Chinese Children's Heterogeneous Friendship Quality Trajectories: Relations with School Adjustment

Autor/inn/en	Liu, Yuling; Huebner, E. Scott; Tian, Lili
Titel	Chinese Children's Heterogeneous Friendship Quality Trajectories: Relations with School Adjustment
Quelle	In: School Psychology, 37 (2022) 5, S.410-419 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yuling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000507
Schlagwörter	Foreign Countries; Elementary School Students; Friendship; Gender Differences; Heterogeneous Grouping; Student Adjustment; Interpersonal Competence; Change; Development; China + Suchen Sie Ihr Suchwort? Ausland; Freundschaft; Geschlechterkonflikt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Interpersonale Kompetenz; Wandel; Entwicklung
Abstract	Friendships affect children's development and adjustment. This longitudinal study examined the possible heterogeneity and gender differences in the trajectories of children's friendship quality, as well as the relations between distinct friendship quality trajectories and school adjustment. A total of 3,779 Chinese elementary school students (45.5% girls, M[subscript age] = 9.94 years, SD = 0.72 at Time 1) completed measures of relevant constructs on five occasions at 6-month intervals. Latent class growth modeling revealed four heterogeneous developmental trajectory classes of friendship quality: high-increasing (49.6%), moderate-decreasing (5.1%), moderate-increasing (31.9%), and low-stable (13.4%). Girls were more likely than boys to fall into the higher friendship quality trajectory classes in reference to the low-stable class. Children in the high-increasing class and low-stable class showed the best and the worst school adjustment, respectively. The identification of four heterogeneous developmental trajectories of friendship quality with differential school adjustment outcomes highlights the importance of intervention programs tailored to specific groups for promoting children's friendship quality and school adjustment. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01