Autonomy and relatedness in early adolescent friendships as predictors of short- and long-term academic success.
academic achievement
autonomy
friendships
observational coding
relatedness
Journal
Social development (Oxford, England)
ISSN: 0961-205X
Titre abrégé: Soc Dev
Pays: England
ID NLM: 101246621
Informations de publication
Date de publication:
Aug 2020
Aug 2020
Historique:
entrez:
11
3
2021
pubmed:
12
3
2021
medline:
12
3
2021
Statut:
ppublish
Résumé
This study examined early adolescent autonomy and relatedness during disagreements with friends as key social competencies likely to predict academic achievement during the transition to high school and academic attainment into early adulthood. A sample of 184 adolescents was followed through age 29 to assess predictions to academic success from observed autonomy and relatedness during a disagreement task with a close friend. Observed autonomy and relatedness at age 13 predicted relative increases in grade point average (GPA) from 13 to 15, and greater academic attainment by age 29, after accounting for baseline GPA. Findings remained after accounting for peer acceptance, social competence, scholastic competence, externalizing and depressive symptoms, suggesting a key role for autonomy and relatedness during disagreements in helping adolescents navigate challenges in the transition to high school and beyond.
Identifiants
pubmed: 33692608
doi: 10.1111/sode.12424
pmc: PMC7938762
mid: NIHMS1058054
doi:
Types de publication
Journal Article
Langues
eng
Pagination
818-836Subventions
Organisme : NICHD NIH HHS
ID : R01 HD058305
Pays : United States
Organisme : NIMH NIH HHS
ID : R01 MH058066
Pays : United States
Organisme : NICHD NIH HHS
ID : R37 HD058305
Pays : United States
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