FRIENDSHIP, TRANSITION TO MIDDLE SCHOOL, AND ADJUSTMENT

友谊、中学过渡和适应

• 批准号: 6639072
• 负责人: KENNETH H RUBIN
• 金额: $ 35.3万
• 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/6639072
• 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characteristics such as sex and psychological/behavioral profile (e.g., socially competent, aggressive, or anxious withdrawn children) and (a) the extent to which children have friends; (b) the characteristics of their best friends; (c) the extensivity of their friendship networks;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.

拟议研究的总体目标是研究性质， 转型过程中友谊的质量、功能和来源 小学（五年级）至初中（六年级） 将友谊的这些方面与儿童和家庭特征联系起来 以及儿童的社会情绪调整。更具体地说，第一个 拟议研究的具体目的是确定关联 儿童个体特征（例如性别）之间 心理/行为特征（例如，社交能力、攻击性、 或焦虑孤僻的儿童）以及 (a) 儿童在多大程度上 朋友们; (b) 他们最好的朋友的特征； (三) 他们的友谊网络广泛； (d) 他们最好的品质 友谊； (e) 他们最好的友谊的脆弱性或强度 当他们过渡到中学时。第二个具体目标是 评估家庭因素对家庭因素的潜在影响 如上所述，儿童最好的友谊的特征。 具体来说，友谊的数量和质量方面将 与教养方式有关，与亲子素质有关 关系。第三个具体目标是评估 孩子们友谊的变化或稳定可能会鼓励适应 在向中学过渡的潜在压力期间。 两组 120 名儿童（60 名女性）将被跟踪 从五年级到六年级的过渡。课堂评估 将确定每个孩子在五年级和六年级最好的朋友。 观察数据将从每年的互动录像中收集 每个孩子和他/她最好的朋友以及她/他的母亲之间。 将获得每个年级的访谈和问卷数据， 来自每个孩子、母亲和任课老师。社交和情感 “评估”将包括友谊质量、观念 友谊、社交能力和心理适应。适应不良 六年级的成绩预计是那些缺乏最佳成绩的孩子 友谊，或者最好的友谊质量很差。为了 例如，那些友谊质量较差的五年级学生， 然而，他们的母亲为他们提供了支持性的养育经历， 预计将在过渡年发展正常的友谊。为了 这些儿童不会出现适应不良的结果。或者 友谊质量较差的五年级学生，以及他们的母亲 为他们提供不支持和严厉的养育经历 期望找到能够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 育儿经验的质量将受到审查 对六年级适应性和适应不良“结果”的预测是 担心的。