The bright and the dark side of peer relationships: Differential effects of relatedness satisfaction and frustration at school on affective well-being in children’s daily lives.

Abstract

a. M., Germany Author Note The SASCHA study is a project at the IDeA (Individual Development and Adaptive Education of Children at Risk) Center in Frankfurt am Main, Germany, and is funded by the German Research Foundation (DFG; Deutsche Forschungsgemeinschaft; Grant SCHM 2411/9-1). Hypotheses and analyses of Study 3 of the present work were preregistered (https://osf.io/uywbr). We preregistered Study 3 based on results of Study 1 and before the start of Study 2. We applied the preregistration (e.g., measures, hypotheses, analyses) to all three studies presented in the current work.

The power of everyday peer relatedness in predicting subjective well-being and adjustment after secondary school transition

“…The wording of each item can be found in the Supplemental Material S1. The intraclass correlations of relatedness satisfaction and frustration (.45 and .43), and the intraindividual standard deviations (0.75 and 0.95) indicated that there was a substantial amount of within-person variability in these measures during the four weeks (see also Schmidt et al, 2020a). The scales were used in previous studies (see Schmidt et al, 2019;Schmidt et al, 2020a;Schmidt et al, 2020b).…”

“…This work investigates children's adaptation to the new secondary school environment by examining whether perceived relatedness satisfaction and frustration predicted (1) change in children's subjective well-/ill-being from shortly after the transition (Weeks 3-4) to several weeks later (Week 11) and (2) children's psychological adjustment and psychopathology as indicated by their teachers. Building on previous research (Chen et al, 2015, Schmidt et al, 2020a, relatedness satisfaction was expected to primarily predict successful adaptation to secondary school and relatedness frustration to primarily predict poor adaptation.…”

“…In turn, relatedness satisfaction is considered to foster psychological adjustment and wellness, whereas relatedness frustration is supposed to provoke ill-being and maladjustment (Ryan & Deci, 2018). Supporting the importance of separating relatedness satisfaction and frustration, previous research demonstrates that they form two distinct dimensions (e.g., Chen et al, 2015, Schmidt et al, 2020a. However, empirical evidence is still inconclusive on whether they differentially predict positive and negative outcomes in children and young adolescents.…”

“…However, empirical evidence is still inconclusive on whether they differentially predict positive and negative outcomes in children and young adolescents. Studies have found relatedness satisfaction to be particularly predictive of adaptive outcomes such as positive affect (Schmidt et al, 2019), self-esteem (Schmidt et al, 2020b), and school satisfaction (Tian et al, 2018), whereas relatedness frustration was primarily associated with adverse outcomes such as negative affect (Schmidt et al, 2020a), maladjustment (Rodríguez-Meirinhos et al, 2020), or internalizing problems (Vandenkerckhove et al, 2019). However, other studies demonstrate global rather than differential effects: Earl et al (2019) found relatedness satisfaction to positively predict positive affect as well as vitality and to be negatively related to negative affect, while Bartholomew et al (2011) found relatedness satisfaction and frustration to both significantly predict vitality and exhaustion in the expected directions.…”

Reciprocal Relations of Subjective Sleep Quality and Affective Well-Being in Late Childhood

“…In this work, we also examined if the association between sleep and affective wellbeing differs depending on the time of day when affective states are assessed. It seems plausible to expect that the effects of sleep on well-being diminish throughout the day because momentary affect later in the day is determined by other factors that occur throughout the day such as, for example, minor stressors (Almeida, 2005) or social interactions (Schmidt et al, 2020). A study by Cox et al (2018) showed that the association between total sleep time and anxiety on the next day in a sample of adults decreased throughout the day: the effect was strongest for anxiety assessed in the morning, weaker for afternoon anxiety, and no longer statistically meaningful for evening anxiety.…”