Perception of Friendship Quality and Mental Health: School Goal Structures as Moderators

Autor/inn/en	Diaconu-Gherasim, Loredana R.; Nicu?a, Elena Gabriela; Crumpei-Tanasa, Irina; Opariuc-Dan, Cristian
Titel	Perception of Friendship Quality and Mental Health: School Goal Structures as Moderators
Quelle	In: School Mental Health, 15 (2023) 3, S.1003-1016 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicu?a, Elena Gabriela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-023-09601-1
Schlagwörter	Friendship; Mental Health; Educational Environment; Childrens Attitudes; Life Satisfaction; Depression (Psychology); Symptoms (Individual Disorders); Elementary School Students; Grade 4; Goal Orientation + Suchen Sie Ihr Suchwort? Freundschaft; Psychohygiene; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lebensvollendung; Psychiatrische Symptomatik; School year 04; 4. Schuljahr; Schuljahr 04; Zielorientierung; Zielvorstellung
Abstract	Perception of friendship quality has been shown to be a key ingredient for children's mental health, however, less is known about how the learning environment might impact these relations. This study investigated how children's perceptions of friendship quality are related to their mental health (i.e., satisfaction with life and depressive symptoms) and whether school goal structures are potential moderators for these relations in a sample of elementary school children. A sample of 423 fourth-grade students (M[subscript age] = 10.85, 46.33% boys) and their teachers (N = 24) participated in the study. Children filled out questionnaires assessing friendship quality, satisfaction with life, and depressive symptoms. Teachers completed a scale evaluating their perception of the school goal structures. Results indicated that children who reported high positive friendship quality were more satisfied with their lives, whereas children who reported high levels of negative friendship quality experienced lower levels of life satisfaction and higher levels of depressive symptoms. School mastery goal structures reported by teachers moderated the relation between children's perception of friendship quality and their depressive symptoms and life satisfaction. Further, school performance goal structures reported by teachers moderated the relation between children's perception of negative friendship quality and their depressive symptoms. The results seem to suggest that the effects of mastery goal structure are not always positive, whereas a performance goal structure might sometimes be beneficial for students' mental health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01