Do Friendships Afford Academic Benefits? A Meta-Analytic Study

Autor/inn/en	Wentzel, Kathryn R.; Jablansky, Sophie; Scalise, Nicole R.
Titel	Do Friendships Afford Academic Benefits? A Meta-Analytic Study
Quelle	In: Educational Psychology Review, 30 (2018) 4, S.1241-1267 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-018-9447-5
Schlagwörter	Meta Analysis; Friendship; Correlation; Academic Achievement; Effect Size; Cognitive Ability; Role; Cooperative Learning; Gender Differences; Age Differences; Research Design; Foreign Countries; Abstract Reasoning; Spatial Ability; Language Skills; Memory; Grades (Scholastic); Achievement Tests; Scores + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Freundschaft; Korrelation; Schulleistung; Denkfähigkeit; Rollen; Kooperatives Lernen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Forschungsdesign; Ausland; Abstraktes Denken; Denken; Räumliches Vorstellungsvermögen; Language skill; Sprachkompetenz; Gedächtnis; Notenspiegel; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Using meta-analytic techniques, we examined systematically the evidence linking friendship to academically related outcomes, asking: To what extent is friendship related to academic performance and to academically related cognitive skills? Based on 22 studies that yielded 81 effect sizes and 28 independent samples, we examined relations between friendship and academically related cognitive skills (e.g., scientific reasoning, linguistic skills, spatial memory) and performance (e.g., academic grades, test scores). The role of friendship was defined in one of two ways: working with mutual friends on academic tasks and the experience of having friendships (as indicated by having at least one reciprocated friend or a number of friends). Small to moderate effect sizes suggest that working together with a friend and simply having a friend were related significantly and positively both to cognitive and performance outcomes. Student (sex, age, country of origin) and methodological (measurement, design) characteristics were not significant moderators of relations between friendship and academically related outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01