The Developmental Process of Peer Support Networks: The Role of Friendship

This study investigated the characteristics and development of peer support networks in an effort to unravel the role of friendship in this developmental process. The relationships between friendship networks and peer support networks were explored, and the influence of dyadic and triadic friendships on the development of peer support relationships was examined. Two waves of data were collected among a sample of adolescents in six Chinese junior high schools (n = 913 students from 28 classrooms; mean age = 14.13 years; 50.49% boys), and classroom friendship networks and peer support networks were analyzed. The results showed that peer support networks were sparse, hierarchical, and sex-segregated. Furthermore, peer support networks and friendship networks partially overlapped. Friends tended to have similar support-seeking and support-providing ties. Longitudinal multiplex social network analysis revealed that peer support networks changed moderately over time, and friendships played various roles in the development of peer support networks. Dyadic friendships improved the formation of peer support ties. A mutual friend improved the formation of support relationships between two students when the mutual friend chose the two students as friends, but a mutual friend also hindered or had no effects on the formation of support relationships in other cases. The implications for educators to improve peer support networks are presented, and directions for future research are discussed.

Peer Bonds in Urban School Communities: An Exploratory Study

The literature identifies three main types of peer associations: cliques, crowds, and dyadic friendships. When schools create learning communities, an additional type of peer association may emerge that is not based on interactions but instead is based on membership in a shared community. The aim of this study is to qualitatively explore the nature and characteristics of this association, labeled peer bonds. Observational data (n=432) and semi-structured interviews (n=33) were collected in two urban high schools over the course of three academic years. Data were analyzed using the constant comparison method. Findings suggest that there are six characteristics of peer bonds: investment in peer success, shared identity, shared values, pedagogical caring, shared success, and shared failure. The scholarly significance of this study is the expansion of theoretical conceptualizations of peer associations in learning communities while the practical significance is the potential use of a largely underutilized source for academic interventions, peers, by creating school community.

Effects of Attachment Representations, Rumination, and Trait Depression on Co-Rumination in Friendships: A Dyadic Analysis

The current study addressed whether attachment, rumination, and trait depression were predictive of co-rumination in dyadic friendships. The final sample consisted of 205 pairs of same-sex friends (Mage = 18.93 years, SD = 1.31) and 135 (66%) of the dyads were female. Results revealed that an individual's attachment avoidance was significantly related to their own (actor effect) and their friend's (partner effect) co-rumination. Gender moderated the (1) effect of attachment avoidance on co-rumination at the actor and partner levels and (2) effect of attachment anxiety on co-rumination at the partner level. Furthermore, an interaction emerged between friendship duration and trait depression on co-rumination at the actor level. Considering the adjustment trade-offs of co-rumination (e.g., closer friendship quality accompanied with greater levels of depression and anxiety), it is important to understand the predictors of co-rumination and the consequences of it in order to effectively apply intervention efforts.

Attachment and Commitment in Dyadic Friendships: Mediating Roles of Satisfaction, Quality of Alternatives, and Investment Size

This study integrated the investment model and attachment theory to examine: (1) whether the link between friendship attachment and commitment would be mediated by relationship features of satisfaction, quality of alternatives, and investment size; and (2) whether these mediation processes would function at the intrapersonal (actor) and interpersonal (partner) levels. The sample included 120 pairs of same-sex friends (78 pairs of women). Data were analysed with the Actor-Partner Interdependence Mediation Model (APIMeM). Mediated actor effects suggest that individuals high in attachment avoidance are less satisfied with and invest less in their current friendship; these in turn, lead them to show less commitment. Furthermore, individuals high in attachment anxiety invest more in their current friendship, which in turn leads to higher commitment. Mediated partner effects suggest that individuals high in attachment avoidance have a friend who feels less satisfied with, invests less, and shows low commitment in their current friendship. The current study demonstrated that a dyadic design is useful in illustrating the dynamics of commitment between close friends.