Developmental Changes in the Frequency and Functions of School-Related Communication with Friends and Family across High School: Effects on College Enrollment

Autor/inn/en	Lessard, Leah M.; Juvonen, Jaana
Titel	Developmental Changes in the Frequency and Functions of School-Related Communication with Friends and Family across High School: Effects on College Enrollment
Quelle	In: Developmental Psychology, 58 (2022) 3, S.575-588 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lessard, Leah M.) ORCID (Juvonen, Jaana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001003
Schlagwörter	High School Students; Interpersonal Communication; Friendship; Family Relationship; Enrollment; Higher Education; Grade Point Average; College Readiness; Adolescent Development; California + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonale Kommunikation; Freundschaft; Einschulung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kalifornien
Abstract	As postsecondary education is an increasingly important developmental milestone for adolescents, it is critical to identify supports that help prepare youth for college. Building on evidence highlighting the role of parental input and guidance, the current study investigates how within-person changes in adolescent school-related communication (i.e., frequency of talking about school and educational planning) with friends and family across high school contribute to college preparedness and subsequent enrollment. Capitalizing on a diverse adolescent sample (N = 4,495), longitudinal analyses across high school showed that school-related communication with friends increased, but remained relatively stable with family, from Grades 9-12 (approximately ages 15-18 years). Parallel process latent growth curve modeling demonstrated that steeper increases in school-related communication with friends independently predicted college enrollment, consistently across racial/ethnic and parental education groups. Moreover, within-person changes in friend and family school-related communication across high school interacted in a compensatory fashion to predict grade point average and perceived college readiness at 12th grade. At a time of growing need for independence from parents, the findings highlight the positive developmental function of friends in helping adolescents reach a critical educational milestone. (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