Implicit theories of friendships: examining the roles of growth and destiny beliefs in children’s friendships.
2010-08
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
Implicit theories of friendships: examining the roles of growth and destiny beliefs in children’s friendships.
Authors
Published Date
2010-08
Publisher
Type
Thesis or Dissertation
Abstract
Individuals formulate implicit theories about the nature of friendships, which influence their motivations and behaviors in friendships. In the present study, a measure of implicit theories of friendship was developed and tested in a sample of 166 sixth grade children. Children also completed measures assessing the importance of friendship qualities as well as specific behaviors in their friendships with their best friends. Results of the study validated the measure of implicit theories of friendship and showed that growth beliefs were positively related to intimacy, conflict resolution and validation and caring in children's friendships. Destiny beliefs were not directly related to features of children's friendships. Gender, satisfaction in the friendship, and the length of the friendship moderated the relation between implicit theories of friendship and the importance of friendship qualities and behaviors in the friendship. Implications of the findings as well as developmental considerations are discussed. Future directions for the study of implicit theories of friendship are presented.
Description
University of Minnesota Ph.D. dissertation. August 2008. Major: Child Psychology. Advisors: W. Andrew Collins, Ph.D., Nicki R. Crick, Ph.D. 1 computer file (PDF); v, 76 pages.
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
Kempner, Sara Gayle. (2010). Implicit theories of friendships: examining the roles of growth and destiny beliefs in children’s friendships.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/62094.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.