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Peer friendships are an important source of social support for adolescents in which they can self-disclose about perceived problems (Furman & Buhrmester, 1992; Rose, 2002). When friends start to discuss personal problems extensively with each other it holds the risk of conversations turning into co-ruminative talk. Co-rumination is characterized by frequently discussing problems, discussing the same problem repeatedly, mutual encouragement of discussing problems, speculating about problems and focusing on negative feelings (Rose, 2002). A meta-analysis shows that co-rumination is positively related to internalizing problems (Spendelow et al., 2017). Co-rumination is thus considered an important risk factor for adolescent internalizing problems. However, little is known about the social context that could predict adolescents’ tendency to co-ruminate. Important adult role models in the daily social context of adolescents are their parents and teachers (Hombrados‐Mendieta et al., 2013; McHugh et al., 2013). Although establishing autonomy from parents to develop a self-identity is one of the major tasks of adolescence, at the same time adolescents stay connected to their parents and they remain an important source of support throughout adolescence (Bokhorst et al., 2010; Hair et al., 2008; Lyell et al., 2020; Smollar & Youniss, 1989). It is suggested that having a positive, supportive relationship with parents helps adolescents to deal with depressive symptoms (Colarossi & Eccles, 2003). In addition to parents, teachers also play an important role as significant adults who adolescents can turn to for advice and support and have a positive impact on their social-emotional development (Gambone et al., 2002; McHugh et al., 2013; Pianta, 1999; Pianta et al., 2003). Several studies support the association between parent and teacher relationships and internalizing problems in adolescents in which a higher quality relationship is related to lower levels of internalizing problems (Colarossi & Eccles, 2003; Gariepy et al., 2016; Lyell et al., 2020; Maldonado‐Carreño & Votruba‐Drzal, 2011). Additionally, poor relationship quality with parents as well as teachers are linked to adolescents’ increased internalizing problems (Branje et al., 2010; O'Connor et al., 2012). Furthermore, adolescents tend to co-ruminate more about interpersonal problems, such as a troubled relationship quality with their teacher or parents than about non-interpersonal problems (Rose et al., in press as cited in Rose, 2021). Adolescent friends experiencing interpersonal problems may engage in co-rumination as a maladaptive attempt to gain understanding in these problems and cope with negative feelings (Dam et al., 2013). Indeed, one study found that a problematic teacher-student relationship quality is associated with more co-rumination among best friends, which in turn was related to adolescents’ higher depressive symptoms (Fan et al., 2016). Surprisingly, other studies show that higher parental support is also associated with higher levels of co-rumination, possibly because these adolescents learned to rely on others to discuss their negative affect (Stone et al., 2017; Bastin et al., 2021). These studies show that perceived parent and teacher relationship quality might have an influence on adolescent’s tendency to co-ruminate. Given that a), the quality of teacher-student and parent-adolescent relationship has previously been associated with (i) co-rumination (Fan et al., 2016; Stone et al., 2017; Bastin et al., 2021) and (ii) the development of internalizing problems such as depression and anxiety (O'Connor et al., 2012; Gariepy et al., 2016; Lyell et al., 2020), and that (b) co-rumination is associated with the development of internalizing problems (Spendelow et al., 2017), the teacher-student and parent- adolescent relationship quality might be associated with internalizing problem development via its association with co-rumination. In the present study we examined the potential indirect association between the teacher-student and parent-adolescent relationship quality (i.e., conflict and closeness) on the development of internalizing problems (i.e., symptoms of anxiety and depression) one year later, via co-rumination between adolescent friends in a sample of young adolescents attending secondary school. However, given the mixed results from previous studies on the association between high supportive relationships with adult role models and co-rumination with peers and the – to our knowledge –limited empirical work on these associations with adolescent internalizing problems we cannot make clear a-prior hypotheses on the direction of this association. References Bastin, M., Mezulis, A. H., Aldrich, J. T., Bosmans, G., Nelis, S., Raes, F., & Bijttebier, P. (2021). Problem talk in adolescence: temperament and attachment as predictors of co-Rumination trajectories in boys and girls. 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