Predictors of friendship stability in school-age students and the role of classroom composition change
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Autor:in (Körperschaft)
Publikationsdatum
11.03.2026
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Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
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Übergeordnetes Werk
International Journal of Behavioral Development
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Zusammenfassung
Friendship can buffer the negative effects of peer rejection, but most friendships are not stable throughout an entire school year. The goal of this study was to examine the effects of grade, years in school, gender, same-gender friendships, peer rejection, and previous friendship instability on friendship stability across one school year. The moderating effect of classroom composition change was also examined. Data were collected from students in Grades 1 to 8 (n = 380, 5 to 14 years old) in one school at the beginning, middle, and end of a school year. Path models indicated that older students were more likely to retain their friends throughout the school year. Greater friendship instability and peer rejection at the beginning of the year predicted fewer stable friendships. New students were more likely to be rejected and less likely to have stable friendships in classrooms without a change in composition from the previous year than in those with a change. Changing classroom composition seems to give new students the same opportunities as their established peers.
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ISBN
ISSN
0165-0254
1464-0651
1464-0651
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Future Health
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Closed
Lizenz
Zitation
Garrote, A., Cillessen, A. H. N., & Schmerse, D. (2026). Predictors of friendship stability in school-age students and the role of classroom composition change. International Journal of Behavioral Development. https://doi.org/10.1177/01650254261425580