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The \"singer and actress in Scream Queens, Akeelah and the Bee, and Grease: Live, writes a ... guide for young women, with color illustrations throughout, on such topics as identity, anxiety, peer pressure, and body image ... and encourages them towards greater confidence and freedom\"-- Provided by publisher.

Given the pivotal role of student satisfaction in the higher education sector, myriad factors contributing to higher education satisfaction have been examined in the literature. Within this literature, one lesser-researched factor has been that of the quality and types of interpersonal interactions in which students engage. As existing literature has yet to fully explore the contributions made by different forms of interaction to student satisfaction in higher education, this study aimed to provide a more fine-grained analysis of how different forms of interaction between students, their peers and their instructors relate to different aspects of student satisfaction. A total of 280 undergraduate students from one of the largest higher education institutions in Singapore participated in the study. Results provided an in-depth analysis of eight aspects of student satisfaction (i.e. satisfaction with the program, teaching of lecturers, institution, campus facilities, student support provided, own learning, overall university experience and life as a university student in general) and suggested that the different aspects of student satisfaction were associated with three different forms of interaction: student–student formal, student–student informal and student-instructor.

Investigators have long recognized that adolescents’ peer experiences provide a crucial context for the acquisition of developmental competencies, as well as potential risks for a range of adjustment difficulties. However, recent years have seen an exponential increase in adolescents’ adoption of social media tools, fundamentally reshaping the landscape of adolescent peer interactions. Although research has begun to examine social media use among adolescents, researchers have lacked a unifying framework for understanding the impact of social media on adolescents’ peer experiences. This paper represents Part 1 of a two-part theoretical review, in which we offer a transformation framework to integrate interdisciplinary social media scholarship and guide future work on social media use and peer relations from a theory-driven perspective. We draw on prior conceptualizations of social media as a distinct interpersonal context and apply this understanding to adolescents’ peer experiences, outlining features of social media with particular relevance to adolescent peer relations. We argue that social media transforms adolescent peer relationships in five key ways: by changing the frequency or immediacy of experiences, amplifying experiences and demands, altering the qualitative nature of interactions, facilitating new opportunities for compensatory behaviors, and creating entirely novel behaviors. We offer an illustration of the transformation framework applied to adolescents’ dyadic friendship processes (i.e., experiences typically occurring between two individuals), reviewing existing evidence and offering theoretical implications. Overall, the transformation framework represents a departure from the prevailing approaches of prior peer relations work and a new model for understanding peer relations in the social media context.

It has been argued that children who possess an advanced theory of mind (ToM) are viewed positively by their peers, but the empirical findings are mixed. This meta-analysis of 20 studies including 2,096 children (aged from 2 years, 8 months to 10 years) revealed a significant overall association (r = .19) indicating that children with higher ToM scores were also more popular in their peer group. The effect did not vary with age. The effect was weaker for boys (r = .12) compared to girls (r = .30). ToM was more strongly associated with popularity (r = .23) than with rejection (r = .13). These findings confirm that ToM development has significant implications for children's peer relationships.

Based on the premise that the experience of care is a fundamental component of motivation to learn, this paper explores the conceptual underpinnings of care within the contexts of teacher-student and peer relationships at school. Drawing from ecological and developmental traditions, theoretical models of caring relationships are discussed with respect to the transactional nature of dyadic relationships, representations of relationship affordances, and group-level relationship systems. Ways in which these perspectives are translated into commonly studied school-based constructs and assessments are then described. Finally, remaining issues and questions to guide further advances in theory and measurement are presented.

Empathy, which is the ability to feel concern for and to understand others’ feelings, is thought to develop in high quality relationships with parent and peers, but also to facilitate the quality of these relationships. While a wide literature has addressed this aspect, the heterogeneity of primary studies, in which different indicators of relationship quality (e.g., support, conflict) and empathy (i.e., affective and cognitive) have been examined, makes it difficult to draw conclusive answers. Therefore, it remained ambiguous how parent–child and peer relationship quality are associated with adolescents’ empathy. In order to increase the understanding of these associations, a multilevel meta-analysis was performed, which allowed for including multiple effect sizes from each study. By a systematic literate search, 70 eligible studies were found that provided 390 effect sizes from 75 independent samples. The results showed a small positive correlation between parent–child relationship quality and empathy, and a small-to-moderate positive correlation between peer relationship quality and empathy, which was significantly stronger than the correlation with parent–child relationship quality. Hence, the meta-analytic results indicate that adolescents with higher quality relationships, especially with peers, indeed tend to show more concern for and understanding of others’ emotions than adolescents with lower quality relationships. Moreover, the moderation analyses showed stronger correlations for the positive dimension of relationship quality than for the negative dimension, and stronger correlations for composite scores of affective and cognitive empathy than for separate scores of the empathy dimensions. However, no differences in correlations were found between the affective and cognitive empathy dimension, and no moderation effects were found for gender and age. Thus, this meta-analysis demonstrates robust positive associations between parent–child and peer relationship quality and empathy in adolescence, implying that good empathic abilities may be a protective factor for experiencing poor relationships.

This study examined the relative influence of adolescents' supportive relationships with teachers, peers, and parents on trajectories of different dimensions of school engagement from middle to high school and how these associations differed by gender and race or ethnicity. The sample consisted of 1,479 students (52% females, 56% African American). The average growth trajectories of school compliance, participation in extracurricular activities, school identification, and subjective valuing of learning decreased from 7th to 11th grades (mean ages = 12.9 years to 17.2 years). Different sources of social support were not equally important in their impact on school engagement, and the effect of these sources differed by the aspect of engagement studied. For instance, peer social support predicted adolescents' school compliance more strongly and school identification less strongly than teacher social support.

The collegiate environment represents a pivotal developmental phase for students, wherein their cognition, emotions, and behaviors are influenced by interactions with educators and peers. In this study, we examined the associations between college students' interpersonal relationships and their psychological well-being, as well as the mediating role of academic selfefficacy in these relationships. Utilizing structural equation modeling to analyze data obtained from 309 students at a Chinese university, the results revealed that the students' relationships with parents, peers, and teachers were positively related to the psychological well-being of the students, with academic selfefficacy serving as a mediator in these relationships. This research underscores the importance of interpersonal relationships and academic self-efficacy in shaping students' psychological well-being. In light of these results, recommendations are proposed for the implementation of interventions at educational institutions aimed at enhancing the psychological well-being of students.

There is consensus in the literature that self-esteem stems from relationships with others. In particular, it is assumed that parents play an important role in the development of children’s self-esteem, also in adolescence. Despite the importance of parent–child attachment relationships for adolescents’ self-esteem, we know very little about the extent to which fathers and mothers uniquely contribute to adolescents’ self-esteem. The current study aims to contribute to acquiring knowledge in this research area in three ways. First, by separating the potential influences of father–child and mother–child attachment relationships on sons’ and daughters’ self-esteem, the current study is able to investigate the individual contribution of the father–child and mother–child attachment relationship to female and male adolescent’s self-esteem. Second, by controlling for changes in the quality of the parental relationship and peer relationships the current study is able to isolate linkages between changes in adolescents’ perceived quality of the parent–child attachment relationships and changes in adolescents’ self-esteem. Third, by using longitudinal data and solely analyzing within-person variation, the current study is able to rule out stable confounding factors as alternative explanations. Self-reports of 542 adolescents (mean age at T1 = 13.6 years, percentage female = 0.51) from all three waves of the Dutch cohort study Social Development of Adolescents were used. The longitudinal fixed effects models showed that, for both sons and daughters, changes in the perceived quality of the mother–adolescent attachment relationship and changes in the perceived quality of the relationship between adolescents’ parents were positively linked with changes in self-esteem. Changes in the perceived quality of the attachment relationship with father were only significantly linked to changes in daughters’ self-esteem, not in that of sons. Contrary to the expectations, changes in peer relationships were not associated with changes in adolescents’ self-esteem. These findings suggest that even though adolescents may be increasing their time spent with friends and romantic partners, perceived changes in the attachment relationships with fathers and mothers and in the wider family system are highly important for how adolescents think of and judge themselves.

Interview, self-report, peer report, and observational data were used to examine parent and peer relationship qualities as predictors of relative changes in attachment security in a community sample of adolescents followed from ages 14 to 24. Early maternal supportive behavior predicted relative increases in attachment security from adolescence to adulthood, whereas psychological control and interparental hostile conflict predicted relative decreases. Peer predictors of relative increases in security included collaborative and autonomous behaviors and lack of hostile interactions, with peer predictions growing stronger for relationships assessed at later ages. Overall, models accounted for sufficient variance as to suggest that attachment security across this period is well explained by a combination of stability plus theoretically predicted change linked to social relationship qualities.