Relationship network quality: Adolescent adjustment and perceptions of relationships with parents and friends.
Abstract
Early, mid-, and late adolescents (N = 406) from an ethnically diverse community completed questionnaires describing positive and negative features of relationships with their mothers, fathers, and same-sex best friends. School grades, self-reported adjustment problems, and self-worth differed as a function of both the number of relationships that adolescents described as high on positive features and the number of relationships that adolescents described as high on negative features. Adolescents with relationships that were uniformly good quality (i.e., high on positive features and low on negative features) were better adjusted than adolescents with relationships that were uniformly poor quality (i.e., low on positive features and high on negative features). The results failed to support the proposition that a single high quality relationship buffers against suboptimal levels of support in other relationships.
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With typically developing youth, perceptions of positive relationships with parents are related to self-reports of adjustment, academic competence, and behavioral conduct.
“with typically developing youth, perceptions of positive relationships with parents are related to self-reports of adjustment, academic competence, and behavioral conduct (Laursen & Mooney, 2008).”
From Perceived Parent–Child Relations, Conduct Problems, and Clinical Improvement Following the Treatment of Oppositional Defiant Disorder (2016) · cites this paper as Laursen & Mooney, 2008
With community samples, positive behaviors between parents and children (e.g., warmth and limited instances of conflict) and children's perceptions of high-quality relationships with parents are associated with academic performance and adjustment.
“Yet, with community samples, positive behaviors between parents and children (e.g., warmth and limited instances of conflict) and children’s perceptions of high-quality relationships with parents are associated with academic performance and adjustment (Ingoldsby et al., 2006; Laursen & Mooney, 2008).”
From Perceived Parent–Child Relations, Conduct Problems, and Clinical Improvement Following the Treatment of Oppositional Defiant Disorder (2016) · cites this paper as Laursen & Mooney, 2008
Cites
On the practice of dichotomization of quantitative variables.
MacCallum, R. C., Zhang, S., Preacher, K. J., & Rucker, D. D. (2002) · Psychological Methods · doi:10.1037/1082-989x.7.1.19 · Cited by 3,538 · see citing works
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Brouillard, C., Brendgen, M., Vitaro, F., Dionne, G., & Boivin, M. (2018) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2017.1350964 · Cited by 52 · see citing works
Booker, J. A., Ollendick, T. H., Dunsmore, J. C., & Greene, R. W. (2016) · Journal of Child and Family Studies · doi:10.1007/s10826-015-0323-3 · Cited by 19 · see citing works
- Authors
- Laursen, B., & Mooney, K. S.
- Venue
- American Journal of Orthopsychiatry
- Published
- 2008-01
- Volume
- 78
- Issue
- 1
- Pages
- 47-53
- ISSN
- 1939-0025
- 0002-9432
- Cited by
- 63
- References
- 1
- Language
- en
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD 33006)
- National Institute of Mental Health (MH 58116)
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