University of Connecticut, One Constitution Plaza, Suite 600, Hartford, CT 06103, United States of America.
University of California, Los Angeles, 502 Portola Plaza, Los Angeles, CA 90095, United States of America.
J Sch Psychol. 2022 Jun;92:136-147. doi: 10.1016/j.jsp.2022.03.005. Epub 2022 Apr 13.
Extending past research on the social and academic disruption associated with the transition from middle to high school, this study examined the role of friendship stability. Specifically, the goal was to investigate how friendships maintained from middle school and perceived (academic and emotional) support from friends at ninth grade contributed to school-related affect (e.g., school belonging, academic identification, burnout) at 10 grade. Relying on a sample of 3410 ethnically diverse ninth grade students, multilevel structural equation modeling (MSEM) was conducted on 17,255 friendships. Friendships maintained from middle to high school (versus newly formed) provided greater academic support, and students with a greater number of stable friends reported higher levels of both academic and emotional support from friends. Tests of multiple mediation revealed that friendship maintenance across the high school transition was related with more positive school affect at 10 grade, in part due to higher levels of perceived academic support from friends (e.g., homework help, course-taking advice), but not emotional support. The findings underscore the academic value of maintaining social ties across the high school transition.
超越以往关于从中学到高中过渡所带来的社会和学业中断的研究，本研究考察了友谊稳定性的作用。具体而言，本研究旨在探讨从中学时期延续下来的友谊，以及九年级时朋友所提供的（学业和情感）支持，如何对 10 年级的与学校相关的情感（例如，学校归属感、学业认同感、倦怠感）产生影响。本研究依赖于一个由 3410 名种族多样化的九年级学生组成的样本，对 17255 段友谊进行了多层次结构方程建模（MSEM）。与新形成的友谊相比，从中学到高中延续下来的友谊提供了更多的学业支持，而且拥有更多稳定朋友的学生报告了来自朋友的更高水平的学业和情感支持。多重中介检验表明，跨越高中过渡阶段的友谊维系与 10 年级时更积极的学校情感有关，这部分是由于朋友提供的学业支持水平更高（例如，家庭作业帮助、选课建议），而不是情感支持。这些发现强调了在高中过渡阶段保持社交联系的学业价值。
