In-School versus Out-of-School Friendships and Academic Achievement among an Ethnically Diverse Sample of Adolescents

Autor/inn/en	Witkow, Melissa R.; Fuligni, Andrew J.
Titel	In-School versus Out-of-School Friendships and Academic Achievement among an Ethnically Diverse Sample of Adolescents
Quelle	In: Journal of Research on Adolescence, 20 (2010) 3, S.631-650 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2010.00653.x
Schlagwörter	Grade Point Average; Academic Achievement; Friendship; Adolescents; Grade 12; Ethnic Groups; High School Students; Gender Differences; Correlation; Educational Environment; Social Experience + Suchen Sie Ihr Suchwort? Schulleistung; Freundschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 12; 12. Schuljahr; Schuljahr 12; Ethnie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Erfahrung
Abstract	Much of the research on adolescent friendships and school achievement has focused on in-school friends, ignoring the potential effects of having out-of-school friendships. The goal of this study was to examine the relation between having relatively more in-school friends and school achievement among a sample of over 600 12th grade students from ethnically diverse backgrounds. We found that adolescents with more in-school friends, compared with out-of-school friends, had higher grade point averages (GPAs) and that adolescents with higher GPAs had more in-school friends. These relations were mediated by academic experiences, including those shared with friends. However, as hypothesized, the social aspects of adolescents' friendships did not vary according to their percent of in-school friends, attesting to the importance of considering both types of friendships in understanding adolescents' social experiences. None of the relations described varied according to gender or ethnicity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10