Adolescents’ Implicit Theories of Peer Relationships and Their School Adjustment

Project citation:<br>Cheung, Cecilia, Wang, Cixin, Monroy, Jorge, Couch, Laura. Adolescents' Implicit Theories of Peer Relationships and Their School Adjustment: Data and Analysis. 2018-12-18.<br><br>Abstract of the project:<br><br>This research examined the interplay between adolescents’ implicit theories about peer relationships and their academic adjustment; the mediating role of adolescents’ disclosure to parents and the moderating role of their victimization experience were evaluated. Five hundred and forty adolescents (253 girls; mean age = 13.5 years, SD = 0.67) reported on their incremental (vs. entity) views about peer relationships, disclosure to parents about their everyday activities, and their victimization experience in school. Grades were obtained from official school records. Adolescents who held heightened incremental views about peer relationships disclosed more to their parents—especially when they experienced victimization in school. Incremental views were associated with grades, regardless of victimization experience. The association between incremental views and grades was in part explained by adolescents’ disclosure to parents.

项目引用文献：<br>Cheung, Cecilia、Wang, Cixin、Monroy, Jorge、Couch, Laura. 青少年同伴关系内隐理论与学校适应：数据与分析. 2018-12-18.<br><br>项目摘要：<br><br>本研究探讨了青少年同伴关系内隐理论与学业适应之间的交互作用，并评估了青少年向父母倾诉的中介效应以及受欺凌经历的调节效应。研究共纳入540名青少年（其中女生253名，平均年龄13.5岁，标准差SD=0.67），被试需报告自身对同伴关系的增量式（vs.实体式）观念、向父母倾诉日常活动的情况，以及在校受欺凌经历；学业成绩数据取自官方学校档案。<br><br>分析结果表明：持有更强同伴关系增量式观念的青少年会更频繁地向父母倾诉，这一关联在其在校遭受欺凌时尤为显著；无论是否遭遇校园欺凌，增量式观念均与学业成绩存在显著关联；青少年向父母的倾诉行为，部分中介了同伴关系增量式观念与学业成绩之间的关联。