Chow Chong Man, Tan Cin Cin, Buhrmester Duane
Eastern Michigan University, Ypsilanti, Michigan, USA.
University of Michigan, Ann Arbor, Michigan, USA.
Br J Educ Psychol. 2015 Sep;85(3):316-31. doi: 10.1111/bjep.12075. Epub 2015 Apr 10.
Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends.
Using cross-sectional data, we examined whether the link between depressive symptoms and academic performance would be mediated by school involvement at the intrapersonal (actor) and interpersonal (partner) levels.
Data came from 155 pairs of same-sex adolescent friends (80 boys; M(age) = 16.17, SD = 0.44). The actor-partner interdependence model was used to examine the dyadic data and mediation hypotheses.
Mediated actor effects showed that adolescents who had more depressive symptoms reported lower academic performance, and such an association was mediated by their own and their friend's lower school involvement. Mediated partner effects showed that adolescents who had more depressive symptoms also had a friend with lower academic performance, and such an association was mediated by both individuals' lower school involvement.
This study provided evidence to support the broader interpersonal framework for understanding school involvement and academic performance. The current findings also have potential practical implications, especially for programmes targeted at addressing adolescents' school problems.
友谊在青少年时期学校参与度和学业成绩的发展中起着重要作用。本研究考察了青少年同性朋友之间抑郁症状、学校参与度和学业成绩的相互依存关系。
利用横断面数据，我们考察了在个体内部（行为者）和人际层面（伙伴），学校参与度是否会介导抑郁症状与学业成绩之间的联系。
数据来自155对同性青少年朋友（80名男孩；年龄均值M = 16.17，标准差SD = 0.44）。采用行为者-伙伴相互依存模型来检验二元数据和中介假设。
中介行为者效应表明，抑郁症状较多的青少年学业成绩较低，这种关联由他们自己和朋友较低的学校参与度介导。中介伙伴效应表明，抑郁症状较多的青少年也有学业成绩较低的朋友，这种关联由两人较低的学校参与度介导。
本研究为支持理解学校参与度和学业成绩的更广泛人际框架提供了证据。目前的研究结果也具有潜在的实际意义，特别是对于旨在解决青少年学校问题的项目。
