Children's friendship stability in the United States, China, and Indonesia: Associations with individual attributes and dyadic similarity.

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Child development Pub Date : 2024-10-26 DOI:10.1111/cdev.14189
Luhao Wei, Kristine Marceau, Xinyin Chen, Scott Gest, Junsheng Liu, Dan Li, Doran C French
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Abstract

Predictors of friendship stability from individual attributes and dyadic similarities were assessed using cross-classified multilevel analyses in this 6- to 8-month longitudinal study of 10-year-old US (White, Black, Asian, other; n = 477, 50% girls), Chinese (n = 467, 59% girls), and Indonesian (Sudanese, Javanese, other; n = 419, 45% girls) children with complete participation and reciprocated baseline friendships. Across countries, individual attributes of social preference, popularity, and academic achievement and dyadic social preference similarity positively predicted friendship stability. Dyadic similarity of popularity, academic achievement, and aggression respectively predicted friendship stabilities of US, Chinese, and Indonesian children. Both individual attributes and dyadic similarity predicted friendship stability, with results that varied across countries consistent with attributes' reputational salience.

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美国、中国和印度尼西亚儿童友谊的稳定性:与个人特质和组合相似性的关联。
在这项为期 6 到 8 个月的纵向研究中,我们使用交叉分类多层次分析法评估了个人属性和双亲相似性对友谊稳定性的预测作用,研究对象是美国(白人、黑人、亚洲人、其他;n = 477,50% 的女孩)、中国(n = 467,59% 的女孩)和印度尼西亚(苏丹人、爪哇人、其他;n = 419,45% 的女孩)的 10 岁儿童,他们完全参与了研究,并建立了互惠的基线友谊。在所有国家中,社交偏好、受欢迎程度和学业成绩等个人特质以及两人社交偏好的相似性对友谊的稳定性有积极的预测作用。美国、中国和印度尼西亚儿童的受欢迎程度、学业成绩和攻击性的组合相似性分别预测了友谊的稳定性。个人特质和组合相似性都能预测友谊的稳定性,不同国家的结果与特质的声誉显著性一致。
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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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