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Early Adolescents' friendship patterns in middle school: Social-emotional and academic implications


Simmons, NP and Hay, I, Early Adolescents' friendship patterns in middle school: Social-emotional and academic implications, Australian Educational and Developmental Psychologist, 27, (2) pp. 59 - 69. ISSN 0816-5122 (2010) [Refereed Article]

DOI: doi:10.1375/aedp.27.2.59


This research examined the interactions between friendship patterns, school achievement, coping skills, self-concept and the classroom learning environment for 182 early adolescents, mean age 13 years 5 months (47.25% male). Participants completed the Friendship Nomination Form. The second phase of data collection focused on adolescents with high or low friendship ratings, who then completed four social and two academic measures. The social measures were: (1) Friendship Quality Scale (FQS; Bukowski, Hoza, & Boivin, 1994), (2) Self-Description Questionnaire II-Short Form (Marsh, 1990), (3) Coping Strategy Indicator-Short Form (CSI-S; Amirkhan, 1990) and (4) What is Happening in this Classroom Scale (WIHIC; Fraser, Fisher, & McRobbie, 1996). Adolescents with more friends reported more companionship and help from friends. Those with fewer friends perceived their classroom to be less cohesive and less cooperative. Females reported more closeness and friendship commitment than males. Friendship patterns had a significant influence on students' English achievement but not their mathematics achievement. The implications of the findings for school professional are discussed.

Item Details

Item Type:Refereed Article
Keywords:adolescents, friendship, coping, self-concept, classroom learning environment, mathematics and English achievement
Research Division:Education
Research Group:Specialist studies in education
Research Field:Educational counselling
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Simmons, NP (Mr Nathan Simmons)
UTAS Author:Hay, I (Professor Ian Hay)
ID Code:68929
Year Published:2010
Deposited By:Education
Deposited On:2011-04-04
Last Modified:2014-12-19

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