Stability and Change in Peer Relationships During the Transition to Middle-Level School

In this short-term longitudinal study, Canadian young adolescents’ peer relationships were assessed as students moved from Grade 6 in small elementary schools to Grade 7 in a middle-level school offering Grades 7 through 12. Sociometric nominations were conducted in May of Grade 6, monthly during th...

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Bibliographic Details
Published in:The Journal of early adolescence 2002-05, Vol.22 (2), p.117-142
Main Authors: Hardy, Cindy L., Bukowski, William M., Sippola, Lorrie K.
Format: Article
Language:English
Subjects:
Adolescents
Canada
Educational Environment
Elementary school students
Elementary Schools
Foreign Countries
Friendship
Grade 10
Grade 6
Institutional Characteristics
Interpersonal Relationship
Longitudinal Studies
Middle school students
Middle Schools
Peer Relationship
Peers
Preadolescents
School Culture
Sex Differences
Student Adjustment
Student Behavior
Student Participation
Student School Relationship
Student Subcultures
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Summary:In this short-term longitudinal study, Canadian young adolescents’ peer relationships were assessed as students moved from Grade 6 in small elementary schools to Grade 7 in a middle-level school offering Grades 7 through 12. Sociometric nominations were conducted in May of Grade 6, monthly during the fall term, and in May of Grade 7. Peer rejection was stable; peer acceptance was less stable during the transition than subsequently. Girls experienced greater instability in reciprocated friendships than did boys, although girls and boys had similar numbers of reciprocated friendships overall. During the fall term of Grade 7, students lost old reciprocated friendships and formed new reciprocated friendships with previously unfamiliar peers. Girls were more likely than boys to nominate previously unfamiliar peers as friends. Girls from the large elementary school, as compared with other girls, established reciprocated friendships with peers who were unfamiliar from elementary school earlier in the fall term.
ISSN:0272-4316
1552-5449
DOI:10.1177/0272431602022002001