Cross-ethnic friendships, psychological well-being, and academic outcomes: Study of South Asian and White children in the UK
Yükleniyor...
Dosyalar
Tarih
2017-03-04
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Psychology Press Ltd.
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
We examined whether two interpersonal processes, self-disclosure and affirmation of ideal self, mediated the relationship between cross-ethnic friendships and psychological well-being and academic outcomes. We conducted a cross-sectional survey with 484 secondary school children (243 White European, 241 South Asian British; Mage = 11.10, 220 boys, 264 girls) recruited from 35 multiethnic classrooms. Results of multilevel structural equation modeling revealed mediational effects of self-disclosure between cross-ethnic friendships and psychological well-being for only South Asian children. Affirmation also mediated the association between cross-ethnic friendships and both psychological well-being and academic outcomes for South Asian children. For White European children, affirmation mediated the association between cross-ethnic friendships and psychological well-being. Further analyses demonstrated that self-disclosure resulting from cross-ethnic friendship quality facilitated affirmation, which in turn promoted both sets of outcomes. Findings demonstrate that cross-ethnic friendships in multiethnic settings contribute to well-being through the generation of positive interpersonal processes.
Açıklama
Anahtar Kelimeler
Affirmation, Cross-ethnic, Friendships, Self-disclosure, Well-being, Michelangelo Phenomenon, Minority, School, Adjustment, Prejudice, Threat, Race, Discrimination, Stereotypes
Kaynak
European Journal of Developmental Psychology
WoS Q Değeri
Q3
Scopus Q Değeri
Q2
Cilt
14
Sayı
2
Künye
Bağcı Hemşinlioğlu, S. Ç., Kumashiro, M., Rutland, A., Smith, P. K. & Blumberg, H. (2017). Cross-ethnic friendships, psychological well-being, and academic outcomes: Study of south asian and white children in the UK. European Journal of Developmental Psychology, 14(2), 190-205. doi:10.1080/17405629.2016.1185008
