'Best friends forever'? Friendship stability across school transition and associations with mental health and educational attainment.
academic attainment
conduct problems
friendships
mental health
school transition
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
Dec 2019
Dec 2019
Historique:
received:
28
02
2018
revised:
23
08
2018
pubmed:
28
9
2018
medline:
11
4
2020
entrez:
28
9
2018
Statut:
ppublish
Résumé
Friendships have been linked to mental health and school attainment in children. The effects of friendlessness and friendship quality have been well researched, but less is known about the role of friendship stability (i.e., maintaining the same friend over time), an aspect of friendship which is often interrupted by the transition between phases of schooling. Many children report concerns about the secondary school transition which introduces a number of new social and academic challenges for children. To explore rates of friendship stability and whether maintaining a stable best friend across the primary to secondary school transition provided benefits to children's adjustment during this period. Data were from 593 children (M age = 11 years 2 months). This study used longitudinal data from children transitioning into 10 UK secondary schools and explored the association between self-reported friendship stability and three outcomes: academic attainment, emotional problems and conduct problems. Analyses controlled for friendship quality and pre-transition psychological adjustment or attainment as appropriate. Rates of friendship stability were relatively low during this period. Children who kept the same best friend had higher academic attainment and lower levels of conduct problems. Exploratory analyses indicated that secondary school policies that group children based on friendships may support friendship stability. Helping maintain children's best friendships during the transition to secondary school may contribute to higher academic performance and better mental health.
Sections du résumé
BACKGROUND
BACKGROUND
Friendships have been linked to mental health and school attainment in children. The effects of friendlessness and friendship quality have been well researched, but less is known about the role of friendship stability (i.e., maintaining the same friend over time), an aspect of friendship which is often interrupted by the transition between phases of schooling. Many children report concerns about the secondary school transition which introduces a number of new social and academic challenges for children.
AIMS
OBJECTIVE
To explore rates of friendship stability and whether maintaining a stable best friend across the primary to secondary school transition provided benefits to children's adjustment during this period.
SAMPLE
METHODS
Data were from 593 children (M age = 11 years 2 months).
METHODS
METHODS
This study used longitudinal data from children transitioning into 10 UK secondary schools and explored the association between self-reported friendship stability and three outcomes: academic attainment, emotional problems and conduct problems. Analyses controlled for friendship quality and pre-transition psychological adjustment or attainment as appropriate.
RESULTS
RESULTS
Rates of friendship stability were relatively low during this period. Children who kept the same best friend had higher academic attainment and lower levels of conduct problems. Exploratory analyses indicated that secondary school policies that group children based on friendships may support friendship stability.
CONCLUSIONS
CONCLUSIONS
Helping maintain children's best friendships during the transition to secondary school may contribute to higher academic performance and better mental health.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
585-599Subventions
Organisme : Medical Research Council
ID : MR/L010305/1
Pays : United Kingdom
Organisme : Nuffield Foundation
ID : EDU/40065
Informations de copyright
© 2018 The British Psychological Society.
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