McChristian Chrystal L, Ray Glen E, Tidwell Pamela S, LoBello Steven G
Department of Psychology, Auburn University at Montgomery, AL 36124, USA.
J Genet Psychol. 2012 Oct-Dec;173(4):463-9. doi: 10.1080/00221325.2011.626000.
Second-, third-, fifth-, and sixth-grade children evaluated relationship qualities of a self-nominated friend and a self-nominated very best friend over a 6-month school year period. Results demonstrated that 76% of the friend relationships and 50% of the very best friend relationships were maintained over the course of the study. Children in maintained friendships evaluated their relationships more positively and also reported having larger friendship networks in general compared with children whose friendships did not endure over time. Thus those with unstable relationships are having difficulty initiating new friendships as well. For very best friends, positive relationship qualities (e.g., caring) did not change over time for children in maintained relationships, while positive relationship qualities decreased over time for children in nonmaintained relationships. Further, no differences emerged between children in maintained and nonmaintained very best friendships on perceptions of negative relationship qualities (e.g., conflict).
二、三、五和六年级的学生在一个为期6个月的学年里，对自己提名的朋友和自己提名的最要好的朋友的关系质量进行了评估。结果表明，在研究过程中，76%的朋友关系和50%的最要好的朋友关系得以维持。与随着时间推移友谊未能持续的孩子相比，维持了友谊的孩子对他们的关系评价更为积极，并且总体上报告称拥有更大的友谊网络。因此，那些关系不稳定的孩子在建立新友谊方面也存在困难。对于最要好的朋友来说，维持了关系的孩子的积极关系品质（如关心）不会随时间而改变，而未维持关系的孩子的积极关系品质则会随时间下降。此外，在对消极关系品质（如冲突）的认知上，维持和未维持最要好友谊的孩子之间没有差异。
