In connection - the role of peers, parents, and teachers in adolescent friendship dynamics

Adolescence is marked by changes such as declines in achievement and well-being, and increases in victimization and depression. This dissertation examined school and psychological adjustment of Chinese adolescents, focusing on achievement, victimization, aggression, prosocial behavior, and depressive symptoms, as well as the roles of friends, parents, and teachers. Results indicated that friends significantly influenced school and psychological functioning, although not always in a positive way. Furthermore, peers and teachers played sequential roles in shaping adolescents’ friendship selection and, consequently, their academic and psychological adjustment. Chinese students often chose friends based on perceived benefits and risks: high-achieving, prosocial, and well-liked peers were preferred, while highly aggressive, depressed, and widely disliked peers were avoided. In addition, students tended to befriend peers whom they believed teachers liked but avoided those widely perceived as liked by teachers. Moreover, parents had a direct influence on adolescents’ psychological adjustment but a limited influence on friendship selection. These findings have implications for interventions targeting school bullying and well-being, are consistent aligning with Western research, and suggest broader applicability across cultures.