Adolescents and their friends

Abstract

Friendships represent an important context for adolescent social development. A review of the extant literature reveals that friendships of adolescents differ in several respects from those of younger children. During adolescence, three dimensions of friendship affect the course of individual development: having friends, who one's friends are, and the quality of the friendship. Still, much remains to be learned about the nature and functions of friendship during the second decade of life, and a progressive research agenda is proposed to address this lacuna.

The Academic Achievement of African American Students During Early Adolescence: An Examination of Multiple Risk, Promotive, and Protective Factors

“…According to Hartup (1978), peers and adults may provide different support functions, thus influencing different outcome variables. For instance, in a sample of third through fifth graders, Dubow et al (1991) found that although change in peer support was positively related to both changes in teachers' reports of student competencies and grade point average, no effects were found for teacher support or change in teacher support over time (Dubow et al, 1991).…”

Dependencia emocional y consecuencias psicológicas del abuso de internet y móvil en jóvenes.

“…For instance, adolescence is a stage marked by excessive emotional dependency on peers (Hartup, 1993), where, unlike childhood, attachment needs are satisfied by these bonds to peers (Zeifman & Hazan, 2008). Peers acquire more relevance as a source of information, company, and behavioral models (Shucksmith & Hendry, 1998).…”

Quantitative Methods for Studying Social Context in Multilevels and through Interpersonal Relations

“…This might occur through the process of cohesion, in which people influence one another by sharing information or persuasion (Barnes, 1972;Blau, 1977;Bott, 1971;Collins, 1981;Festinger, 1950;Homans, 1950;Mitchell, 1973), or through structural equiva lence, where the w ü indicate the role that people occupy and the y¡ represent a behavior that is a function of the behaviors of others who occupy similar roles (Burt, 1987;Merton, 1957;Nadel, 1957;Radcliffe-Brown, 1940). For example, cohesion applies when students' educational decisions and aspirations are influenced through direct discussions (Davies & Kandel, 1981;Duncan, Haller, & Portes, 1968;Hartup, 1978;Sewell, Haller, & Ohlendorf, 1970). On the other hand, students who occupy similar positions defined by curricular tracks may develop similar educational aspirations (Bowles & Gintis, 1976;Hansell & Karweit, 1983).…”