Popularity, Friendship Quantity, and Friendship Quality: Interactive Influences on Children's Loneliness and Depression

Nangle, Douglas W.; Erdley, Cynthia A.; Newman, Julie E.; Mason, Craig A.; Carpenter, Erika M.

doi:10.1207/s15374424jccp3204_7

Cited by 321 publications

(290 citation statements)

References 26 publications

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“…Osterman (2000) in an extensive synthesis of the literature on school belonging, identified clearly that students who are accepted, "are more highly motivated and engaged in learning" and in turn this impacted on the "quality of relationships with others" (p. 359). Without a sense of belonging it is easy to surmise that negative experiences with peers may impair friendships and lead to loneliness and depression (Nangle, Erdley, Newman, Mason & Carpenter, 2003). Margalit and Heiman (1998) highlight that the influence of only one friend on students with mild disabilities (MD) appears to be enough to ward off depressive symptoms.…”

Section: Happiness and Classroom Behaviormentioning

confidence: 99%

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

O’Rourke¹,

Cooper²,

Gray³

2012

IJPS

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Little is known about the relationship between students' perceptions of their behaviour and intellectual status within the classroom and their happiness. Educational practitioners consistently confront misbehaviour and academic failure; whether this is an indicator of student happiness is unclear. In this exploratory research two hundred and fifty six students were asked to self-rate their happiness via a faces scale. These students also completed a self-concept scale focussed on behavioural adjustment and intellectual and school status to determine whether these were factors that impacted on their happiness. Additionally, parents and teachers rated the participant's happiness. The findings of this research indicate that the students' perceptions of their behaviour and academic capability accounted for variance in their self-rated happiness. Both sub-scales accounted for more variance in the students' self-reported happiness than the teachers' and parents' ratings. The findings of this research are consistent with the few previous studies that attribute social factors such as belonging to childhood happiness.

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Section: Happiness and Classroom Behaviormentioning

confidence: 99%

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

O’Rourke¹,

Cooper²,

Gray³

2012

IJPS

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“…Social difficulties among young children and their long-term impact have been examined in many studies, most of them focusing on loneliness and finding that a sense of loneliness may cause children to view themselves as unworthy. The sense of loneliness and the lack of social support often lead to behaviors which alienate others even more and were found to be connected with the development of depression and despondency among children [43,44,46] as well as with being bullied, and so on in a vicious circle. The second research hypothesis was that there would be a correlation between cyber-victims, a high sense of loneliness and a low level of social support among young children, so that cybervictims would present a high sense of loneliness and a low level of social support, compared to pupils who were not cyber-victims.…”

Section: Discussionmentioning

confidence: 99%

“…It has been described by many researchers [43][44][45] as an unpleasant, stressful and harmful emotional experience lasting a long period of time and accompanied by negative feelings such as dissatisfaction, sadness and anxiety. Loneliness has emotional and social components [45].…”

Section: Sense Of Loneliness and Social Support Among Childrenmentioning

confidence: 99%

“…It seems that loneliness, the lack of social support and low self-esteem, which characterize children with social difficulties, are perceived by their classmates as weaknesses and lead to negative reactions towards them [18]. Loneliness may often be connected with other social difficulties like social rejection, and with an inability to create emotional intimacy with friends [44]. It was found that students, who were bystanders to face-to-face bullying victimization and having no social support, ran a higher risk of experiencing emotional problems [51].…”

Section: Cyber-victims and Social Difficulties In Childhoodmentioning

confidence: 99%

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Cyber-victimization among Children: Prevalence, Characteristics, Gender Differences and Links to Social Difficulties

Olenik‐Shemesh¹,

Heiman²,

Zuaretz-Hannan³

2017

J Child Adolesc Behav

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Objective:The current study presents an updated initial picture of the nature of Cyberbullying (CB) among children in Israel. The study examined CB as it is manifested among primaryits prevalence, characteristics and gender differences, against the backdrop of traditional bullying. Methods:The study involved 242 pupils (54.1% girls). Data was gathered through questionnaires which were distributed to the participants, 4 th and 5 th grade pupils, from ten classes in two municipal primary schools located in the central region of Israel.Results:The research findings show that CB exists in Israel among young children: 15.8% of the children reported being cyber-victims and 31.7% reported knowing cyber-victims. The percentage of girl cyber-victims was higher than that of boys.It was found that children who had been bullied face-to-face were likely to be cyberbullied as well. The findings indicate a significant correlation between the frequency of internet usage and cybervictimization, and between CB and traditional bullying. Children who were cyber-victims reported having lower social support and a greater sense of loneliness than non-victims. Conclusion:The findings indicate the need to design and implement intervention programs focusing on the social aspect, in these early stages, along with treatment programs for young cyber-victims in order The tender age of children involved in cyberbullying suggests the need to involve parents and teachers in the programs' desig

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“…Αντίθετα, τα παιδιά χωρίς φίλους νιώθουν πιο μόνα σε σύγκριση με τα παιδιά με έστω και ένα μόνο στενό φίλο, ακόμα και αν είναι αποδεκτά από την ομάδα συνομηλίκων (Parker & Asher, 1993). Έρευνες υποστηρίζουν ότι παιδιά χωρίς φίλους ή με χαμηλής ποιότητας φιλίες έχουν μεγαλύτερες πιθανότητες να πέσουν θύματα σχολικής βίας (Cardoos & Hinshaw, 2011• Hodges et al, 1999, να επιδείξουν μη αποδεκτές συμπεριφορές (Vitaro, Tremblay, Kerr, Pagani, & Bukowski, 1997), να εγκαταλείψουν το σχολείο (Ladd et al, 1996) και να βιώσουν μοναξιά (Parker & Seal, 1996) ή και κατάθλιψη (Nangle, Erdley, Newman, Mason, & Carpenter, 2003).…”

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Φιλικές Σχέσεις Μαθητών Με Και Χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (Δεπ-Υ) Στο Δημοτικό Σχολείο

Kouvava

Antonopoulou

Maridaki-Kassotaki

2016

Ppej

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Friendship is a dyadic relationship between two individuals, based on mutual affection and reciprocity. It is a voluntary bond co-created by two friends who expect to share an intimate, mutually rewarding experience with commitment, support and validation. In childhood, friends serve as playmates; in adolescence, they are viewed as confidants who provide emotional closeness. Having friends seems to mitigate the consequences of peer rejection and buffer against adjustment problems. Friendships vary in quality and stability. Regarding quality, some friendships possess positive features, such as validation, caring and trust, while others have negative features, such as conflict, antagonism and competition. Regarding stability, although the average friendship lasts for about one year, significant variability exists. Children with ADHD often experience peer relationship difficulties, mainly due to their social skills deficits. Research evidence suggests that the majority of children with ADHD have no reciprocated friends and that their friendships are less stable and of lower quality, while they prefer to be friends with other children with the same disorder. Research evidence looking at friendships and friendship quality of ADHD pupils attending inclusive settings is limited. This study examines friendships and perceptions of friendship quality of children with and without ADHD, attending inclusive public primary schools in Greece. Data regarding friendship stability and other characteristics of friendships of pupils with ADHD were also collected. One hundred and two typically developing children and22 children diagnosed with ADHD (mean age =9.51, s.d.= 1.30, age range: 8 to 12 years), named their friend(s) and their very best friend, using a sociometric nomination procedure; additionally, children responded to the Greek version of the Friendship Quality Questionnaire. Moreover, variables such as the number of the participants’ mutual friends, their friends’ characteristics and friendship duration were examined. The participating children were informed of the purpose of the study and were given appropriate instructions for completing the questionnaires individually. Data collection took place at pupils’ schools and children were engaged for approximately 30 minutes. The results showed that the majority of pupils with ADHD had few friends and even fewer mutual friendships than their typically developing peers. An interesting result of the present study, not in line with previous research evidence, is that ADHD children do not choose peers with disabilities to be their friends. Friendships of children with ADHD, as compared to those of typically developing peers, were of short duration. However, both ADHD children and their peers tend to attribute positive features to their friendships which are characterized by intimacy and support. Taking into consideration the importance of friendships in one’s life, as well as the fact that this research area has attracted little attention in Greece, further investigation is required.

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Popularity, Friendship Quantity, and Friendship Quality: Interactive Influences on Children's Loneliness and Depression

Cited by 321 publications

References 26 publications

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

Cyber-victimization among Children: Prevalence, Characteristics, Gender Differences and Links to Social Difficulties

Φιλικές Σχέσεις Μαθητών Με Και Χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (Δεπ-Υ) Στο Δημοτικό Σχολείο

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