Early Adolescent Friendships and Academic Adjustment: Examining Selection and Influence Processes with Longitudinal Social Network Analysis

Autor/inn/en	Shin, Huiyoung; Ryan, Allison M.
Titel	Early Adolescent Friendships and Academic Adjustment: Examining Selection and Influence Processes with Longitudinal Social Network Analysis
Quelle	In: Developmental Psychology, 50 (2014) 11, S.2462-2472 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0037922
Schlagwörter	Early Adolescents; Friendship; Student Adjustment; Social Networks; Social Influences; Self Efficacy; Values; Learner Engagement; Student Behavior; Grade Point Average; Grade 6; Peer Groups; Peer Relationship; Academic Achievement; Surveys; Statistical Analysis; Gender Differences; Racial Factors; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Freundschaft; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Social network; Soziales Netzwerk; Sozialer Einfluss; Self-efficacy; Selbstwirksamkeit; Wertbegriff; Student behaviour; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; Gleichaltrigengruppe; Peer Group; Peer-Beziehungen; Schulleistung; Survey; Umfrage; Befragung; Statistische Analyse; Geschlechterkonflikt
Abstract	This study investigated early adolescent friendship selection and social influence with regard to academic motivation (self-efficacy and intrinsic value), engagement (effortful and disruptive behavior), and achievement (GPA calculated from report card grades) among 6th graders (N = 587, 50% girls at Wave 1; N = 576, 52% girls at Wave 2) followed from fall to spring within 1 academic year. A stochastic actor-based model of social network analysis was used to overcome methodological limitations of prior research on friends, peer groups, and academic adjustment. Evidence that early adolescents sought out friends who were similar to themselves (selection) was found in regard to academic self-efficacy, and a similar trend was found for achievement. Evidence that friends became more similar to their friends over time (influence) was found for all aspects of academic adjustment except academic self-efficacy. Collectively, results indicate that selection effects were not as pervasive as influence effects in explaining similarity among friends in academic adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01