Transactional Relationships Between Latinos’ Friendship Quality and Academic Achievement During the Transition to Middle School
| Autor: | Amy B. Guimond, Anne M. Sebanc, Jeff Lutgen |
|---|---|
| Rok vydání: | 2014 |
| Předmět: |
Sociology and Political Science
Goal orientation media_common.quotation_subject 05 social sciences 050301 education Interpersonal communication Academic achievement Mastery learning Developmental psychology Friendship Transactional leadership Developmental and Educational Psychology 0501 psychology and cognitive sciences Life-span and Life-course Studies Path analysis (statistics) Psychology 0503 education Social psychology Neuroscience of multilingualism Social Sciences (miscellaneous) 050104 developmental & child psychology media_common |
| Zdroj: | The Journal of Early Adolescence. 36:108-138 |
| ISSN: | 1552-5449 0272-4316 |
| DOI: | 10.1177/0272431614556347 |
| Popis: | This study investigates whether friendship quality, academic achievement, and mastery goal orientation predict each other across the transition to middle school. Participants were 146 Latino students (75 girls) followed from the end of elementary school through the first year of middle school. Measures included positive and negative friendship quality, mastery goal orientation, and grade point averages (GPAs) at three time periods. In general, Latino adolescents showed stable academic achievement and did not decline in any of the measures from elementary school to middle school. Cross-lagged path analyses revealed a bidirectional and negative relationship between negative friendship quality and academic achievement across the transition to middle school. Positive friendship quality predicted mastery goal orientation decreases for girls. Both gender and bilingual status were analyzed and showed significant relations in our models. Results supported the social interaction perspective more than the social bonding perspective of friendship quality. |
| Databáze: | OpenAIRE |
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