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The role of best friends in educational identity formation in adolescence

Open access
van Doeselaar, Lotte, Meeus, Wim, Koot, Hans M., Branje, Susan·2016·Journal of Adolescence
DOI 10.1016/j.adolescence.2015.12.002

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Abstract

This 4‐year longitudinal study examined over‐time associations between adolescents' educational identity, perceived best friends' balanced relatedness, and best friends' educational identity. Adolescents ( N = 464, M age = 14.0 years at baseline, 56.0% males, living in the Netherlands) and their self‐nominated best friends reported on their educational commitment, in‐depth exploration, and reconsideration. Target adolescents also reported on the level of balanced relatedness provided by their best friend. Cross‐lagged panel models showed that balanced relatedness significantly predicted adolescents' reconsideration, and was predicted by in‐depth exploration and, in an inconsistent pattern, by commitment. Best friends' educational identity did not positively predict adolescents' educational identity. Perceiving a best friend as high on balanced relatedness seems to reduce adolescents' problematic educational reconsideration, while, in turn, adaptive educational identity processes might foster balanced relatedness.

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  • Higher autonomy support from friends reduces adolescents' problematic educational reconsideration.

    “higher autonomy support from friends reduces adolescents' problematic educational reconsideration [47]”

    From Adolescent identity development in context. (2022) · cites this paper as [47]

    The Cross-Lagged Panel Models section reports that adolescents who perceived greater balanced relatedness from their best friends showed a small relative decrease in educational reconsideration over time. The paper describes this as something that “seems to reduce” reconsideration; the claim’s unqualified “reduces” overstates that hedged, observational finding. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Adaptive educational identity processes foster autonomy supportive interactions.

    “Adaptive educational identity processes foster autonomy supportive interactions [47]”

    From Adolescent identity development in context. (2022) · cites this paper as [47]

    In “Friends’ Balanced Relatedness” (page not specified), the paper reports that educational in-depth exploration and commitment were associated with later increases in adolescents’ perceived balanced relatedness with their best friends. Balanced relatedness includes acceptance of a friend’s autonomy, but the study reports perceptions and associations, not that identity processes causally foster autonomy-supportive interactions. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

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Authors
van Doeselaar, L., Meeus, W., Koot, H. M., & Branje, S.
Affiliations
  • Research Centre Adolescent Development Utrecht University P.O. Box 80140 3508 TC Utrecht The Netherlands
  • Utrecht University (NL)
  • Vrije Universiteit Amsterdam (NL)
ORCID
Venue
Journal of Adolescence
Publisher
Wiley
Published
2015-12-24
Volume
47
Issue
1
Pages
28-37
ISSN
  • 0140-1971 (ISSN-L)
  • 1095-9254
DOI
10.1016/j.adolescence.2015.12.002
OpenAlex
W2199811110
Cited by
27
References
3
Citations by year
2026: 3 · 2025: 1 · 2024: 3 · 2023: 3 · 2022: 3 · 2021: 6 · 2020: 1 · 2019: 1 · 2018: 1 · 2017: 5
FWCI
5.06
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Adolescence (publishedVersion)
  • Tilburg University Research Portal (publishedVersion)
  • Research portal (Tilburg University) (publishedVersion)
  • PubMed (publishedVersion)
  • Data Archiving and Networked Services (DANS) (submittedVersion)
  • Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
  • VU Research Portal (submittedVersion)
  • PsyArXiv (OSF Preprints) (submittedVersion)
Funders
  • Nederlandse Organisatie voor Wetenschappelijk Onderzoek (GB‐MAGW 480‐03‐005, GB‐MAGW 480‐08‐006)
  • Vrije Universiteit Amsterdam
  • Universiteit Utrecht
  • Netherlands Organisation for Scientific Research (GB-MAGW 480-03-005, GB-MAGW 480-08-006)
  • Stichting Achmea Slachtoffer en Samenleving (SASS)
  • VU University Amsterdam
  • Utrecht University
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Identity, Memory, and Therapy
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
educational identity, best friends, peer relationships, educational commitment, adolescents, educational aspirations
MeSH terms
Adolescent, Psychology, Adolescent, Educational Status, Female, Humans, Longitudinal Studies, Male, Surveys and Questionnaires, Self Concept, Friends

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