Direct and interactive links between cross-ethnic friendships and peer rejection, internalizing symptoms, and academic engagement among ethnically diverse children

Dados Bibliográficos

ID12475827
AutoresYoshito Kawabata (0000-0002-4099-6629, Twin Cities Orthopedics, autor correspondente), Nicki R Crick (Twin Cities Orthopedics)
Ano2014
Volume21
Fascículo2
Páginas191-200
Data de publicação2014-12-08
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCultural Diversity & Ethnic Minority Psychology (JOURNAL)
Identificadores do periódicoISSN: 1099-9809 • E-ISSN: 1939-0106
EditoraAmerican Psychological Association (PUBLISHER • US)
DOI10.1037/a0038451
PMID25486496
OpenAlexW2317894357
IdiomaEN
Citações recebidas25
Referências citadas40

The present study examined direct and interactive links between friendships and social, academic, and psychological adjustment problems (i.e., peer rejection as nominated by same-ethnic and cross-ethnic peers, teacher-reported academic engagement, and teacher-reported internalizing symptoms) among school-age children in multiethnic schools (n = 509, age: 9-10). The data, which included 2 time points with a 6-month interval, were drawn from a relatively large-sized, short-term longitudinal study. Results showed that cross-ethnic friendships (not same-ethnic friendships) were associated with greater academic engagement concurrently and predated decreased peer rejection and internalizing symptoms longitudinally, even after controlling for the availability of same-ethnic peers and classroom diversity. Furthermore, cross-ethnic friendships (not same-ethnic friendships) moderated the link between relational victimization and increased peer rejection and greater internalizing symptoms, such that this link was evidenced for children with fewer cross-ethnic friendships. However, the moderation effect was contingent upon the type of outcome variables and the ethnicity of the child. For example, the buffering effect against the negative contribution of relational victimization to internalizing symptoms was found particularly for African American children. The findings are discussed based on theories of normative development, ethnic socialization, and intergroup relations

Developmental psychology · Ethnic group · Ethnically diverse · Friendship · Moderation · Peer group · Peer victimization · Poison control · Socialization · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Human Factors and Ergonomics · Medicine · Parental Involvement in Education · Psychology · Social Psychology