van Doeselaar Lotte, Meeus Wim, Koot Hans M, Branje Susan
Research Centre Adolescent Development, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, The Netherlands; Department of Developmental Psychology, Tilburg University, P.O. Box 90153, 5000 LE Tilburg, The Netherlands.
Research Centre Adolescent Development, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, The Netherlands; Department of Developmental Psychology, Tilburg University, P.O. Box 90153, 5000 LE Tilburg, The Netherlands.
J Adolesc. 2016 Feb;47:28-37. doi: 10.1016/j.adolescence.2015.12.002. Epub 2015 Dec 24.
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, Mage = 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.
这项为期4年的纵向研究考察了青少年的教育身份认同、所感知到的最好朋友的平衡亲密度以及最好朋友的教育身份认同之间随时间的关联。青少年（N = 464，基线时年龄中位数为14.0岁，男性占56.0%，生活在荷兰）及其自行提名的最好朋友报告了他们的教育投入、深入探索和重新思考情况。目标青少年还报告了他们最好朋友提供的平衡亲密度水平。交叉滞后面板模型显示，平衡亲密度显著预测了青少年的重新思考，且受到深入探索的预测，并以一种不一致的模式受到投入的预测。最好朋友的教育身份认同并未正向预测青少年的教育身份认同。将最好的朋友视为具有高平衡亲密度似乎会减少青少年有问题的教育重新思考，而适应性的教育身份认同过程反过来可能会促进平衡亲密度。
