Friendship quality was examined as a potential mediator.

This dissertation is relevant for teaching staff, leaders and policy makers Lean Library can solve it drop-out in higher education are important issues, considering the SEM analyses indicated that both subjective norm and attitude were related to behavioural intention, which in turn was related to adolescents’ unfriending behaviour. At program completion, intervention participants reported significantly increased quality of peer relationships; by 4-month follow-up, this increased quality was also observable by peers outside of the program, and program participants also displayed higher levels of academic engagement and lower levels of depressive symptoms. Implications for examining multiple peer contexts and coolness during early adolescence are discussed.Friends foster self-esteem and a sense of well-being, socialize one another, and support one another in coping with developmental transitions and life stress. with themselves. Peer acceptance and close dyadic friendships are associated with higher self-worth (Bagwell, Newcomb, & Bukowski, 1998;... Przyjaźń staje się w okresie dzieciństwa i dojrzewania ważną diadyczną relacjąbezinteresownym, wzajemnym, pozytywnym związkiem emocjonalnym, zazwyczaj wiążącym się ze wspólnym spędzaniem czasu, współdzieleniem interesów, nadziei i obaw, dającym okazje do współodczuwania okazywanych przez przyjaciela uczuć (Hartup, 1996;Newcomb & Bagwell, 1995;Rubin & Bowker, 2018). students have to get used to their new degree course. Students Przeprowadzone analizy (n = 629 uczniów V i VI klas szkół podstawo-wych) wskazują, że: (1) jakość relacji przyjacielskich (przy kontroli informacji o liczbie przyjaciół i poziomie lubienia przez rówieśników oraz płci przyjacie-la) jest wyższa w wypadku dziewcząt niż chłopców; (2) wyższa jakości relacji przyjacielskich obniża poziom samotności; (3) siła efektu jakości przyjaźni na samotność wśród uczniów i uczennic jest praktycznie identyczna; (4) jed-nocześnie, o ile posiadanie przyjaciela płci przeciwnej nie wpływa znacząco na poziom samotności wśród dziewcząt, to wzmaga-samotność chłopców. Qualitative data was collected by interviews and FGD from the 18 subjects. W artykule poddano dyskusji znaczenie uzyskanych wyników w kontekście kluczowego dla prawi-dłowego rozwoju procesu kształtowania się relacji przyjacielskich. Many students maintained precollege friendships, but high‐quality friendships were particularly beneficial for shy students.This study evaluated a school-based intervention to enhance adolescent peer relationships and improve functional outcomes, building upon Ed Zigler’s seminal contribution in recognizing the potential of academic contexts to enhance social and emotional development. Findings are discussed in terms of the importance of considering gender and different types of peer experiences in studies of unsociable children in Mainland China.Rural migrant children are a rapidly growing demographic in Chinese cities. The internal consistency for scores on the resulting 23-item scale was good (Cronbach’s alpha = .87) and 3-week test-retest reliability (n = 15) was .77. were supported to choose their own set of core qualities, counterbalancing Students whose friendships had more negative features increased in their self-reported disruption, but only if their friendships also had many positive features. training to overcome procrastination (the STOP training). with high levels of procrastination had frequent moments of negative selfesteem, 389 students (211 university students and 178 primary school students). Findings emphasize the importance of considering characteristics of both recipient and actor when studying the development of sharing behavior.Researchers have unanimously suggested forgiveness to be closely linked with a host of positive life outcomes for people across all Eleven members of staff at the PRU were also interviewed and this sample consisted of six teachers and five learning assistants. ... A friendship with conflict does not necessarily imply that the friendship will end; neither does the absence of conflict indicates that the relationship is considered as friendship (Berndt & Perry, 1986). According to the search results, EQ levels of 3rd grade students vary significantly with respect to family income, mother’s and father’s occupation, mother’s and father’s education, number of family members and whether students continue their pre-school education.. students) of the global self-esteem variance. The

The implications and directions for future research have been discussed along with some

However, it appears that boys with poor quality friendships and a high level of delinquency at age 13-14 escalated in delinquent behavior over the 2-year follow-up period. The data was analyzed through use of weighted mean and chi-square for determining the significant association between the number of friends in school and the level of self-confidence of the students. These data suggest that it may be worthwhile to incorporate social-support interventions in the prevention and treatment of physical health problems.Drawing on relevant theory and research, it is argued that the impact of delinquent peers on delinquency is conditioned by (1) attachment to peers, (2) time spent with peers, and (3) the extent to which peers present delinquent patterns (i.e., present definitions favorable to delinquency, model delinquent behavior, and differentially rein force delinquency). Although there are cultural variations in anger coping, little attention has been directed among non-Western children. average procrastination, n = 8; high procrastination, n = 6) was based on

Although shyness was associated with increased loneliness and decreased life satisfaction, high‐quality friendships showed modest evidence of moderating these relationships. When students recognize the relevance and practical foundation of learning. based on the principles of core reflection (Korthagen, 2013, 2014). aware of their inner potential that can be found in character strengths and In study 2 students were However, cumulative socioeconomic disadvantage, the spill-over of migrant parents’ job precarity and stress, and strained intergenerational ties due to prior family separation constitute major barriers that suppress migrant children’s performance. Peer relationships were positively related to self‐worth, but not identification with peers or school.

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