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The importance of peer relatedness at school for affective well-being in children. Between- and within-person associations
Autoren ; GND-ID; GND-ID ORCID
OriginalveröffentlichungSocial development 28 (2019) 4, S. 873-892 ZDB
Dokument (externe Quelle)
Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)Mehrebenenanalyse; Längsschnittuntersuchung; Deutschland; Schüler; Schüler-Schüler-Beziehung; Einflussfaktor; Wohlbefinden; Zufriedenheit; Grundschule; Gymnasium; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Peergroup; Stimmung; Emotionaler Zustand; Soziale Interaktion; Tagesablauf; Messung; Unterschied; Reliabilität
TeildisziplinEmpirische Bildungsforschung
Pädagogische Psychologie
DokumentartAufsatz (Zeitschrift)
ISSN0961-205X
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):Two intensive longitudinal studies examining the association between children's feeling of relatedness to peers at school and their affective well-being were performed. In Study 1, 110 third and fourth graders reported on their positive affect (PA) and negative affect (NA) 4 times daily and on their peer relatedness once a day over 4 weeks. Multilevel analyses revealed that children who reported higher peer relatedness on average also reported higher PA and lower NA (between-person associations). Moreover, on days when children reported higher peer relatedness than usual, they also reported higher PA, but they did not necessarily report lower NA (within-person associations). In Study 2, 55 fourth, fifth, and sixth graders indicated their PA, NA, and peer relatedness once a day over 2 weeks. We replicated the findings of Study 1 on both levels. The studies showed that feeling related to peers is associated with high PA at school and at home on a daily basis, illustrating the function of peer relatedness in promoting positive well-being. The findings further demonstrated the necessity of intensive longitudinal studies focusing on within-person associations and the importance of measuring both PA and NA in order to capture effects on affective well-being thoroughly. (DIPF/Orig.)
externe URLhttps://onlinelibrary.wiley.com/doi/full/10.1111/sode.12379
Eintrag erfolgte am12.12.2019
Empfohlene ZitierungSchmidt, Andrea; Dirk, Judith; Schmiedek, Florian: The importance of peer relatedness at school for affective well-being in children. Between- and within-person associations - In: Social development 28 (2019) 4, S. 873-892 - DOI: 10.1111/sode.12379
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