Longitudinal Interplay between Peer Likeability and Youth's Adaptation and Psychological Well-Being: A Study of Immigrant and Nonimmigrant Adolescents in the School Context

Autor/inn/en	Motti-Stefanidi, Frosso; Pavlopoulos, Vassilis; Mastrotheodoros, Stefanos; Asendorpf, Jens B.
Titel	Longitudinal Interplay between Peer Likeability and Youth's Adaptation and Psychological Well-Being: A Study of Immigrant and Nonimmigrant Adolescents in the School Context
Quelle	In: International Journal of Behavioral Development, 44 (2020) 5, S.393-403 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Motti-Stefanidi, Frosso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025419894721
Schlagwörter	Peer Acceptance; Adolescents; Well Being; Immigrants; Middle School Students; Intergroup Relations; Acculturation; Foreign Countries; Correlation; Self Concept Measures; Self Esteem; Grade Point Average; Learner Engagement; Student Behavior; Ethnicity; Psychological Patterns; Social Adjustment; Greece (Athens); Albania; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Well-being; Wellness; Wohlbefinden; Immigrant; Immigrantin; Immigranten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Intergruppenbeziehungen; Akkulturation; Ausland; Korrelation; Self-esteem; Selbstaufmerksamkeit; Student behaviour; Schülerverhalten; Ethnizität; Soziale Anpassung; Albanien
Abstract	The present study examined the direction of effects between peer likeability and youth's school adjustment and psychological well-being, and the moderation of these effects by students' immigrant status. One thousand one hundred and eighteen students (63% immigrants) nested in 57 Greek middle-school classrooms took part in the study (Wave 1; age M = 12.6 years). Data were collected from multiple sources and informants. The results reveal complex, in some cases bidirectional effects over time between peer likeability and different indices of school adjustment and psychological well-being. Being liked by Greek, but not by immigrant, classmates influenced students' well-being over time. In contrast, being liked by either immigrant or Greek classmates predicted changes in students' school adjustment. The results highlight the importance of supporting positive peer relations among youth in order to promote other adaptation outcomes. In the case of immigrant youth, they suggest that interventions need to promote positive intergroup contact between them and their nonimmigrant classmates in order to support their well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01