Daily School Context of Adolescents' Single Best Friendship and Adjustment

Published In

Journal of Genetic Psychology

Document Type

Citation

Publication Date

3-1-2017

Abstract

Research on adolescent best friendships typically focuses on school-based friendships, ignoring important differences between classroom-based and out-of-school friendships. With data from 156 ninth-grade students, many of whom named more than 1 best friend across the 14-day period, the authors examined associations between the daily school context of one's best friendship and adjustment. Benefits of in-grade best friendships were found in academic engagement when a composite was assessed across the 2-week period. Daily findings were more complex and were different between weekends and school days. Out-of-grade best friends were named more frequently on weekends, and on weekend days in which they named an out-of-school best friend participants spent more time with that friend but felt like less of a good student. Implications for our understanding of friendship context and for the measurement of friendship itself are discussed.

DOI

10.1080/00221325.2017.1286631

Persistent Identifier

http://archives.pdx.edu/ds/psu/20244

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