Children's Friendships: Shifts Over a Half-Century in Perspectives on Their Development and Their Effects

By T. Berndt. 2004

267 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bb446fd33042438895bc210ad17ab4715bf73d64

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In Clinical Psychology

In Social Psychology

Citations in the corpus

Peer Interactions, Relationships, and Groups (2007, background): “Friendships that are high in relationship quality are more likely to persist over time (Berndt, 2004), and this is also true in early childhood.”
Friendship and Romantic Relationship Qualities in Emerging Adulthood: Differential Associations with Identity Development and Achieved Adulthood Criteria (2009, background): “The overlapping, yet unique features of friendships and romantic relationships in emerging adulthood suggest a need for multidimensional context-specific models of development ( Berndt 2004; Collins and Madsen 2006).”
Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, background): “The focus is on students in Grades One to Three (US grade level notation, children aged between six and nine years), a crucial age period in the lives of children during which friendships and contacts become more stable and close (Berndt, 2004).”
Contextual and Moderating Effects of the Peer Group Climate on Use of Homophobic Epithets (2008, background): “During adolescence, individuals’ peer groups become increasingly important and provide a primary source of social interaction and support ( Berndt, 2004; Eder & Nenga, 2003).”
Behavioral Characteristics Associated with Stable and Fluid Best Friendship Patterns in Middle Childhood (2006, background): “Best friendships can be characterized by both positive and negative qualities (Berndt, 1999, 2004).”
School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement * (2016, background): “As stated in the literature, peer acceptance and support are related to the following: higher self-esteem and academic motivation; personal development; decreased externalizing behaviors; and school belonging (Berndt, 2004; Bester, 2007; Law et al., 2013; Ryan, 2001; Stewart, 2008).”
Crossing social contexts: Relational aggression between siblings and friends during early and middle childhood ☆ (2006, background): “As children age, they share a wider range of experiences with their friends (school, home, neighborhood, and extracurricular activities), and friendships tend to last longer than they did during younger years (Bernd, 2004; Sullivan, 1953).”
Predicting Psychosocial Consequences of Homophobic Victimization in Middle School Students (2007, background): “interaction skills, increasing self-efficacy, and promoting a greater reliance on and interaction with peers accompanied by peer group belonging and support (Berndt, 2004; Harris, 1995; Hartup, 1992; Kindermann, 1993; Mussen & Eisenberg, 2001; Rubin, Bukowski, & Parker, 1998).”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, unknown): “…Kochenderfer & Coleman, 1997 ; Ryan, 2001 ; Wentzel, McNamara-Barry, & Caldwell, 2004 ; for a review, see Bukowski, Motzoi & Meyer, 2009 ) , especially school motivation and achievement (e.g., Berndt, 2004 ; Berndt, Hawkins & Jiao, 1999 ; Berndt & Keefe, 1995 ; Berndt, Laychak & Park, 1990 ) .”
Peer relations as a developmental context. (2011, background): “…Sullivan’s (1953) theory argues that intimate friendships during early adolescence validate a child’s sense of personal worth, and thus researchers have expected to find that friend ship intimacy is associated with the growth of an increasingly positive sense of self-esteem (Berndt, 2004).”