Friendship Quality and Social Development

By T. Berndt. 2002

721 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/de6bdcc0a5fdda176290f1976c6560d8011ce033

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Citations in the corpus

Student Engagement, Peer Social Capital, and School Dropout Among Mexican American and Non-Latino White Students (2008, background): “…of friendships are especially important insofar as friendship groups exert considerable influence on adolescents’ academic and social behavior (Berndt 2002; Brown 1990; Sokatch 2006) through the exchange of information (Berndt 1999), modeling (Juvonen and Wentzel 1996), reinforcement of…”
Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. (2008, background): “…peer relationships promote school engagement and achievement depends on the values and behaviors of the peers with whom individuals affiliate (Berndt, 1999, 2002; Clasen & Brown, 1985; Dishion, Spracklen, Andrews, & Patterson, 1996; Epstein, 1983; Feldman & Wentzel, 1990; Fordham & Ogbu,…”
Friendship stability and change in childhood and adolescence (2010, background): “In addition, they represent an important source of influence on youths’ behaviors, goals and attitudes through modeling or peer pressure (Berndt, 1999, 2002; Berndt & Murphy, 2002), influence that can lead to both positive and negative consequences for their psychosocial development.”
Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks. (2003, background): “Indeed, some investigators have hypothesized that high quality friendships should amplify friends’ influence on one another, whether positive or negative (Berndt, 2002).”
Friendship quality and perceived relationship changes predict psychosocial adjustment in early adulthood (2005, positive): “A focus on friendship quality recognizes that relationships vary in their relative amount of positive (e.g., companionship, security, support) and negative (e.g., conflict, dominance, rivalry) features (Berndt, 2002).”
Intimacy in adolescent friendship: The roles of attachment, coherence, and self-disclosure (2008, background): “, prosocial behavior, enhancement of self-worth) and with high friendship quality (Berndt, 2002).”
Reforming Middle Schools: Focus on Continuity, Social Connectedness, and Engagement (2007, background): “In spite of the findings highlighting the importance of school-based friendships, it is critical to keep in mind that not all friendships are equal (e.g., Berndt, 1999, 2002).”
Children's Friendships: Shifts Over a Half-Century in Perspectives on Their Development and Their Effects (2004, background): “Therefore, a composite score for all positive features has often been used to assess a positive dimension of friendship quality (Berndt, 1996, 2002).”
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).”
Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents (2018, background): “Peer relationships, friendships in particular, also represent important contexts for children’s and adolescents’ social, emotional, and cognitive development (e.g., Bagwell & Schmidt, 2011; Berndt, 2002; Rubin et al., 2015).”
The impact of hope, self-esteem, and attributional style on adolescents' school grades and emotional well-being: A longitudinal study (2007, background): “Self-esteem is regarded as an important aspect of one’s social and cognitive development (Berndt, 2002; Pulkkinen, Nygren, & Kokko, 2002; Wigfield, Battle, Keller, & Eccles, 2002), with the early adolescent years being somewhat volatile and yielding substantial shifts from one year to the next (Durk”
Personality and gender differences in friendship needs and experiences in preadolescence and young adulthood (2004, background): “Although intimacy has been cited as the sine qua non of good friendship (e.g., Berndt, 2002), our data make clear that need for intimate friendship is not universal, and failure to meet intimacy needs is not inevitably tied to poor affective outcomes.”
Peer Interactions, Relationships, and Groups (2007, background): “Older children of both sexes also possess more intimate knowledge of their friends, describe their friends in a more differentiated and integrated manner, and see their friendships as more exclusive and individualized (Berndt, 2002; Smollar & Youniss, 1982).”
Divided we fall: Children's friendships and peer victimization (2006, background): “, Berndt & Ladd, 1989). Indeed, friendships do provide contexts for learning social skills, sources of information for self-knowledge and esteem, forums for the development of social competence, resources of emotional and cognitive support, and practice for later relationships (Asher & Parker, 1989;”
THE INVENTORY OF PARENT AND PEER ATTACHMENT (IPPA): A STUDY ON THE VALIDITY OF STYLES OF ADOLESCENT ATTACHMENT TO PARENTS AND PEERS IN AN ITALIAN SAMPLE (2010, background): “Furthermore, intimacy, mutuality, and self-disclosure to friends peak during adolescence (Berndt, 2002; Collins & Laursen, 2000).”