Kawabata, Y., Crick N.

(2008) The role of cross-racial/ ethnic friendships in social adjustment The purpose of this research was to examine the frequency and correlates of cross- racial ethnic friendships. The respondents were consisted of 188 African American, 135 European American, 106 Asian American, and 80 Latino, they were children in 4th grade from 39 classrooms in several public elementary schools. The authors hypothesized that the frequency of cross-racial/ethnic friendships would be different across races / ethnicities and these friendships would be uniquely associated with social adjustment. The outcome of the study showed that European American children displayed a higher frequency of cross-racial/ethnic friendships than African American children. Compared with the sample average, Latino children exhibited a lower frequency of these friendships. Additional findings revealed that children who formed cross-racial/ethnic friendships were more likely to be viewed as relationally inclusive and possessing leadership skills by teachers. Overall, the results showed that cross-racial/ethnic friendships were associated with positive developmental outcomes.

http://psycnet.apa.org/journals/dev/44/4/1177/

The study examined the simultaneous, and the longitudinal union between bullying and victimization, and social adjustment in childhood and adolescence. The respondents were consist of 189 girls and 328 boys coming from primary school and secondary. Their mean age of the participants are ranging from 11.1 years to 14.1 years old. Results showed that Children who bullied in childhood and adolescence were less liked and more disliked in childhood, and they are more aggressive, and troublesome in childhood and adolescence. Children who bullied or who were victimized only in childhood did not differ largely in adolescence from the children that were never bullies or victims. Children who were victimized in adolescence closely resembled those who were victimized in childhood and adolescence in terms of being liked or disliked, being nominated as a friend, and shyness. This study aims the need to differentiate between stable and transient bullies and victims. http://www.springerlink.com/content/a73451257124n701/ The study examined the joint effects of stress, social support, and self-esteem on adjustment to university. 115 first year students were the respondents for the study. The respondents were assessed during the first semester and again 10 weeks later, during the second semester of the academic year. Multiple regressions predicting adjustment to university

from perceived social support from friends and family, self-esteem, and stress were conducted. Results show that from the fall to winter semesters increased social support from friends, but not from family, predicted improved adjustment. Decreased stress predicted improved overall, academic, personal-emotional, and social adjustment. Increased global, academic, and social self-esteem predicted decreased depression and increased academic and social adjustment.