Poster #71 - Positive behaviors with friends at age 13 predicts increasing grades and higher levels of academic achievement into adulthood.

• In Event: 1-005 - Poster Session 01
  In Poster Session: PS 01 Section - Education, Schooling

Integrative Statement

Background

Within adolescence, high quality friendships are associated with positive outcomes, such as rates of school attendance, participation in extracurricular activities and less involvement with drugs (Cook, Deng & Morgano, 2007). Friends’ academic success can also influence adolescents’ own academic success (Ryan, 2000) and having a good quality friendship has been associated with adaptive achievement motivation (Nelson & DeBacker, 2008). This study examined the hypothesis that autonomy processes established in early adolescent friendships will be linked to a long-term pattern of increasing academic achievement from adolescence into adulthood.

Using longitudinal, multimethod data in a diverse community sample followed from age 13 to 23, this paper examines the associations between positive behaviors within a close friendship at age 13 and academic achievement over time.

Methods

Interview, observational, and academic data were obtained longitudinally for a community sample of 184 adolescents (86 males, 98 females) and their close friends, first assessed in seventh and eighth grade (Mean age = 13.3 years), and re-interviewed annually up through age 23. The sample was demographically diverse (baseline median family income was in the $40,000 to $59,000 range; the sample was 63% European-American, 27% African-American, and 14% mixed race or other race/ethnicities).

Observed positive behavior (Age 13). Participants and friends completed an 8-minute, video recorded conflict task. Participants and friends were instructed to come to a consensus about a hypothetical list of people to be placed on a shuttle from Mars. Positive behaviors promoting autonomy and relatedness (including using reasons, acting confidently, showing positive connectedness, and being collaborative) were reliably assessed by trained coders. Participants’ and friends’ scores were averaged together.

GPA (Age 13 and 16). Participants’ academic records were collected and their grade point average (GPA) was calculated out of 4.0.

Education level (Age 23). Participants’ reported the highest level of education they had obtained by age 23. Education level was coded from 1 (8th grade or less) to 10 (post college degree) The average education level was high school graduate, ranging from some high school to postgraduate degree.

Results & Discussion

See Figure 1: Controlling for gender, income, and GPA at age 13, observed positive behaviors with a friend at age 13 predicted relative increases in GPA (i.e., accounting for baseline GPA) from age 13 to age 16. Controlling for gender, income, and GPA at age 13, observed positive behaviors with a friend at age 13 predicted higher levels of education by age 23. GPA at age 16 mediated the relationship between observed positive behaviors at age 13 and education level at age 23.

Predictions from relationships in early adolescence to long-term academic achievement are interpreted as suggesting that high quality relationships during this crucial developmental time-point are even more important than parents and educators often perceive. Establishing patterns of expressing autonomy and relatedness at an early age may have long-term implications for academic success.

Authors

• Emily Loeb, University of Virginia
  Presenting Author

• Rachel Narr, University of Virginia
  Non-Presenting Author

• Jessica Kansky, University of Virginia
  Non-Presenting Author

• Meghan Costello, University of Virginia
  Non-Presenting Author

• Joseph Allen, University of Virginia
  Non-Presenting Author