Friendship group identification, multidimensional self-concept, and experience of developmental tasks in adolescence

Article Abstract:

A social identity perspective is applied to the study of adolescent self-concept and social development, through the administration of a questionnaire asking 14- and 15-year-olds to rate their degree of identification with a school-based friendship group, to complete a measure of multi-dimensional self-concept, and to report their experience of various developmental tasks. Participants who were highly identified with a friendship group reported highest levels of self-esteem and more positive experiences of personal and relational developmental tasks.

Group identity, Social identity

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Adolescent friendships mediating childhood adversity and adult outcome

Article Abstract:

A comparative study was conducted on adolescent friendships in relation to childhood adversity and adult outcome. The findings indicate significant continuity between childhood adversity as indexed by social service intervention and teenage friendships. The results also imply that identification of individual differences is important to better understand the development aspects associated with friendships.

Social aspects, Teenage girls, Interpersonal relations, Adulthood

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Hyperactivity and reading disability: A longitudinal study of the nature of the association

Article Abstract:

Possible causal links between hyperactivity and education underachievement that could account for frequent co-occurrence, were examined. Little support for the idea that persistent reading disabilities result in the development of hyperactivity de novo, or increase the likelihood that hyperactivity would persist, was found.

Psychological aspects, Research, Attention-deficit hyperactivity disorder, Attention deficit hyperactivity disorder, Reading disability, Reading disorders

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