Self-Isolation and Adolescents' Friendship Quality: Moderation of Technology Use for Friendship Maintenance

Autor/inn/en	Wright, Michelle F.; Wachs, Sebastian
Titel	Self-Isolation and Adolescents' Friendship Quality: Moderation of Technology Use for Friendship Maintenance
Quelle	In: Youth & Society, 55 (2023) 4, S.673-685 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wright, Michelle F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X221080484
Schlagwörter	Adolescents; Grade 8; Grade 7; Friendship; Social Isolation; COVID-19; Pandemics; Computer Use; Technology; Middle School Students; Maintenance; Quality Assurance + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Freundschaft; Soziale Isolation; Technologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Qualitätssicherung
Abstract	The purpose of the present study was to investigate the moderating effect of technology use for friendship maintenance in the associations between self-isolation during the COVID-19 pandemic and friendship quality, measured 6 months later (Time 2). Participants were 1,567 seventh and eighth graders (51% female; 51% white; M[subscript age] = 13.47) from the United States. They completed questionnaires on friendship quality at Time 1, and self-isolation during COVID-19 and technology use for friendship maintenance and friendship quality at Time 2. The findings revealed that self-isolation during COVID-19 was related positively to technology use for friendship maintenance and negatively to Time 2 friendship quality. Higher technology use for friendship maintenance buffered against the negative impacts on friendship quality associated with self-isolation during COVID-19, while lower technology use had the opposite effects on Time 2 friendship quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01