Friendship Quality Questionnaire Research Articles

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 effect of school interpersonal relationship quality on adolescent depression: the role of perceived stress and OXTR gene

ABSTRACT Based on ecological systems theory and the genetic and environmental research paradigm, the current study explored the effect of school interpersonal relationship quality (peer and teacher-student) on adolescent depression and the role of perceived stress and the OXTR gene. Based on the statistical power of previous G*E interaction studies, A follow-up survey was conducted with 603 Chinese adolescents (average age = 14.76 ± 0.72 years at the time of the initial measurement; range: 13 to 15) using a questionnaire method (Short Form of the Center for Epidemiological Studies Depression Scale, The Chinese version of Perceived Stress Scale, short form of Friendship Quality Questionnaire and Teacher-student Relationship) and DNA typing technique. The study found that (1) school interpersonal relationship quality influenced adolescent depression; (2) perceived stress fully mediated the relationship between school interpersonal relationship quality and adolescent depression; (3) the OXTR gene rs2254298 and rs53576 polymorphisms moderated both the direct pathway and the second half of the indirect pathway. Specifically, individuals carrying the rs2254298 polymorphism A/G genotype and the rs53576 polymorphism A genotype exhibited a significantly enhanced effect of interpersonal relationship quality and perceived stress on adolescent depression, supporting the differential susceptibility model.

Parents’ Responses and Children’s Subjective Well-Being: The Role of Parent–Child Relationship and Friendship Quality

The current study examined the psychological mechanism that underlies the relationship between parents’ response style and children’s subjective well-being and its boundary conditions, the mediating role of the parent–child relationship, and the moderating role of friendship quality. Using the Parents’ Responses to Children’s Performance Scale, the Buchanan Scale of Closeness to Parents, the Friendship Quality Questionnaire, and the Campbell Index of Well-being, our study investigated 686 pupils who were randomly selected from three public schools in central China. Employing Mplus 8.3 for pathway analysis, we found the following results: Failure-oriented responses negatively predict children’s subjective well-being (β = −0.16, p < 0.001), while success-oriented responses positively predict children’s subjective well-being (β = 0.13, p < 0.01). Both failure-oriented (ab = 0.18, SE = 0.03, 95% CI = [0.13, 0.25]) and success-oriented responses (ab = −0.10, SE = 0.02, 95% CI = [−0.14, −0.06]) predict children’s subjective well-being through the mediating effect of the parent–child relationship. Friendship quality has a moderating effect on the mediating path (β = −0.09, p < 0.05), such that when friendship quality is lower, the parent–child relationship has a higher mediating effect between the parents’ responses and children’s subjective well-being. This study offers empirical evidence that parents’ responses to children’s performance significantly contribute to children’s subjective well-being. Moreover, it offers actionable insights for enhancing children’s subjective well-being. The enhancement could be achieved by fostering positive parent–child relationships and enhancing the quality of children’s friendships, thereby positively impacting their well-being.

An integrated review of measures of mutuality: Pros, cons, and future directions

Background & Aim: Mutuality has been defined as being placed between paternalism and autonomy on the spectrum of patient engagement in care, which involves a shared experience and reciprocity between involved parties. Mutuality is foundational in creating growth and fostering relationships to improve health outcomes and address health disparities. This paper aims to examine and compare measurement instruments that measure the concept of mutuality.
 Methods & Materials: A systematic search was conducted to examine how mutuality has been measured. Eight studies were included in the analysis. 
 Results: The Mutuality Scale, the Mutuality and Interpersonal Sensitivity Scale, the Friendship Quality Questionnaire, and the Connection-Disconnection Scale were discovered. Theoretical frameworks and psychometrics were analyzed. 
 Conclusion: Mutuality has been applied in a variety of contexts and proves to be an important concept in understanding the needs and perspectives of culturally diverse communities. selection of a measurement instrument is going to be driven by a theoretical framework and definitions of mutuality. All identified instruments demonstrated strengths and weaknesses. Therefore, it is important to weigh these strengths and weaknesses when selecting a measurement instrument in clinical practice or research.

Childhood abuse and adolescent depression: Moderating roles of social support and friendship quality

In this study I examined the links between childhood abuse and adolescent depression, and the preventive value of social support and friendship quality. Participants were 470 adolescents from two middle schools in China, who completed the Childhood Trauma Questionnaire, the Social Support Rating Scale, the Friendship Quality Questionnaire, and the Center for Epidemiological Studies Depression Scale. The findings suggested that childhood abuse significantly and positively predicted adolescent depression, and that social support and friendship quality were protective factors. Specifically, higher degrees of social support and friendship quality can lessen the link between childhood abuse and depression. The results provide a reference for effectively improving the mental health of adolescents with a history of childhood abuse.

KUALITAS PERTEMANAN DAN KOHESIVITAS PADA MAHASISWA ANGGOTA KOMUNITAS VIRTUAL DI BIDANG KESEHATAN MENTAL

Technological development have created a virtual-based community that allows community members to not always interact directly. This can affect the quality of friendship and group cohesiveness because there is no physical closeness between members. Group cohesiveness is needed so that members remain in the community they follow and achieve community goals. One of the things related to being able to affect group cohesiveness is the friendship between its members. Therefore, this study aims to determine whether there is a relationship between the quality of friendship and cohesiveness in students in virtual communities in the field of mental health. This research uses quantitative methods with correlational research types. Respondents in this study were students who were active in the virtual community X with a total of 106 members. The instrument in this study consisted of a Friendship Quality (FQUA) and Group Environment Questionnaire (GEQ) scale. The data analysis technique in this study used the Pearson product moment correlation test. The results showed that there was a significant relationship between the quality of friendship and cohesiveness among students in virtual community X.

Negative parenting styles and social adjustment of university students: a moderated chain mediation model.

This study aimed to explore the relationship between parenting styles and the social adjustment of university students as well as the mediating effects of attachment avoidance and friendship quality. We further examined the moderating role of gender. This study used convenience sampling to recruit 501 Chinese university students to complete the Chinese version of the Negative Parenting subscale of EMBU, Attachment Avoidance Scale, Friendship Quality Questionnaire, and Social Adjustment Scale. SPSS 24.0 and the Process 3.5 macro program were used to carry out descriptive statistical and correlation analyses and mediating effect and moderated chain-mediating effect tests on the data. The analyses revealed that negative parenting styles significantly negatively predicted social adjustment in university students. Attachment avoidance mediated the relationship between negative parenting styles and social adjustment in university students, and friendship quality mediated the relationship between negative parenting styles and social adjustment in university students. Attachment avoidance and friendship quality played a chain-mediating role in the relationship between negative parenting styles and university students' social adjustment. Gender moderated the effect of negative parenting style on friendship quality among university students. These results show how negative parenting styles affect college students' social adjustment and its underlying mechanisms in the context of China's collectivist culture and high power distance and further reveal the gender differences involved, providing insights to better understand the factors influencing college students' social adjustment.

Psychometric properties of the Greek translation of the Friendship Quality Questionnaire

AbstractThe present study examines the psychometric properties of the long form (LF) of the Greek translation of the Friendship Quality Questionnaire (FQQ), a widely recognized self‐report instrument that assesses children's perceptions of the qualities of their friendships. Four hundred seventeen (417) typically developing primary‐school students (50.8% boys), aged between 8 and 12 years (M = 9.77 years old, SD = 1.2), who had a mutual best friend in their class, completed the survey at school. Confirmatory factor analysis verified the six‐factor structure of the original FQQ with all items fitting into the respective subscales. All factors presented high positive intercorrelations except for the Conflict and Betrayal subscale. All subscales demonstrated adequate internal consistency. Significant gender differences were observed. The Greek translation of the FQQ‐LF shows strong evidence of validity and reliability and provides a suitable instrument for assessing the qualitative characteristics of best friendships.

Effects of Smartphone Overdependence and the Quality of Friendship on Depression among High School Students.

This study analyzes the effects of smartphone overdependence and the quality of friendship on depression among high school students in Korea. The study subjects were 121 high school students. Smartphone overdependence was assessed using the smartphone overdependence scale for adolescents, depression was assessed using the Korean version of the patient health questionnaire-9, and the quality of friendship was assessed using the friendship quality questionnaire. The results of the correlation analysis showed statistically significant differences among all the variables. The results of the multiple linear regression analysis showed that smartphone overdependence increases the depression level, whereas the quality of friendship lowers it. To decrease depression among high school students, smartphone overdependence and the quality of friendship should be managed appropriately. Moreover, the causal relationships and mediating effects between smartphone overdependence and the quality of friendship should be analyzed.

Parents' Response to Children's Performance and Children's Self-Esteem: Parent-Child Relationship and Friendship Quality as Mediators.

Previous research has revealed that parents’ success-oriented response to children’s performance promotes children’s self-esteem, while failure-oriented response damages their self-esteem. However, the potential mediating mechanisms are unclear. Therefore, the present study investigated whether parent–child relationship and friendship quality mediated the relation between parents’ response to children’s performance and children’s self-esteem. For this purpose, 859 children in Central China completed the Parents’ Response to Children’s Performance Scale, Buchanan Scale of Closeness to Parents (CPS), Friendship Quality Questionnaire (simplified version), and Self-Perception Profile tests. Structural equation modeling (SEM) revealed that: (1) parents’ success-oriented response was positively associated with parent–child relationship, friendship quality, and children’s self-esteem. Parents’ failure-oriented response was negatively associated with parent–child relationship and children’s self-esteem, but it was positively associated with friendship quality. (2) Parent–child relationship and friendship quality were identified as the serial mediators between parents’ success- or failure-oriented response and children’s self-esteem. These findings suggest that parents’ failure-oriented response should be reduced and parents’ success-oriented response should be increased to develop children’s self-esteem and establish a sound social network system for children.

Early adolescents' parent–child communication and friendship quality: A cross-lagged analysis

This study explored the two-way relationship between parent–child communication and the friendship quality of early adolescents, as well as the stability of these constructs and of gender differences, using a cross-lagged analysis. We conducted a 10-month follow-up study with 842 adolescents using the Parent–Adolescent Communication Scale and the Friendship Quality Questionnaire. Results show that both father–child and mother–child communication at Time 1 significantly and positively predicted friendship quality in early adolescence as measured at Time 2; that is, the better was parent–child communication at Time 1, the higher was the friendship quality in early adolescence at Time 2. However, friendship quality at Time 1 did not significantly predict parent–child at Time 2. Additionally, parent–child communication and friendship quality were better among children in seventh compared to eighth grade. Girls' friendship quality was higher than that of boys, whereas boys' parent–child communication was better than that of girls.

The Relationship between assertive social skills and friendship quality of children with disability in Indonesian elementary schools

The purpose of this study was to determine whether there is a relationship between assertive social skills and the friendship quality of children with disability. A total of 84 students from 20 public elementary schools in the city of Jakarta were involved in this study. Data collection used the Social Skills Inventory Scale (SSIS) to measure assertive social skills, while the Friendship Quality Questionnaire (FQQ) was used to get a picture of the friendship quality. The results showed a significant positive relationship between assertive social skills and friendship quality in children (r = .321, p

Poor Motor Performance - Do Peers Matter? Examining the Role of Peer Relations in the Context of the Environmental Stress Hypothesis.

The aim of the current study was to investigate pathways of the Environmental Stress Hypothesis concerning the role of peer relations in the context of poor motor skills. First, we examined (1) the mediating role of peer problems in the association between motor performance in daily activities and internalizing problems as a main pathway of the Environmental Stress Hypothesis. Furthermore, we explored the role of (2) children’s popularity as a mediator and (3) best friendship quality as a moderator path of the effect of motor performance on both peer problems and internalizing problems. The non-clinical sample of the present study consisted of 189 children (48.6% females) aged 9–11 years (Mage = 9.69, SDage = 0.46). Parents reported on their child’s motor performance in daily activities by completing the Developmental Coordination Disorder Questionnaire. The Strengths and Difficulties Questionnaire was used to assess peer problems as well as internalizing problems. The Self Description Questionnaire provided a measure of children’s self-reported popularity. The Friendship Quality Questionnaire was used to investigate children’s best friendship quality. Results of a structural equation model suggest that peer problems fully mediated the association between the motor performance in daily activities and both popularity and internalizing problems. However, no evidence for the mediating effect of popularity in the association between peer problems and internalizing problems was found. Further, best friendship quality had a non-significant moderating effect on the relation between peer problems and internalizing problems. The mediating role of peer problems highlights the importance of peer relations in the motor performance of daily activities. Schools and psychomotor interventions were suggested as practical implications to support children with poor motor performance in their relationship with their peers and to improve their motor performance in daily activities.

Kvaliteta obiteljskih i vršnjačkih odnosa kao odrednice samopoštovanja kod adolescenata

Cilj je ovog istraživanja ispitati doprinos varijabli obiteljskog i varijabli vršnjačkog konteksta u objašnjenju samopoštovanja tijekom rane, srednje i kasne adolescencije. U istraživanju je sudjelovalo 344 osnovnoškolaca, 370 srednjoškolaca te 357 studenata. Prosječna dob sudionika u skupini mlađih adolescenata iznosi M = 12.6 (SD = 0.63), u skupini srednjih adolescenata M = 16.5 (SD = 0.57), a u skupini starijih adolescenata M = 20.6 (SD = 1.17). Primijenjeni su sljedeći instrumenti: Upitnik općih podataka, Upitnik roditeljskog prihvaćanja-odbacivanja, Skala obiteljske prilagodljivosti i kohezivnosti, Upitnik kvalitete prijateljstva, Upitnik privrženosti vršnjacima – revidirana verzija i Rosenbergova skala za mjerenje samopoštovanja. Rezultati provedenih hijerarhijskih regresijskih analiza upućuju na to da set prediktorskih varijabli objašnjava 38% ukupne varijance samopoštovanja kod mlađih, 21% ukupne varijance samopoštovanja kod srednjih i 27% ukupne varijance samopoštovanja kod starijih adolescenata. Kada su u pitanju obiteljske varijable, u skupini mlađih i srednjih adolescenata značajni su prediktori samopoštovanja varijable roditeljsko prihvaćanje-odbacivanje od strane majke i obiteljska prilagodljivost i kohezivnost, a kod starijih adolescenata varijable roditeljsko prihvaćanje-odbacivanje od strane majke i oca. Od varijabli vršnjačkog konteksta kao značajan prediktor samopoštovanja u sve tri skupine adolescenata izdvojila se kvaliteta privrženosti vršnjacima. Dobiveni rezultati upućuju na to da je pri razmatranju obiteljskih i vršnjačkih odrednica samopoštovanja kod adolescenata nužno uzeti u obzir različite oblike obiteljskih i vršnjačkih interakcija, ali i uvažavati razvojne specifičnosti pojedinih razdoblja adolescencije.

Quality of close relationships and emotional regulation regarding social anxiety.

The aim of this research is to propose new models in understanding the relationship between social anxiety and experiencing positive and negative emotions and satisfaction with life in general. Its main focus is to explore the roles of different types of close relationships in these models. The sample consisted of 521 female students attending University of Rijeka and University of Pula (average age 21.21 years). The participants completed The Big Five Inventory, Beck Depression Inventory-II, Social Interaction Anxiety Scale, Social Phobia Scale, Emotion Regulation Questionnaire, Attitudes Towards Emotional Expression Questionnaire, Positive and Negative Affect Schedule - Expanded Form, Satisfaction with Life Scale, Quality of Relationship Inventory and Friendship Quality Questionnaire. The results were processed using the program LISREL 8. Two models have been tested. The first model includes the relationship between both types of social fears, beliefs about expressing emotions, emotional suppression, romantic relationship quality and the frequency of experiencing positive and negative emotions and life satisfaction. The second one included friendship quality, instead of romantic relationship quality. Both models are acceptable and draw out the powerful role of cognition in the aforementioned relations. This is achieved as a result of beliefs about the expression of emotions on other variables, and also confirms the mediatory role such beliefs have on social anxiety and emotional suppression. The models tested show the importance of the type of close relations we are following. The contribution of this research lies in the point that it offers a more detailed insight into the complex relation between social anxiety and the experiencing of emotions, as well as the quality of life in general. This is achieved in the way that structural modeling has captured a part of the mediator mechanisms that have a role in this relation.

Sibling and friendship relationships of children with attention-deficit/hyperactivity disorder and typical development

ABSTRACTSibling and friendship relationships are quite similar, in that they are both dyadic and reciprocal, and offer the child feelings of warmth, trust, loyalty and intimacy. Children with Attention Deficit/Hyperactivity Disorder (ADHD) often experience difficulties in their interpersonal relationships. The aim of this study was to evaluate the quality of and to acknowledge possible links between sibling and friendship relationships of children with ADHD and typical development. Participants were 40 ADHD children and 120 typically developing peers, attending Greek primary schools (Mage = 9.51 years, SD = 1.1). The Sibling Relationship Questionnaire, sociometric nominations, and the Friendship Quality Questionnaire were used. The results showed that children with ADHD had greater antagonism with their siblings and fewer reciprocated friendships. Significant differences in friendship quality between the two groups were observed. Sibling relationships were found to influence all children’s number of mutual friends, and the friendship quality of the typically developing children.

Understanding the characteristics of friendship quality, activity participation, and emotional well-being in Taiwanese adolescents with autism spectrum disorder

Background: Autism spectrum disorder (ASD) is a lifelong developmental disability characterized by deficits in social communication and social interaction across multiple contexts. Existing literature on social relationships and well-being among adolescents with ASD in Asian countries is scant.Aims: This study compared the perceptions of adolescents with ASD with those of their neurotypical peers toward their friendship quality, activity participation, and emotional well-being, and examined the relationships between friendship quality, activity participation, and emotional well-being.Methods: The study participants—101 adolescents with ASD and 101 neurotypical peers, aged 10–19 years—completed the following self-administered questionnaires: the Friendship Quality Questionnaire, the Child and Adolescent Scale of Participation, the Beck Anxiety Inventory, and the short-form UCLA loneliness scale.Results: Adolescents with ASD reported lower friendship quality, lower school participation, and higher levels of anxiety and loneliness compared to their neurotypical peers. Loneliness correlated negatively with friendship quality and school participation and positively with anxiety. Adolescents with ASD experienced increased levels of anxiety when low friendship quality was accompanied by greater loneliness.Conclusions and significance: These findings reveal that friendship quality, school participation, and loneliness have a considerable effect on the emotional well-being of adolescents with ASD, thus indicating the need for therapeutic interventions that address interpersonal relationships and emotional well-being.

Associations Between Theory of Mind, Executive Function, and Friendship Quality in Middle Childhood

Despite our wealth of knowledge regarding theory of mind (ToM) development in preschool, less is known about development and the processes that support ToM into middle childhood. The current study examined potential cognitive (i.e., executive function, verbal intelligence, and nonverbal intelligence) and social (i.e., socioeconomic status, siblings, and friendship quality) correlates of ToM in middle childhood. A total of 81 children (6.9–10.0 years of age) completed two ToM tasks (interpretive ToM and faux pas), three executive function tasks (backward-digit span, delay of gratification, and a dimensional change card sort task), a friendship-quality questionnaire, and verbal and nonverbal intelligence measures. Results indicated that executive function differentially related to ToM. Inhibition (i.e., delaying gratification) was positively related to accuracy on faux pas stories, whereas cognitive flexibility (i.e., dimensional change card sort) was related to accuracy on the interpretive ToM task. Social correlates typically found in pre-school (i.e., socioeconomic status and number of siblings) were not significant in our older sample. However, friendship quality was related to ToM performance, with negative friendship quality relating to better interpretive ToM for girls. Results indicate that older children continue to develop in ToM abilities, executive function continues to relate to ToM performance, and social experiences outside the family may be important to consider in ToM tasks appropriate for middle childhood.

Φιλικές σχέσεις μαθητών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (ΔΕΠ-Υ) στο δημοτικό σχολείο

<p>Friendship is a dyadic relationship between two individuals, based on mutual affection and reciprocity. It is a voluntary bond co-created by two friends who expect to share an intimate, mutually rewarding experience with commitment, support and validation. In childhood, friends serve as playmates; in adolescence, they are viewed as confidants who provide emotional closeness. Having friends seems to mitigate the consequences of peer rejection and buffer against adjustment problems. Friendships vary in quality and stability. Regarding quality, some friendships possess positive features, such as validation, caring and trust, while others have negative features, such as conflict, antagonism and competition. Regarding stability, although the average friendship lasts for about one year, significant variability exists. Children with ADHD often experience peer relationship difficulties, mainly due to their social skills deficits. Research evidence suggests that the majority of children with ADHD have no reciprocated friends and that their friendships are less stable and of lower quality, while they prefer to be friends with other children with the same disorder. Research evidence looking at friendships and friendship quality of ADHD pupils attending inclusive settings is limited. This study examines friendships and perceptions of friendship quality of children with and without ADHD, attending inclusive public primary schools in Greece. Data regarding friendship stability and other characteristics of friendships of pupils with ADHD were also collected. One hundred and two typically developing children and22 children diagnosed with ADHD (mean age =9.51, <em>s.d</em>.= 1.30, age range: 8 to 12 years), named their friend(s) and their very best friend, using a sociometric nomination procedure; additionally, children responded to the Greek version of the <em>Friendship Quality Questionnaire</em>. Moreover, variables such as the number of the participants’ mutual friends, their friends’ characteristics and friendship duration were examined. The participating children were informed of the purpose of the study and were given appropriate instructions for completing the questionnaires individually. Data collection took place at pupils’ schools and children were engaged for approximately 30 minutes. The results showed that the majority of pupils with ADHD had few friends and even fewer mutual friendships than their typically developing peers. An interesting result of the present study, not in line with previous research evidence, is that ADHD children do not choose peers with disabilities to be their friends. Friendships of children with ADHD, as compared to those of typically developing peers, were of short duration. However, both ADHD children and their peers tend to attribute positive features to their friendships which are characterized by intimacy and support. Taking into consideration the importance of friendships in one’s life, as well as the fact that this research area has attracted little attention in Greece, further investigation is required.</p>

Parenting and children’s adjustment problems: the mediating role of self-esteem and peer relations

ABSTRACTThe aim of this study was to investigate the impact of parental and personal characteristics on children’s internalizing/externalizing problems. Further, this study aimed to examine personal characteristics (self-esteem, peer relations) as mediators in the relation between parenting and internalizing/externalizing problems. In order to address these questions, this study used a cross-sectional design. The sample included 588 pre-adolescents and adolescents (10–14 years old) and their mothers. Children completed the My Memories of Upbringing Questionnaire, the Strengths and Difficulties Questionnaire (child report), the Rosenberg Self-Esteem Scale, the Friendship Quality Questionnaire, and the Harter’s Self Perception Profile (Social acceptance subscale), while mothers completed The Strengths and Difficulties Questionnaire (parent report). Results support a model for the influence of both direct and indirect effects on children’s internalizing/externalizing problems.