Friendship Quality Research Articles

Can Friendship Quality Buffer the Impact of Parental Phubbing on Adolescents’ Gratitude? The Longitudinal Mediating Role of Basic Psychological Needs’ Satisfaction

This study aims to explore the longitudinal relationship between parental phubbing and adolescents’ gratitude, as well as the mediating role of basic psychological needs’ satisfaction and the moderating role of friendship quality. We conducted this longitudinal study in two waves with a 7-month, and surveyed 643 Chinese adolescents and constructed a moderated mediation model. The results indicated the following: First, there is a significant negative correlation between parental phubbing and adolescents’ gratitude. Second, adolescents’ basic psychological needs’ satisfaction mediates the relationship between parental phubbing and gratitude. Finally, friendship quality moderates the negative relationship between parental phubbing and adolescents’ basic psychological needs’ satisfaction and the mediating effect of basic psychological needs’ satisfaction. Specifically, compared to adolescents with lower friendship quality, the negative effect of parental phubbing on basic psychological needs’ satisfaction is stronger among adolescents with higher friendship quality, and the negative indirect effect of parental phubbing on gratitude through basic psychological needs’ satisfaction is also stronger in these adolescents. The findings suggest that parental phubbing is a significant risk factor for decreased adolescents’ gratitude, with high friendship quality adolescents being more susceptible to the impact of parental phubbing. The negative impact of parental phubbing outweighs the influence of friendship quality. This study provides insights into interventions promoting adolescents’ positive development.

Revision and validation of the “Motivational Climate in Physical Education Scale” (MCPES) in Chinese educational context

This study evaluated the reliability and validity of the Chinese version of the “Motivational Climate in Physical Education Scale” (MCPES) among middle school students. Data were collected from 1,008 students, with 473 completing the MCPES, the Physical Needs Support in Physical Education Scale (PNS-PE), and the Youth Sports Friendship Quality Scale (YSFQS). Additionally, 437 students completed only the MCPES, and 200 valid retest questionnaires were gathered three weeks later. Exploratory factor analysis identified four factors: perceived mastery climate, perceived performance climate, perceived autonomy support, and perceived relatedness support with a total of 16 items. Confirmatory factor analysis supported the four-factor structure (χ2/df = 3.38, GFI = 0.92, NFI = 0.90, RMSEA = 0.07, CFI = 0.93, IFI = 0.93, SRMR = 0.05). The scale exhibited strict measurement invariance across genders and strong invariance across grade levels. It was positively correlated with teacher autonomy support (r = 0.34–0.53) and with each dimension and total score of sports friendship (r = 0.21–0.61). Cronbach’s α coefficients for the MCPES and its dimensions were 0.75, 0.82, 0.79, 0.80, and 0.88, respectively. Intraclass correlation coefficients (ICCs) for the three-week retest were 0.64, 0.63, 0.72, and 0.76. In conclusion, the Chinese version of the MCPES demonstrates robust reliability and validity for use with middle school students.

Exploring the Feasibility of Social Skills Programs for Autistic Youth Through Virtual Reality.

Many autistic individuals may desire support and services primarily in the areas of adaptive functioning and social well-being throughout their lifetime. There is a need for community-informed and person-centered social programs targeted for autistic adolescents and adults. New technology, such as virtual reality (VR), is being researched to assess the feasibility of providing therapeutic services to autistic individuals. This qualitative study aims to better understand and explore the perceptions of parents and autistic adolescents regarding social development and thoughts around social skills interventions delivered through technologies such as VR. Eight autistic adolescents between the ages of 12 to 17, and five parents participated across five focus groups. The focus group interviews were semi-structured, and qualitative data analysis was conducted through an open thematic approach and inductive coding process. Seven primary themes with sub-themes were identified throughout the focus group interview discussions: Social Skills of the participating autistic adolescents as reported by their parents and by self-report, Family Dynamics affecting social relationships within the family, Social Skills Goals both groups hoped to develop and improve, the existence and quality of In-Person vs. Online Friendships, Experience/Comfort With Technology, Openness to Virtual Environments, and Concerns for Virtual Environments. Researchers identified these themes across both parent and adolescent focus groups. This study provides guidance to the research community on investigating different innovative approaches for offering a social program that is supported by autistic individuals.

Friendships among young children: links with social behaviour

ABSTRACT Children's relationships with their peers have important associations with their behaviour. The current study examined children's friendships during the formative school years and hypotheses were made regarding associations between how well-liked children were by peers, the reciprocity of these friendships, and with whom friendships were made. Children aged 4–7 years (N = 193) were asked to identify who their friends were. Teachers and teaching assistants provided ratings of children’s behaviour; aggressive, victimized, prosocial and solitary. Results indicated differences in the number of friendship nominations children received from peers in relation to their behaviours. Reciprocity in children's friendships was also differentially associated with child behaviour. Further, there was some evidence for homophily in the behaviour of children and their friends. The findings are discussed in relation to the importance of supporting children's good quality friendship relationships.

Adolescent close friendships, self-perceived social acceptance, and peer-rated likeability as predictors of wellbeing in young adulthood

IntroductionLinks between interpersonal relationships and physical and psychological functioning have been well-established in the literature. During adolescence, success or distress in peer relationships may have distinct effects on different aspects of wellbeing. The present study aims to examine the ways in which different adolescent peer relationship contexts (i.e., close friendship quality, social acceptance, and likability from peers) can predict outcomes relevant to adult wellbeing (i.e., social anxiety, depression, aggression, social integration, romantic insecurity, job satisfaction, and physical health). Further, the study considers how different developmental stages of adolescence may impact links between peer relationships and wellbeing outcomes.MethodPeer relationship contexts were assessed in early (ages 13–14) and late (ages 17–18) adolescence. Markers of wellbeing were measured in young adulthood (ages 28–30). A path analysis was used to examine whether the developmental timing of adolescent peer relationship contexts could predict wellbeing in young adulthood.ResultsResults suggest that, across adolescence, broader perceived social acceptance may be a more robust predictor of adult wellbeing compared to close friendship quality and peer likability. When examined at early and late adolescence separately, early adolescent social acceptance and late adolescent close friendship quality best predicted outcomes of adult wellbeing.DiscussionImplications and considerations for future research are discussed.

Friendship and Autism Spectrum Disorder (ASD): Correlation Between Friendships of Students with ASD High Function (AHF) and Educational Practices in the Context of Inclusion in Primary Education

Friendship contributes to mental well-being, is a protective factor in victimization and a challenge for children and adolescents with High Functioning Autism (HFA). The quantity and quality of their friendships depends on the quality of interventions in their environment. This study aims to investigate the quantity and quality of friendships between children with (AHF) and their peers in primary school, and the relationship between friendships and inclusive educational practices. The research sample consisted of 143 teachers of students with AHF in primary school. The qualitative approach used the Autism Inclusion Questionnaire (AIQ), while the quantitative approach used the Questionnaire on friendships between children with AHF and peers. Inferential statistics, i.e., the use of the x2 correlation test and Pearson's coefficient, was used to investigate the association and type of association between friendship practices with AHF and educational, behavioral practices. Results showed that 35% of teachers believed that children with ASD tended to have no friends and were surrounded by loneliness. Only one third of them had a good friend. However, these friendships could not be considered meaningful as they were not characterized by reciprocity and common interests. 19 out of 37 educational inclusion practices were linked to the development and improvement of friendships. They can be useful for educators, practitioners and families at this age stage.

Developmental cascades from maternal depressive symptoms in childhood to adolescents' friendship quality: A 13-year longitudinal study.

Adolescent friendships of positive quality promote well-being for decades to come. But what impedes the development of positive friendship quality? The present study examined whether maternal depressive symptoms during early childhood predict children's friendship quality into adolescence, and whether observed negative parenting behavior and children's earlier friendship quality, social skills, and their own depressive symptoms in middle childhood mediate these associations. We used six waves of data from a prospective longitudinal community sample (N = 396). The study followed children and their mothers across 13 years from child ages 2-15 years (52% female, 67% White, 26% Black), collecting multi-informant data (from mothers, children, teachers, and behavioral observations). The significance of indirect effects was estimated with structural equation modeling. Exposure to high levels of maternal depressive symptoms in early childhood (child ages 2-5 years) was negatively correlated with children's later adolescent friendship quality (at age 15). Structural equation models revealed that this association was mediated by children's poorer social skills (age 7) and friendship quality (age 10). Negative parenting behavior and children's depressive symptoms did not mediate this association. Maternal depressive symptoms have downstream associations with children's friendship quality into adolescence, including via children's social skills. Promoting the social skills of children exposed to maternal depressive symptoms could have long-term positive effects. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for Developmental Cascades From Maternal Depressive Symptoms in Childhood to Adolescents’ Friendship Quality: A 13-Year Longitudinal Study

Supplemental Material for Developmental Cascades From Maternal Depressive Symptoms in Childhood to Adolescents’ Friendship Quality: A 13-Year Longitudinal Study

Commercial friendships in pubs: Defining the quality, levels, and process

This research explores commercial friendship within Dutch pubs, focusing on the transition from transactional to personal interactions between bartenders and guests. The study uses semi-structured interviews and thematic analysis to reveal that commercial friendship shares many similarities with non-commercial friendship but differs in important aspects. We found six levels of commercial friendship that range from minimal interactions, categorized as 'guest,' to deep, personal connections identified as 'best friend.' We identified three dimensions of commercial friendship quality: activities, self-disclosure, and social support. A critical finding is the 'tipping point'—a stage in the relationship development where interactions shift from professional to personal, characterized by mutual personal disclosure and balanced social support, redefining professional relationships. These findings demonstrate that commercial environments can foster genuine friendships, and provide valuable insights for enhancing interpersonal relationships within the hospitality industry.

Loneliness in Indonesian adolescents: Associations with quantity and quality of friendship and status within and between peer groups

AbstractLoneliness is a perceived discrepancy between desired and experienced social relationships that may arise from lack of intimate attachment to another person (e.g., friend) or lack of involvement in larger networks (e.g., peer groups). This study assessed how multiple aspects of friendship and peer group involvement were associated with Indonesian adolescents’ self‐reported loneliness. Participants were 754 twelfth‐grade Indonesian students (413 girls, Mage = 16.5 years). Reciprocated friendships were calculated from within‐grade nominations and both dyadic members rated the quality of their friendship. Peer groups were generated from Social Cognitive Mapping (SCM) and within‐group centrality and group visibility were determined using SCM. Group popularity was derived using peer nominations. A Structural Equation Model revealed that multiple aspects of friendship and group involvement, except for friend‐rated friendship quality, were concurrently associated with loneliness. An interaction between within‐group centrality and group popularity was found for boys, suggesting that being central in a group may be more important for boys in low‐status than those in high‐status groups. The results revealed that quantity and quality of friendship as well as position in the peer group and status of the peer group were associated with loneliness. The comparable associations of loneliness with aspects of friendship and group involvement may be a function of Indonesian culture in which both group involvement and friendships are valued.

Self-Compassion and Friendship Quality Toward Resilience Of Adolescents Who Experienced Parental Loss

Self-Compassion and Friendship Quality Toward Resilience Of Adolescents Who Experienced Parental Loss

Aretaic Friendship: A Multidisciplinary Enquiry

Friendship catalyzes personal growth, nurturing excellence, virtue, and spiritual enlightenment. Various forms of friendships offer distinct benefits in specific contexts. This article explores the often-overlooked aretaic friendship, distinguishing it from other friendship types and elucidating its cultivation process. The word aretaic comes from the Greek arete-virtue. This article uses the term aretaic friendship to characterize virtue- and character-based friendships. It considers the physiological, psychological, and societal benefits of friendships, focusing on the unique qualities of aretaic friendships and how they empower individuals to pursue greatness collectively and contribute to a flourishing society. What sets this article apart is the collaborative effort of a multidisciplinary research team comprising scholars from diverse fields, including education, medical science, psychology, information technology, philosophy, and theology.

Academic Stress on Structured Internship Students: The Effect of Interpersonal Communication and Friendship Quality

Academic Stress on Structured Internship Students: The Effect of Interpersonal Communication and Friendship Quality

Positive Emotion Dysregulation and Social Impairments in Adolescents with and without ADHD.

Although research suggests that emotion dysregulation may underlie adolescents' social impairments, studies have focused almost exclusively on the dysregulation of negative emotions. The present study addressed this gap in the literature by examining whether behavioral manifestations of positive emotion dysregulation are also implicated. A sample of 13-18-year-old adolescents (56.8% female) with and without a childhood diagnosis of attention-deficit/hyperactivity disorder (ADHD) was used, increasing variability in impairment profiles. Adolescents self-reported behavioral difficulties related to positive emotion dysregulation (i.e., impulse control difficulties, difficulties engaging in goal-directed behavior, and non-acceptance of positive emotions), negative emotion dysregulation, and social impairments (i.e., peer rejection, friendship quality, deviant peer affiliation, aggression, and victimization); parents rated adolescent's ADHD symptoms. Regression analyses indicated that impulse control difficulties when experiencing positive emotions uniquely predicted greater conflict in the best friend relationship, deviant peer affiliation, aggression, and victimization, even when accounting for negative emotion dysregulation and current ADHD symptoms. The significant effect of impulse control difficulties on these social impairments was consistent when accounting for oppositional defiant disorder and depression symptoms and when examining the main predictors only in adolescents with childhood or adolescent clinical elevations in ADHD symptoms. These results are the first to indicate that even for adolescents with ADHD, positive emotion dysregulation, and specifically impulse control difficulties, may significantly predict social challenges.

Academic stress, well-being and students' friendship quality amid crisis: lessons from COVID-19 pandemic

PurposeThrough the lens of the Social Exchange Theory, this study investigates the role of emotional and psychological well-being in explaining the relationship between academic stress and friendship quality.Design/methodology/approachUsing a cross-sectional quantitative research design, the study gathered data from 298 tertiary students. Statistical analysis was conducted using Hayes Process Macro in SPSS.FindingsResults from the study challenge conventional assumptions, indicating a positive and significant relationship between academic stress and friendship quality. In addition, the study revealed that psychological well-being partially mediates the relationship between academic stress and friendship quality, while emotional well-being fully mediates the relationship between academic stress and friendship quality.Research limitations/implicationsThis study is limited to the tertiary institutions in Ghana. Future studies may consider expanding the scope to other levels of education to gain a more comprehensive perspective of the variables of the study.Originality/valueThis study presents a novel approach by examining the proposed model within the Ghanaian setting. It offers valuable perspectives on the interplay between academic stress, well-being, and friendship quality.

Pengaruh Quality of Friendship terhadap Hardiness Siswa Islamic Boarding School di Kota Padang

Islamic Boarding School is a dormitory-based Islamic school that combines a regular curriculum and a religious curriculum. The personality characteristic of hardiness is needed so that students can navigate the systems, regulations and changes that exist in Islamic boarding schools. One of the variables that can influence hardiness is the quality of friendship. The aim of this research is to see the influence of quality of friendship on the hardiness of Islamic boarding school students at junior high level in Padang City. The method used in this research is a quantitative survey with a correlation method. The subjects in this research were junior high school students studying at an Islamic boarding school in Padang City which is under the auspices of the Ministry of Education and Culture with a sample size of 173 students. The technique used in sampling is cluster sampling. Data were collected using the McGill Friendship Questionnaire - Friendship Function scale. The analysis carried out was simple linear regression analysis. The results of the research show that quality of friendship has a positive influence on student hardiness at Islamic boarding schools in Padang City, with an influence contribution of 12.1%.

The Relationship between Perceived Friendship Quality and Self-Judgements in Adolescent Girls from London

Understanding ourselves within our peer environment is an important component of self-development during adolescence, the period of life between the onset of puberty and adulthood (between ages 10 and 24 years). We used a self-appraisal paradigm to investigate cross-sectionally the relationship between perceived friendship quality and self-judgements in adolescent girls. One hundred and sixty-three girls (9–15 years), recruited from London, United Kingdom, rated how well a set of positive and negative adjectives described themselves, or a chosen familiar other. Participants also completed a self-report friendship quality questionnaire. Higher perceived friendship quality predicted lower negative self-judgements and higher positive self-judgements. These relationships did not change across the age range tested, but there was an overall decrease in positivity effect (higher positive judgements compared to negative judgements) with age. These findings highlight the importance of investigating how different components of peer relationships are related to self-concept development in adolescence.

The American Friendship Project: A report on the status and health of friendship in America.

Friendship is critical for individuals' well-being, but recent efforts to characterize Americans' friendship have suggested that these relationships are in peril. The present study is a report on the methods and results of three surveys from the American Friendship Project (AFP). The goal of the AFP is to be the most accurate and most complete account of American friendship as well as its health and change over time. The AFP reports on five critical facets of social health as it relates to friendship: 1) the structural factors of friendship (e.g., who are they, how many); 2) friendship quality (e.g., satisfaction, closeness); 3) social support from friends; 4) the quantity of online and offline communication; and 5) well-being (e.g., life satisfaction, loneliness, connection). Data was collected from two national samples of American adults in 2022 and 2023 and from a large sample of college students across three universities in 2022. The key finding from this investigation is, compared to the discouraging results of other recent surveys, Americans reported having more friends and fewer were friendless. AFP results also suggest that face-to-face (FtF) meetings among friends are quite common, as are telephone calls and text messaging. College student and adult samples reported very similar attitudes and experiences with friendship overall, but students were more likely to meet friends at school and to keep them for a shorter length of time. Another key finding is Americans long for greater closeness with friends; though over 75% were satisfied with the number of friends they had, over 40% felt they were not as close to their friends as they would like. Overall, the AFP is a rich source of data that can be used to answer a multitude of questions about friendship and its connection to well-being.

The Effect of Critical Thinking on Adolescent-Parent Career Congruence among Undergraduate Students in Taiwan: Friendship Quality as the Mediator

This research paper presents empirical evidence aimed at establishing a causal relationship between explicit critical thinking skills and adolescent-parent career congruence among undergraduate students. Additionally, it seeks to identify the mediating role of friendship quality in this relationship. The study employs structural equation modeling as a method to establish causality. The findings of this research have implications for educators and instructors in higher education, as well as career exploration consultants in schools. The study provides valuable evidence on the most effective approach to promoting adolescent-parent career congruence by utilizing critical thinking skills and fostering high-quality friendships.

A Model for Explaining Digital Addiction in Adolescents: The Role of Self-Perception, Social-Emotional Learning, Adolescent-Parent Relationship and Peer Relationships

Objective: This study was aimed at examining the levels of digital addiction in adolescents with a regression model created with self-perception, adolescent-parent relationships, peer relationships, and social-emotional learning (SEL) skills. 
 Method: The participants consisted of 504 high school students. The data were obtained through the Personal Information Form, the Digital Addiction Scale, the Adolescent-Parent Relationships Scale, the Friendship Quality Scale, the Self-Perception Scale, and the Social and Emotional Learning Scale. 
 Results: Self-perception, adolescent-parent relationship, and SEL skills were significant predictors of adolescents' digital addiction levels, while the peer relationships was not. Additionally, the regression model explains approximately 27% of the total variance of digital addiction in adolescents.
 Conclusion: The ability of digital platforms to compensate for negative self-perception during adolescence, coupled with inadequate SEL skills, may hinder adolescents from forming satisfying real relationships with themselves and their environment, ultimately increasing their levels of digital addiction. In families without satisfying relationships with parents where there is no positive, warm, supportive, and safe climate, this may cause digital addiction in adolescents.