.…”

Section: School Measuresmentioning

confidence: 99%

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

Rubin

Bowker

et al. 2008

J Abnorm Child Psychol

236

192

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Heterogeneity and individual differences in the developmental course of social withdrawal were examined longitudinally in a community sample (N=392). General Growth Mixture Modeling (GGMM) was used to identify distinct pathways of social withdrawal, differentiate valid subgroup trajectories, and examine factors that predicted change in trajectories within subgroups. Assessments of individual (social withdrawal), interactive (prosocial behavior), relationship (friendship involvement, stability and quality, best friend's withdrawal and exclusion/ victimization) and group-(exclusion/victimization) level characteristics were used to define growth trajectories from the final year of elementary school, across the transition to middle school, and then to the final year of middle school (fifth-to-eighth grades). Three distinct trajectory classes were identified: low stable, increasing, and decreasing. Peer exclusion, prosocial behavior, and mutual friendship involvement differentiated class membership. Friendlessness, friendship instability, and exclusion were significant predictors of social withdrawal for the increasing class, whereas lower levels of peer exclusion predicted a decrease in social withdrawal for the decreasing class. KeywordsSocial withdrawal; Developmental trajectories; Friendship; Exclusion The study of developmental psychopathology has characterized maladjustment as comprising two broad forms of difficulties-undercontrol (e.g., aggression) and overcontrol

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Measuring Friendship Quality During Pre- and Early Adolescence: The Development and Psychometric Properties of the Friendship Qualities Scale

Cited by 769 publications

References 10 publications

Friendships with Peers Who are Low or High in Aggression as Moderators of the Link between Peer Victimization and Declines in Academic Functioning

Friendships with Peers Who are Low or High in Aggression as Moderators of the Link between Peer Victimization and Declines in Academic Functioning

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

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