Abstract
This study examined the stability of early adolescent best friendships across a school year. Grade 7 students (N = 174) participated in group-testing sessions in the fall and spring of their school year. Participants completed peer-nomination measures, described the quality of their best friendships, their knowledge of their best friend, and their typical conflict-resolution strategies in response to peer conflicts. Approximately 50% of the reciprocated best friendships remained stable across the school year. Friendship quality and knowledge were unrelated to friendship stability. However, stability of boys’ friendships was positively correlated with minimization strategies, whereas stability of girls’ best friendships was negatively correlated with minimization strategies but positively related to greater use of negative (i.e., confrontational) strategies in response to peer conflict. Results are discussed with reference to the rules of friendship and to the conflicting demands for compliance and autonomy within a close relationship.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
