ERIC Number: EJ1194375
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2332-8584
EISSN: N/A
Adolescents' Implicit Theories of Peer Relationships and Their School Adjustment
Cheung, Cecilia S.; Wang, Cixin; Monroy, Jorge A.; Couch, Lauren
AERA Open, v2 n4 Oct-Dec 2016
This research examined the interplay between adolescents' implicit theories about peer relationships and their academic adjustment; the mediating role of adolescents' disclosure to parents and the moderating role of their victimization experience were evaluated. Five hundred and forty adolescents (253 girls; mean age = 13.5 years, SD = 0.67) reported on their incremental (vs. entity) views about peer relationships, disclosure to parents about their everyday activities, and their victimization experience in school. Grades were obtained from official school records. Adolescents who held heightened incremental views about peer relationships disclosed more to their parents--especially when they experienced victimization in school. Incremental views were associated with grades, regardless of victimization experience. The association between incremental views and grades was in part explained by adolescents' disclosure to parents.
Descriptors: Adolescent Attitudes, Beliefs, Theories, Peer Relationship, Student Adjustment, Self Disclosure (Individuals), Parent Child Relationship, Victims, Bullying, Middle School Students, Student Attitudes, Grade Point Average
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A