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Losing and Gaining Friends: Does Friendship Instability Compromise Academic Functioning in Middle School?

机译：失去和获得朋友：友谊的不稳定会损害中学的学术运作吗？

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Extending past research on the academic benefits of having close friends in early adolescence, the study examines how instability of friendships (i.e., losses and gains of friends) is related to academic engagement and performance in middle school. The sample was drawn from a longitudinal study of ethnically diverse youth across 26 middle schools (N=5,991). The results demonstrated that over two thirds of friends were either lost or gained during the first year in middle school. When controlling for friendship network size, both friendship losses and gains were concurrently associated with lower academic engagement and performance at spring of sixth grade. Moreover, higher overall instability during the first year in middle school was related to lower academic engagement in seventh grade, which in turn, predicted lower grade point average (GPA) by the end of middle school. The findings suggest that friendship instability captures a disruptive social process that can compromise academic functioning in middle school.
机译：该研究扩展了以往关于在青春期早期拥有亲密朋友的学术利益的研究，研究了友谊的不稳定性（即朋友的得失）与中学的学业投入和表现如何相关。该样本来自对26所中学（N = 5,991）的不同种族青年的纵向研究。结果表明，在初中一年级时，有超过三分之二的朋友迷失或获得了友谊。在控制友谊网络规模时，六年级春季时，友谊的丧失和收获都与较低的学业投入和表现相关。此外，初中一年级的整体不稳定程度较高与七年级学生的学术投入较低有关，这反过来又预测了初中时的平均绩点（GPA）较低。研究结果表明，友谊的不稳定性捕获了破坏性的社会过程，可能破坏中学的学术运作。

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