Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?

Autor/inn/en	Tu, Kelly M.; Erath, Stephen A.; Flanagan, Kelly S.
Titel	Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?
Quelle	In: Journal of Applied Developmental Psychology, 33 (2012) 1, S.24-30 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2011.09.002
Schlagwörter	Prevention; Peer Relationship; Adolescents; Social Adjustment; Victims; Anxiety; Prosocial Behavior; Peer Influence; Low Achievement; Academic Ability; Middle School Students; Measurement; Correlation; Emotional Development; Social Development; Academic Achievement; Friendship + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Peer-Beziehungen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Anpassung; Victim; Opfer; Angst; Unterdurchschnittliche Leistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Messverfahren; Korrelation; Gefühlsbildung; Soziale Entwicklung; Schulleistung; Freundschaft
Abstract	The present study examined indices of friends' social adjustment (prosocial skills and social anxiety) that may protect against or exacerbate vulnerability to lower academic competence in the context of peer victimization during middle school (N=320). Peer victimization was assessed with peer nominations, social anxiety was measured with self reports, and prosocial skills and academic competence were assessed with teacher ratings. Friends' prosocial skills were associated with early adolescents' higher academic competence, and friends' social anxiety was associated with lower academic competence, controlling for sex, grade, early adolescents' peer victimization, and total number of mutual friends. Moreover, the association between peer victimization and lower academic competence was attenuated among early adolescents with high-prosocial friends. Results contribute to the body of research that supports and informs peer-focused victimization prevention programs as well as universal social-emotional learning programs. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10