Toward an integrated model of supportive peer relationships in early adolescence: A systematic review and exploratory meta-analysis

Abstract

Supportive peer relationships (SPR) are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis (PROSPERO protocol reference: CRD42018107945) synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links with 93 variables referring to individual (identity, skills/strengths, affect/wellbeing and behavior/health) and environmental (peer group, school, family, community and internet/technology) influences on SPR. Findings suggest the central importance of identity and social–emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth’s social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field.

Toward an Integrated Model of Supportive Peer Relationships in Early Adolescence: A Systematic Review and Exploratory Meta-Analysis

“…A preprint (Mitic et al, 2020) of the paper is available at the PsyArXiv Preprints repository [10.31234/osf.io/kry65]. Supplementary Document 1 | Search strategy.…”

Primary school students’ attitudes towards peers displaying hyperactivity: Examining impacts of homophily and inter‐group contact on students’ social inclusion

“…This finding confirms the ongoing need and demand for an inclusive environment where friendships can be cultivated, since these play a crucial role in terms of developmental as well as emotional support (Bagwell & Bukowski, 2018; Maunder & Monks, 2019). This is especially important for students displaying hyperactivity since their social‐emotional well‐being often remains below that of their peers without such symptoms (e.g., Mitic et al., 2021; Maunder et al., 2019).…”

“…Friendships are, however, crucial for the well‐being, self‐worth and social‐emotional development of students (e.g., Mitic et al., 2021; Maunder et al., 2019; Kidger et al., 2012). In this context, it has been highlighted, that students with behaviour difficulties and hyperactivity have less sense of school belonging (see e.g., Dimitrellou & Hurry, 2019).…”

“That’s How Revolutions Happen”: Psychopolitical Resistance in Youth’s Online Civic Engagement

“…Qualitative research has shed light on the ways in which youth combine civic engagement with community building and emotional support online (Jenkins et al, 2018 Kelly, 2018;Nicholls & Fiorito, 2015;Seif, 2016;Zimmerman, 2016). Emotionally supportive relationships, and empowering communities, may be particularly important during adolescence when young people develop their social identities (Mitic et al, 2021). For instance, George Mwangi et al (2018) analyzed posts and interviews from the "I, Too, Am" campaign where Black students documented microaggressions at their institutions.…”

“…This discrepancy may be because youth themselves may not always view community building online as civic engagement. Social connections and peer relationships that provide youth with emotional support, and feelings of belonging and acceptance, are known to foster health, mental health, and identity development in adolescence and young adulthood (Mitic et al, 2021). Thus, youth's efforts on social media to build community and offer emotional support to others is contributing to their own, and their peers', healthy development.…”