The role of best friends in educational identity formation in adolescence |
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| Institution: | 1. Research Centre Adolescent Development, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, The Netherlands;2. Department of Developmental Psychology, Tilburg University, P.O. Box 90153, 5000 LE Tilburg, The Netherlands;3. Department of Developmental Psychology, VU University, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands;1. Department of Psychiatry & Neuropsychology, Maastricht University, Maastricht, the Netherlands;2. Center for Contextual Psychiatry, Department of Neurosciences, KU Leuven, Leuven, Belgium;3. Centre for Epidemiology and Public Health, Health Service and Population Research Department, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, UK;4. Department of Radiology and Nuclear Medicine, Amsterdam University Medical Centers, location Academic Medical Center, Amsterdam, the Netherlands;5. Department of Human Genetics, KU Leuven - Leuven University, Leuven, Belgium;6. Center for Human Genetics, Hospital Gasthuisberg, Leuven, Belgium;7. Department of Psychiatry, The Hospital for Sick Children and University of Toronto, Toronto, ON, Canada;8. Program in Genetics and Genome Biology, Research Institute, The Hospital for Sick Children, Toronto, ON, Canada;1. Ilia State University, Tbilisi, Georgia;2. Miller School of Medicine, University of Miami, Miami, FL, USA;3. Ghent University, Ghent, Belgium;4. KU Leuven, Leuven, Belgium;1. University of Michigan Department of Psychology, 2243 East Hall, 530 Church Street, Ann Arbor, MI 48109, USA;2. Q-Q Research Consultants, 1444 Biscayne Blvd #115, Miami, FL 33132, USA |
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| Abstract: | 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. |
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| Keywords: | Educational identity Balanced relatedness Friend Adolescence Longitudinal |
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