The teen years are some of the hardest ones -- for both the teen
and her family. Happy, well-behaved kids turn into angry, sullen
beasts seemingly overnight. But when is a shift in a
teenager’s behavior normal and when is it a cause for
concern?
A new study by University of Oregon researchers say keeping an eye on
changes in your young teen’s friendships during the move from
elementary school to middle school could provide clues as to what
his or her academic performance will be as the years go on.
Specifically, kids whose friends are socially active and
well-behaved get better grades than kids whose friends engage in
problem behavior.
That might seem obvious, but the researchers found an interesting
twist: it was also more beneficial, grade-wise, for kids to have
well-behaved friends than friends who are over-achievers.
The study, conducted by Marie-Helene Veronneau and Thomas J. Dishion of the UO Child and Family Center, focused solely on the role played by friendship on academic achievement.
Their findings emerged from data collected in a longitudinal study of 1,278 students -- 55 percent of them girls -- done previously by center researchers.
In the previous study, students named their three best friends. Instead of relying on student reports of their peers' behaviors and grades, researchers in the new study looked specifically at behavioral and academic records of the friends.
A surprise discovery was that girls who already were struggling academically in sixth grade actually suffered later when their chosen friends were already those making the highest grades, Veronneau said.
"We don't know the mechanisms on why it is this way for girls, but we can speculate that girls compare themselves to their friends and then decide they are not doing very well. Perhaps this affects their self-efficacy and belief in their own abilities."
For girls already doing well in sixth grade, however, there was an opposite influence.
"It could be for these girls, having friends who also are getting good grades, school is challenging and stimulating, and they end up doing better than expected," said Veronneau.
The study's findings clearly show that in the middle school years "a great deal of learning is taking place that is not being attended to," said Dishion, director of the Child and Family Center and professor of school psychology.
"Puberty is taking place. The brain is changing rapidly. Kids' brains are almost wired to be reading the social world to see how they fit in, and the school is the arena for it."
These transitional years may be pivotal, Dishion said. In a previous longitudinal study, he said, he and his colleagues looked at the impacts of peer relationships of young people at ages 13, 15 and 17 to look for predictive indicators of life adjustments at age 24.
Dishion noted the influences at age 13 -- going back to middle school -- were the most influential.
While instruction is school is vitally important, he said, it may be that more eyes should be looking at shifting peer relationships.
In their conclusions, Dishion and Veronneau suggested that responsible adults -- at school and at home -- "should pay special attention" to changes in friendships and encourage students to pursue and participate in adult-supervised activities to promote pro-social relationships.
"Parents should pay attention to what their kids are doing and with whom they hang out," Veronneau said. "If parents notice that there is a shift in a child's friendship network, they should try to get to know those kids, talk with teachers and communicate naturally with their own child about where they are going and when they will be coming home."
The study appears in the February issue of the Journal of Early Adolescence.
