Are we good friends? – Friendship preferences and the quantity and quality of mutual friendships

Hoffmann, Lisa; Wilbert, Jürgen; Lehofer, Mike; Schwab, Susanne

doi:10.1080/08856257.2020.1769980

Cited by 23 publications

(18 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Responses could be given using a five-point Likert scale (1 = "not correct at all" to 5 = "completely correct"). Thus, this approach is also oriented (alongside the approaches of Koster et al, 2009;Bossaert et al, 2013) to current research (e.g., Hoffmann et al, 2021).…”

Section: Friendship Qualitymentioning

confidence: 99%

Social Participation of Students With a Migration Background—A Comparative Analysis of the Beginning and End of a School Year in German Primary Schools

Hamel

2022

Front. Educ.

View full text Add to dashboard Cite

The social participation of students can be defined as one of the fundamental goals of inclusion. However, current literature shows that (a) children from minorities can belong to groups at risk of low social participation and (b) relatively little is known as yet about changes in social participation over time (longitudinal study). This study therefore seeks to investigate more closely the stability of social participation for students with a migration background. A total of 353 year 4 students (45% girls, including 16% with German as their second language) from North Rhine-Westphalia (Germany) were surveyed about their social participation (friendships, interactions, etc.) using a paper-and-pencil questionnaire at the beginning (September 2018) and at the end (June/July 2019) of a school year. All schools of common learning in North Rhine-Westphalia were contacted and asked to participate voluntarily. Only students who participated in the survey at both measurement points were considered. At the first measurement point, students had an average age of 9 years (SD = 0.42; range 8–11). At the second measurement point, students had an average age of 10 years (SD = 0.57; range 9–12). Student responses were largely in the form of sociometric ratings or sociometric nominations. One finding of the variance analyses (ANOVA with repeated measures) was that, for the most part, there was no difference longitudinally between students with and those without a migration background. However, students with a migration background were found to have significantly fewer stable friendships than their peers. No other differences in relation to changes over time were recorded in any other areas. The findings thus also illustrate that a possible lack of social participation by students with a migration background remains constant, and that the period when students first come into contact with each other appears to be of fundamental importance.

show abstract

Section: Friendship Qualitymentioning

confidence: 99%

Social Participation of Students With a Migration Background—A Comparative Analysis of the Beginning and End of a School Year in German Primary Schools

Hamel

2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Finally, the literature includes two studies that reported positive results with regard to the friendship quality of students with learning difficulties (Avramidis et al, 2018;Hoffmann et al, 2021). In the first study by Avramidis et al (2018), the students with MLD had fewer friends and fewer social interactions with peers; however, at the same time, these students possessed a positive social self-concept and scored very highly on all assessed dimensions of friendship quality.…”

Section: The Friendship Quality Of Students With Senmentioning

confidence: 99%

Social Participation and Quality of Best Friendship of Students With Moderate Learning Difficulties in Early Adolescence: A Longitudinal Study

Avramidis

Aroni

Strogilos

2022

Australas. j. spec. incl. educ.

View full text Add to dashboard Cite

Recent sociometric research has described students with special educational needs (SEN) as less accepted and experiencing more social difficulties than their classmates without SEN. This study addresses the social participation of students with moderate learning difficulties (MLD) in regular schools while also focusing on the quality of their best friendship. In this longitudinal study, 313 secondary students, including 46 with MLD, were first examined while at Grade 7 (T1) and 2 years later at Grade 9 (T2). In line with previous studies, the students with MLD held reduced peer acceptance, had fewer friendships, and engaged less often in social interactions with peers than their typically developing classmates on both administrations. However, students with MLD held positive perceptions of social self-concept and friendship quality, with the two measures being positively associated. At T2, students with MLD reported poorer socio-emotional skills, which were positively correlated with their perceptions of both social self-concept and friendship quality. The paper concludes by outlining the importance of supporting students’ socio-emotional development through implementing relevant school-based interventions.

show abstract

“…La investigación también ha sacado a la luz las dificultades percibidas por los propios estudiantes con TEA entre las que ahora nos parece importante destacar las vinculadas a su participación social y en particular, las relativas a la necesidad de relacionarse con sus compañeros y hacer amigos (Parsons, 2015), así como los niveles de soledad que estos sufren (Goodall & MacKenzie, 2019;Hoffmann et al, 2020) y su miedo a ser estigmatizados y, por ende, "dejados de lado" (Anderson et al, 2017;Cook et al, 2018). Como se recoge en otro trabajo, inclusión y exclusión son procesos dialécticos y, por lo tanto, cabe analizarlos como dimensionales o caras de una misma moneda (Echeita, 2019).…”

Section: Introductionunclassified

De la Cuna a la Escuela. El Turbulento Devenir Durante la Primera Transición Educativa de Alumnado Autista

Sarrionandía

Cañadas

Gutiérrez

et al. 2021

QRE

View full text Add to dashboard Cite

To promote inclusive education, attention must be paid to exclusionary processes. Students considered within the autism spectrum are, without a doubt, at greater risk of exclusion than others. This paper will show partial results of a project that has asked what are the barriers and supports that families with sons or daughters with Autism Spectrum Disorder (ASD) face in their first educational transition. Using a qualitative, phenomenological-interpretive methodology and a cross-sectional design, the life stories of 6 students with ASD (out of a total sample of 22) have been analyzed in depth, with special attention to the processes of social participation. The thematic analyzes carried out show some "lights" and many "shadows" in this first transition and with it what can be learned to move towards a more inclusive and quality educational system that benefits all students.

show abstract

Are we good friends? – Friendship preferences and the quantity and quality of mutual friendships

Cited by 23 publications

References 36 publications

Social Participation of Students With a Migration Background—A Comparative Analysis of the Beginning and End of a School Year in German Primary Schools

Social Participation of Students With a Migration Background—A Comparative Analysis of the Beginning and End of a School Year in German Primary Schools

Social Participation and Quality of Best Friendship of Students With Moderate Learning Difficulties in Early Adolescence: A Longitudinal Study

De la Cuna a la Escuela. El Turbulento Devenir Durante la Primera Transición Educativa de Alumnado Autista

Contact Info

Product

Resources

About