Human Development & Quantitative Methodology
Permanent URI for this communityhttp://hdl.handle.net/1903/2248
The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Measurement, Statistics & Evaluation; Human Development; and the Institute for Child Study.
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Item The Effects of Observed Friendship Formation on Group Level Peer Experiences: A Study of Behaviorally Inhibited Preschooler(2020) Fleece, Hailey; Rubin, Kenneth H; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Early social withdrawal places children at a greater risk for later internalizing disorders and peer difficulties. However, positive friendships can serve as a buffer against this trajectory. Currently, very little is known about if friendships develop between preschool aged withdrawn children, and how this affects their group level peer processes. The purpose of the current study was to examine whether socially withdrawn children who made a friend demonstrated gains in social skills in their preschool classrooms over an 8-week period during which they had participated in an intervention designed to increase social interaction and decrease social reticence. Overall, the children who made a friend over the intervention period had less observed reticent behavior and more prosocial behavior in their preschool classrooms both before and after the intervention period. These children entered the intervention with more advanced social skills and were able to utilize them to develop a meaningful friendship.Item Supports from friends as predictors of stress and school outcomes during the transition to college: A longitudinal study(2013) Donlan, Alice Elizabeth; Wentzel, Kathryn R; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated relations among support from friends, stress, friendship goals, and school-related outcomes during the transition from high school to college. A conceptual framework was developed to examine a) the extent to which the degree of context change during the transition predicts levels of school belongingness and GPA; b) the extent to which stress mediates the potential relation between context change and school-related outcomes; c) the extent to which social supports from high school friends and college friends moderate the relation between stress and school related outcomes; and d) the extent to which precollege friendship formation and maintenance goals predict future levels of support from high school friends and college friends. Data were collected at four time points that represent major milestones in the transition process: (T1) precollege, (T2) the beginning of the first semester, (T3) the end of the first semester, and (T4) the beginning of the second semester. Psychometric properties of the support scales were investigated through confirmatory factor analysis. Descriptive statistics and results regarding mean variable change over time are provided. Multiple regression analyses replicated previous findings that stress negatively predicts school belongingness over time. Furthermore, perceived supports from college friends predicted increased college belonging over time, while perceived supports from high school friends did not. None of the support by stress interaction terms significantly predicted school outcomes, indicating that evidence for a moderation pathway was not found. Results from a latent variable path analysis did not provide evidence that a precollege goal to form friendships predicts future support from college friends, nor that a precollege goal to maintain friendships positively predicts future support from high school friends; models had only borderline fit. Implications and directions for future research are discussed.Item The Link Between Relationship Orientations and Friendship Quality: The Mediating Roles of Social Goals and Resolution Strategies(2013) Fredstrom, Bridget Kay; Torney-Purta, Judith; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)During adolescence, friendships become increasingly important to overall well-being, yet it is common for individuals to experience frequent conflicts with their friends. Theories relating to social cognition offer a framework to examine how adolescents think about expectations for reciprocity as well as goals and strategies in response to hypothetical conflicts (and how these social cognitions are associated with friendship quality). Participants included 198 adolescents from 6th, 7th, and 8th grades from two racially diverse schools in a southern state. All participants had parental consent and provided verbal assent. They provided nominations of two same-sex best friends in their grade who attended their school and rated their perceptions of four dimensions of positive friendship quality for each. Participants also completed an exchange and a communal orientation scale (revised from adult versions) responding with reference to each of their nominated friends. Finally, participants read four hypothetical conflicts and were asked to imagine that they and their nominated friend were described. They rated the likelihood that they would choose each of a set of specific social goals and strategies in resolving conflict. Hierarchical linear regressions examined whether adolescents' exchange and communal orientations predicted their perceptions of positive friendship quality. Moderated-mediation analyses examined whether individual differences in social goals and resolution strategies mediated the associations between exchange and communal orientations and positive friendship quality (and also gender differences). Exchange and communal orientations had different associations with friendship quality. Choice of social goals appears to be one process through which relationship orientations are associated with friendship quality. Exchange orientation was not significantly associated with positive friendship quality. However, mediation models revealed that adolescents with higher expectations for tit-for-tat exchanges were more likely to endorse revenge goals which in turn were associated with lower friendship quality. In contrast, communal orientations were positively and significantly associated with overall rated friendship quality, suggesting the importance of reciprocity in meeting the needs of others. Finally, gender differences suggest that relationship orientations partially explain why adolescent males and females have qualitatively different friendships, and managed conflict differently. Limitations, implications, and future directions for analyses and research are discussed