Sentences with phrase «negative friendship quality»

Girls» perceived similarity to her nominated friend was uniquely related to perceived positive but not negative friendship quality.

Depression and dyadic loneliness were both positively related to girls» perceived negative friendship quality with her nominated friend.

First, to address aim 1, descriptive statistics were used to examine the number, duration, forms, and frequency of interactions, and positive and negative friendship qualities with friends with and without CF. Mean differences in number of friendships with peers with versus without CF for the full sample were examined with paired - samples t - tests; paired - samples t - tests examining the remaining friendship indices (duration, interactions, and quality) were conducted among those participants who endorsed the presence of both types of friendships.

Both positive and negative friendship qualities were associated with adherence; positive friendship qualities were uniquely associated with quality of life.

The current aims were to (1) describe friendships among adolescents with CF, including number, duration, frequency of interactions, and positive / negative friendship qualities, and (2) explore associations between friendship quality, treatment adherence, and health - related quality of life.

Then two linear regressions were conducted to examine unique relations between positive and negative friendship qualities in participants» best friendships (with non-CF peers) and two health - related outcomes: Treatment adherence and health - related quality of life, controlling for age and health status.

Not exact matches

Greater cell phone use has been associated with greater loneliness and poorer social skills than for those who have more face - to - face communication interactions.1 For example, a survey of over 3,400 North American girls aged 8 - 12 years old found that the more social media use, text messaging, and cell phone / video use the girls had, the more negative their social well - being (e.g., less healthy friendships).2 Even among strangers, having a cell phone (vs. notepad) on a desk during a «get - to - know - you» conversation was related to less closeness and lower relationship quality after the discussion.

The closeness of the friendship and the quality and quantity of the time spent together will tend to mitigate and make less believable these negative things being told.

Mother - and father - reported reactions to children's negative emotions: relations to young children's emotional understanding and friendship quality.

Positive friendship qualities work as a buffer against negative life events and contribute to higher levels of self - esteem and confidence in the student.

As the US students within this study were all living away from their friends at home, they spend less time with those friends and this has a negative association with both their life satisfaction and friendship qualities.

Friendship quality, peer group affiliation, and peer antisocial behavior as moderators of the link between negative parenting and adolescent externalizing behavior.

A total of 478 adolescents in grades 6 — 8 completed measures of negative feedback - seeking, depressive symptoms, friendship quality, global - self - esteem, and social anxiety at two time points.

This study examined reciprocal associations among adolescents» negative feedback - seeking, depressive symptoms, perceptions of friendship quality, and peer - reported social preference over an 11 - month period.

Finally, the measures used did not specifically assess negative relationship qualities (i.e., conflict) or changes in friendships across time.

Aside from group variables, for example, equally important may be: 1) the extent to which children with ADHD are able to form individual friendships, regardless of their level of popularity or rejection; 2) the quality of these friendships; and 3) how these friendships relate to more positive or negative outcomes over time.

For example, attributes of a child's friendships (quality and number), parental influences (parenting style, transmission of negative cognitions), and attention biases would be a useful addition.