What is(n’t) a friend? Dimensions of the friendship concept among adolescents

Kitts, James A.; Leal, Diego F.

doi:10.1016/j.socnet.2021.01.004

Cited by 41 publications

(21 citation statements)

References 70 publications

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“…Apart from support and closeness, we found that the history of relations is the main characteristic of neighborhood friendship that makes the friendship relevant. Several concepts related to the history of relations emerging from this study include childhood friend (Kitts & Leal, 2021 ), childhood memory, three-generational friendship, and intergenerational trust. We view these concepts as linked to the concept of history of friendship, where past memories of relationships result in particular associations and affection with a certain place.…”

Section: Discussionmentioning

confidence: 99%

“…In line with the types of friendship in general, neighborhood friends also take the form of acquaintances, casual friends (“ teman ” or “ teman biasa ”), and close friends (“ teman dekat ”), which is possible to change over the time of the relationship. Acquaintances are often not included as friends (Baym et al, 2007 ; Kitts & Leal, 2021 ), because acquaintances are relationships characterized by rare interaction, no or low levels of intimacy and relational quality, and limited social support exchange (Bryant & Marmo, 2009 ). Acquaintances often know each other from casual social encounters, yet lack a sense of personal connection and shared relational history (Jehn & Shah, 1997 ).…”

Section: Discussionmentioning

confidence: 99%

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“My Neighbor, My Friend": The Relevance of Support, Closeness, and History of Relations in Neighborhood Friendship

et al. 2022

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Friendship is a common and essential social relationship in daily life. Various works of literature have described friendship including how it is experienced in various contexts, yet limited studies have focused on the neighborhood context. This study aimed to investigate the relevance of neighborhood friendship and the characteristics of friendship that make it still relevant, especially in Indonesia. This study was conducted in two phases: 1) an online survey with an open-ended questionnaire and 2) in-depth interviews. A total of 222 participants completed the questionnaire and among those, 15 participants were interviewed to further understand the relevance of neighborhood friendship based on the emerging themes from the open-ended responses. This study found that neighborhood friendship is still relevant despite physical distance. Those relevancies are perceived in the three main characteristics of friendship: support, closeness, and history of relations. This study also found that the essence of friendship is not only discussed in a romantic view which highlights intimacy and closeness, but also in an instrumental view. However, support as an instrumental process may indicate the expressions of closeness, especially in close friendships. Furthermore, this study also suggests that although proximity characterized by physical interaction is crucial in the formation and maintenance of neighborhood friendship, physical distance and social mobility did not dissolve the relationship, due to the history of relations. In the neighborhood context, the history of relations bond people to a certain place and the social relationship formed in that particular place, stimulating certain feelings of belonging which encourage the maintenance of neighborhood friendship. Supplementary Information The online version contains supplementary material available at 10.1007/s42087-022-00283-w.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“My Neighbor, My Friend": The Relevance of Support, Closeness, and History of Relations in Neighborhood Friendship

et al. 2022

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“…Thus, instead of immediately studying relationships between two concepts, it would be essential to conduct research projects focusing solely on one concept at a time (see Clack & Ward, 2020, for an example of a project focusing specifically on anhedonia). In such a project, researchers could compare and improve definitions of the concept and how it is measured, and conduct qualitative interviews in order to evaluate how participants interpret the concept, whether participants generally have similar semantic boundaries for it (i.e., what phenomena are included and excluded in the concept), or the extent to which the concept differs from closely related concepts (see also Kitts & Leal, 2021;Podsakoff et al, 2016;Tafreshi et al, 2016). Such conceptualization studies could furthermore be strengthened by building a multiverse analysis into the study design.…”

Section: Current Directions For Improving Conceptual Claritymentioning

confidence: 99%

“…For example, every participant might interpret the quoted definition differently, which would make measurements incomparable between persons. 2 Although these conceptual unclarities have not remained unnoticed in the literature on friendship (see, e.g., Fischer, 1982; Kitts & Leal, 2021), vague definitions and measures are still often used, and thus conceptual issues in applying measures of friendship remain unresolved.…”

Section: Current Directions For Improving Conceptual Claritymentioning

confidence: 99%

Back to Basics: The Importance of Conceptual Clarification in Psychological Science

Bringmann

Elmer

Eronen

2022

Curr Dir Psychol Sci

121

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Although the lack of conceptual clarity has been observed to be a widespread and fundamental problem in psychology, conceptual clarification plays a mostly marginal role in psychological research. In this article, we argue that better conceptualization of psychological phenomena is needed to move psychology forward as a science. We first show how conceptual unclarity seeps through all aspects of psychological research, from everyday concepts to statistical measures. We then turn to recommendations on how to improve conceptual clarity in psychology, emphasizing the importance of seeing research as an iterative process in which it is necessary to revisit the phenomena that are the foundations of theories and models, as well as how they are conceptualized and measured.

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“…Once the network boundary is specified, the next stage in collecting network data involves defining the relationships in the network. Network studies can focus on many different types of relationships including communication (e.g., advice Borgatti & Cross, 2003), friendship (Kitts & Leal, 2021), affective relationships (e.g., like, trust, dislike, conflict; Harrigan, Labianca, & Agneessens, 2020), and affiliation (e.g., hanging out, spend time with). It is important to consider the study's research question and to select a type of relationship that is conceptually relevant.…”

Section: Defining the Relationshipsmentioning

confidence: 99%

Collecting, Modeling, and Visualizing Network Data from Educators: A Tutorial

Neal¹,

Neal²

2021

Preprint

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Understanding educators’ networks can inform the field of school psychology by offering insight into how the structure of social relationships supports the implementation of school-based programs. However, the difficulties of collecting and modeling network data remain barriers to using network methods in school psychology. To overcome these barriers, we provide a step-by-step tutorial for collecting, modeling, and visualizing network data from educators. We draw on an example from a study designed to understand advice networks among middle and high school educators involved in implementing a system-level intervention to prevent school dropout.

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What is(n’t) a friend? Dimensions of the friendship concept among adolescents

Cited by 41 publications

References 70 publications

“My Neighbor, My Friend": The Relevance of Support, Closeness, and History of Relations in Neighborhood Friendship

“My Neighbor, My Friend": The Relevance of Support, Closeness, and History of Relations in Neighborhood Friendship

Back to Basics: The Importance of Conceptual Clarification in Psychological Science

Collecting, Modeling, and Visualizing Network Data from Educators: A Tutorial

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