FRIENDSHIP, TRANSITION TO MIDDLE SCHOOL, AND ADJUSTMENT

友谊、中学过渡和适应

• 批准号: 6186469
• 负责人: KENNETH H RUBIN
• 金额: $ 38.56万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-04-01 至 2004-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6186469
• 关键词: aggression; anxiety; behavioral /social science research tag; child (0-11); child behavior; clinical research; elementary school; emotional adjustment; family structure /dynamics; friendships; gender difference; human subject; interview; outcomes research; parent offspring interaction; questionnaires; social adjustment; social behavior; social group process; social psychology; social support network; socioenvironment; videotape /videodisc

The general objective of the proposed research is to study the nature, quality, functions, and sources of friendship during the transition from elementary school (fifth grade) to middle school (sixth grade), and to relate these aspects of friendship to child and family characteristics and to child socioemotional adjustment. More specifically, the first specific aim of the proposed research is to determine the associations between individual child characteristics such as sex and psychological/behavioral profile (e.g., socially competent, aggressive, or anxious withdrawn children) and (a) the extent to which children have friends; (b) the characteristics of their best friends; (c) the extensivity of their friendship networks; (d) the quality of their best friendships; and (e) the fragility or strength of their best friendships as they make the transition to middle school. The second specific aim is to evaluate the potential influence of family factors on the characteristics of children's best friendships as noted above. Specifically, quantitative and qualitative aspects of friendship will be related to parenting style, and to the quality of the parent-child relationship. The third specific aim is to evaluate the ways in which change or stability in children's friendship may encourage adaptation during the potentially stressful transition to middle school. Two cohorts of 120 children (60 females) will be followed as they make the transition from the fifth to the sixth grade. Classroom assessments will identify each child's best friends in the fifth and sixth grades. Observational data will be collected from yearly videotaped interactions between each child and his/her best friend and with her/his mother. Interview and questionnaire data will be obtained, at each grade level, from each child, mother, and classroom teacher. Social and emotional "assessments" will include friendship quality, conceptions of friendship, social competence, and psychological adaptation. Maladaptive sixth grade outcomes are expected for children who are lacking in best friendships, or whose best friendships are qualitatively poor. For example, those fifth graders who have qualitatively poor friendships, yet whose mothers provide them with supportive parenting experiences, are expected to develop normal friendships in the transition year. For these children, maladaptive outcomes are not expected. Alternatively fifth graders who have qualitatively poor friendships, and whose mothers provide them with unsupportive and harsh parenting experiences, are expected to find friends who serve to exacerbate existing difficulties in the sixth grade. Further interactions between quality of friendship and quality of the parenting experience will be examined insofar as the prediction of adaptive and maladaptive sixth grade "outcomes" are concerned.

拟议研究的一般目标是研究性质， 从过渡期间的质量，功能和友谊来源 小学（五年级）到中学（六年级），然后 将友谊的这些方面与儿童和家庭特征联系起来 并进行儿童社会情感调整。更具体地说，第一个 拟议研究的具体目的是确定关联 在个人特征（例如性别）和 心理/行为概况（例如，社会胜任，侵略性， 或急切撤离儿童）和（a）儿童的程度 朋友们; （b）他们最好的朋友的特征； （c） 他们的友谊网络的扩展； （d）他们最好的质量 友谊； （e）他们最好的友谊的脆弱或力量 当他们过渡到中学时。第二个具体目标是 评估家庭因素对 如上所述，儿童最好的友谊的特征。 具体而言，友谊的定量和定性方面将是 与育儿风格以及亲子的质量有关 关系。第三个具体目的是评估 儿童友谊中的变化或稳定可能会鼓励适应 在潜在的压力过渡到中学期间。 将遵循两个同类的120名儿童（60名女性） 从五年级到六年级的过渡。课堂评估 将在五年级和六年级确定每个孩子最好的朋友。 观察数据将从年度录像的互动中收集 在每个孩子和他/她最好的朋友以及与她/他的母亲之间。 面试和问卷数据将在每个年级级别获得 来自每个孩子，母亲和课堂老师。社会和情感 “评估”将包括友谊质量， 友谊，社会能力和心理适应。适应不良 对于缺乏最好的儿童，期望六年级的成果 友谊，或者最好的友谊在质量上很差。为了 例如，那些友谊质量差的五年级学生， 然而，母亲为他们提供了支持的育儿经历， 期望在过渡年建立正常的友谊。为了 这些孩子，不适合适应不良的结果。或者 五年级的友谊差不多的五年级学生，他的母亲 为他们提供不支持和苛刻的育儿经历，是 希望找到加剧现有困难的朋友 在六年级。友谊质量之间的进一步互动 育儿经验的质量将在 适应性和适应不良的六年级“成果”的预测是 担心的。