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This pre-registered meta-analysis will pool data collected since 2000 from English-language published studies of self-reported child and adolescent friendship networks to provide a precise estimate of the average size of child and adolescent friendship networks. Additionally, the meta-analysis will examine the role of demographic, contextual, and methodological moderators in predicting variation in friendship network size.

This study used an interpretative phenomenological approach to examine how genderfluid persons describe the interaction between their gender and friendships. While genderfluid persons have been included in former research, their presence has typically been as a subset of a larger sample of transgender or nonbinary persons, and their qualitative narratives have primarily focused on the description of their gender fluctuations. This study sought to expand understanding of genderfluidity through exploring it in an interpersonal context. Participants in this study were seven individuals who identified as genderfluid and reported recurrent gender fluctuations over time. They engaged in semi-structured interviews focused on exploring gender identity and gender-related experiences in the context of their friendships. Responses were analyzed for shared salient themes across participant responses. Five superordinate themes, along with associated subordinate themes, are presented, discussed, and supported by participant transcript extracts. I highlighted the impact of poor visibility and limited resources for genderfluid persons on participants’ development of self-understanding and their relationships with friends. I emphasized the need for further studies that center genderfluidity and other specific nuanced gender experiences that fall under the larger nonbinary umbrella. Research and clinical implications of results were discussed.

Peer reputation (PR) refers to how peer groups collectively view an individual in terms of socio-behavioral characteristics, such as aggression, social withdrawal, leadership, and prosociality. Despite considerable research on PR, few studies have considered PRs in relation to indices of friendship, particularly with a person-centered approach. The goal of the current study was to adopt such an approach and identify peer reputation configurations and their defining characteristics, and to examine how such configurations are linked to friendship prevalence and quality. Four hundred and twenty-six Italian seventh-grade students (57.3% male, M-age = 12.07) completed peer nomination measures of PR and reported on their friendships. Their mutual best friends were subsequently determined, and a friendship quality measure was completed. Teachers rated participants' problem behaviors and competencies. Cluster analytic methods produced four PR configurations that were defined by the following characteristics: (1) Shy/Excluded/Victimized, (2) Normative, (3) Aggressive/Arrogant, and (4) Prosocial/Popular. Teacher ratings supported these configurations such that Prosocial/Popular students were rated the lowest in problem behaviors and Shy/Excluded/Victimized and Aggressive/Arrogant were the highest in learning problems. Additional analyses showed numerous linkages between the configurations and friendship. For instance, Prosocial/Popular students were more likely to have mutual and satisfying friendships relative to students in the other groups. These findings provide new insights into the complex linkages between group- and dyadic-level peer experiences during early adolescence and may inform prevention and intervention efforts aimed at Shy/Excluded/Victimized youth struggling with peers.

本稿は、教員養成系大学において、地域連携を軸に授業内で行われるアウトリーチからの学びについての実践第2報である。第1報では、18年間継続してきたフレンドシップ事業の1つである「こどもフェスタ」にて、学生たちが表現することの楽しさをこどもたちに伝える活動の中で自らも学びを得る、双方向的アウトリーチの活動内容と学生のふりかえりを分析し、準備段階での協働、地域の人々との交流から学生が得る「学び」を明らかにした。本稿では、2020、2021年度に実施したオンラインでの「こどもフェスタ」にて、オンラインでの双方向アウトリーチは成立するのか調査し、第1報で明らかになった学生の「学び」に加え、オンライン特有の「学び」を得ていることを明らかにした。, This is the second report on the practice of learning from outreach activities conducted in the classroom at a teacher training college based on regional cooperation. In the first report, we analyzed the content of interactive outreach activities and students' reflections on their own learning through activities in which they conveyed the joy of expression to children at the Children's Festa, a Friendship Project that has been ongoing for 18 years. The study analyzed the content of the interactive outreach activities and the students' reflections and clarified the 'learning' that the students gained from the collaboration in the preparation stage and from their interactions with local people. This paper investigates whether online interactive outreach is feasible in the online Children's Festa held in FY2020 and FY2021 and reveals that in addition to the 'learning' of the students identified in the first report, they also gained 'learning' specific to online.

Peer influence is an instrument of change, with outcomes that are not preordained: The same processes that make influence a source of harm also make it a valuable interpersonal resource. Yet the benefits of peer influence are insufficiently appreciated. Knowing when and how much to conform to the wishes of others is an important skill that children must acquire to adjust to and thrive in a social world dominated by peers. Peer influence can be an adaptive strategy whose benefits outweigh the costs that sometimes arise in its application. To overlook the adaptive consequences of peer influence is to miss the main point of conformity, which is to foster harmony between individuals and secure their interpersonal, physical, and mental well-being.

This paper explores Louis de Bernières’ novel Captain Corelli’s Mandolin from the perspective of Giorgio Agamben’s concept of “whatever singularity”, the main theme of his The Coming Community. Agamben’s work provides a clear distinction from homogenized communities and nations to argue for the possibility of how groups and peoples living together without reducing their distinct individual and cultural identities to sameness. Besides, whatever singularities border ‘in-between’ spaces and thresholds and that is the space where friendship emerges from. In this context, the article aims to apply Agamben’s essay ‘The Friend’ to explore the concept of friendship. The novel is set mainly during the Italian and Nazi occupations of the Greek island of Cephalonia in World War II. Although occupying forces aim to constitute a fixed society, intercommunal friendship emerges between different nations. In this regard, the love between the Italian soldier Captain Corelli and the local girl Pelagia, as well as the friendship among Dr. Iannis, Captain Corelli, and Carlo Piero Guercio will be examined in terms of friendship and ‘whatever singularity’. Moreover, the friendship between ‘The Good Nazi’ Günter Weber, who is forced to shoot his Italian friends, and Captain Corelli will be investigated through the concept of friendship. In the narrative, the Communist Greek resistance group ELAS, a destructive occupying force, tries to form a fixed homogenous ideological group on the island bearing similarities with fascist and Nazi groups. Therefore, this will also be discussed in the context of the tension between heterogeneous and homogenous communities

Grounded in a friendship that began in the academy, we write together to problematize collaborative writing across our distinct caste positionalities. Writing as caste-oppressed Pakistani Muslim settler (Patel) and dominant caste Indian settler (Da Costa), we write primarily across caste power lines to focus on the failure in our own efforts at collaborative writing. This article, initially meant to focus on our complicities in white settler colonialism in its present form, reflects on the detours we undertook to arrive at this place of certainty that “we cannot write about our complicity together.” Specifically, we reconsider some assumptions underlining prominent methodological commitments of transnational collaborative writing across uneven locations in, for, and beyond the academy. Collaborative writing has been championed for its capacity to generate dialogue across disagreements, praxis grounded in social change, a challenge to the academy’s notions of individual knowledge-production and merit, and as a means of holding people across hierarchies accountable to structures of violence that remain at work within social movements and collective struggles. Considering the contours of what Sara Ahmed (2019) calls structural “usefulness” of collaborative writing to the colonial and neoliberal academy, we use historical and life-writing approaches to make caste violence legible in order to refuse the cover that collaborative writing provides to dominant caste South Asians engaged in research with Indigenous, Black, Muslim, caste-oppressed and multiply and differentially colonized communities. Our purpose is to foreground the historical and ordinary violence of caste as it shapes North American academic relationships, intimacies, and scholarship, in order to challenge the assumption that caste-privileged South Asian scholars of postcolonial and transnational studies in western academia are best poised to collaborate with Indigenous, Black, other racialized, and Dalit scholars and actors toward a decolonial, abolitionist, and anti-casteist feminist praxis. While focusing on writing across caste lines, our analysis can also be read as offering a space to engage ethically with complexities informing collaborative projects across differential horizontal and vertical power relations informed by race, class, gender, sexuality, citizenship, north/south and other differences. In the process of writing this article, we have also paid particular attention to our citational practices.

In social groups, such as school-based peer networks, youth often vie for power and dominance over others. Different strategies may be used to gain power (i.e., coercive and/or cooperative strategies), and with varying levels of success. Using a social networks approach, we examined whether and how social network centrality and social network prestige were associated with social strategies, social power, and peer reputation. Participants were fifth- to eighth-grade elementary school students (N = 466, 51% girls, 63% White) in southern Ontario, Canada. Peer nominations were used to assess social network centrality and prestige (via friendship nominations), social power strategies (coercive and cooperative strategies), social power, and peer reputation (popularity and likeability). Results indicated that coercive and cooperative strategies were used by youth high in both centrality and prestige, but that only high prestige related to power, popularity, and likeability. Results have implications for the usefulness of a social networks approach to understanding the structure of youths' social relationships and power in school settings, as well as practical implications for teachers and other school staff. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The purpose of this study was to determine the extent that language skills contribute to kindergarten children's classroom-based friendship networks. We assessed language skills and collected friendship data via individual interviews of 419 children from 21 kindergarten classrooms. Using social network analysis, we found that language skills were significantly associated with friendship centrality and reciprocity after controlling for classroom and child-level factors. Children classified as at risk for specific language impairment (SLI) were significantly less central to friendship networks, and the odds of a reciprocal friendship tie were more than 50% lower compared to children who were not classified as at risk. Of children at risk, girls were significantly more central than boys. We couch our results within limitations of our study and provide recommendations for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

In order to improve relations between Türkiye and Jordan, King Abdallah came to Türkiye in 1947 and visited Ankara and Istanbul. During the visit, the treaty of friendship was signed between the two countries in Ankara. In order to eliminate the negative thoughts of Syria about this agreement, it was stated by both King Abdallah and İsmet İnönü that the treaty was not related to the formation of Greater Syria, and it was mentioned that the purpose of the agreement was to ensure peace in the region by emphasizing the United Nations (UN).However, after the treaty, the Arab nationalists in Syria started to use a negative tone against to Türkiye in foreign policy through the treaty, with the issue covered in the press. At the same time, this treaty between Türkiye-Jordan in 1947 and King Abdallah's comments on the treaty increased the harsh attitude of Arab nationalists, especially opposite the Turkish minorities in the country. The fact that the investor Armenians, who did not want to be in such a turbulent environment, preferred to go to Türkiye, which is more democratic instead of Soviet Russia, greatly disturbed Syria, whose economy had shrunk. For this reason, Syria banned foreigners from entry to Lazkiye (especially in Bayır, Bucak and Hazine), Fırat and Cezire, in order to prevent this trouble from being reflected to outside. After the treaty of friendship, by the end of 1947, Armenian and Kurdish groups were started to be used as a militia force for the first time in north of Syria with the financial support of Soviet Russia. For this reason, this study has made a significant contribution to the literature in terms of determining when and how the basic of the crisis on the Türkiye-Syria border was laid., Türkiye ve Ürdün arasındaki ilişkilerin geliştirilmesi amacıyla Kral Abdullah 1947 yılında Türkiye’ye gelerek Ankara ve İstanbul’u ziyaret etmiş, ziyaret sürecinde iki ülke arasında Ankara’da dostluk antlaşması imzalanmıştır. Hem Kral Abdullah hem de İsmet İnönü tarafından antlaşmanın büyük Suriye oluşumuyla ilgili olmadığı belirtilmiş ve Suriye’nin bu antlaşmaya dair olumsuz düşüncelerinin yok edilmesi adına, Birleşmiş Milletler (BM) vurgusu yapılarak antlaşmanın amacının bölge huzurunu sağlamak olduğundan bahsedilmiştir. Ancak antlaşmanın ardından, konunun basında yer almasıyla Suriye’deki Arap milliyetçileri, antlaşma üzerinden dış politikada Türkiye’ye olumsuz bir üslup kullanmaya başlamıştır. Aynı zamanda 1947 Türkiye-Ürdün Dostluk Antlaşması ve Kral Abdullah’ın antlaşma hakkındaki söylemleri Arap milliyetçilerinin ülkedeki özellikle Türk azınlıklarına karşı sert tutumunu arttırmıştır. Böyle bir kargaşa ortamında bulunmak istemeyen yatırımcı Ermenilerin, Sovyet Rusya yerine daha demokratik olan Türkiye’ye gitmeyi tercih etmeleri, ekonomisi iyice daralmış olan Suriye’yi çok rahatsız etmiştir. Bu nedenle Suriye bu kargaşa ortamının dışarıya aksettirilmesini önlemek için Lazkiye (özellikle, Bayır, Bucak ve Hazine nahiyelerindeki), Fırat ve Cezire’ye yabancıların girmesini yasaklamıştır. 1947’nin sonlarına gelindiğinde bu dostluk antlaşması sonrasında Sovyet Rusya’nın maddi desteğiyle Ermeni ve Kürt grupları Suriye’nin kuzeyinde ilk kez milis güç olarak kullanılmaya başlanmıştır. Bu durum zaman içerisinde Türkiye’nin güney sınırını hareketlendirmiştir.Çalışmada 1947 Türkiye-Ürdün Dostluk Antlaşması’nın imzalanması sonrasında Türkiye-Suriye ilişkilerinde yaşanan krizin temellerinin ne zaman ve nasıl atıldığı tespit edilmiştir.

The aim of the research work reported here was to clarify the semantics of the notion of “friendship”. The main research question is to what extent friendship is recognised by students and teachers as a value constituting the identity of the Jagiellonian University’s (JU) academic community. From it follows another one: what role does friendship play in the value system of the academic ethos– does it have the potential to clarify or transform values enshrined in documents and recognised as enduring? This study uses qualitative data generated from the collected research material: semi-structured interviews and online surveys with closed questions, single and multiple choice. Content analysis was used to examine the interviews by identifying words, phrases and sentences related to the research tasks. The conclusions can be summarised as: 1.Friendship functions in horizontal relationships; 2. Friendship is an essential value of university ethos, realised through its other, already recognised and acknowledged, values: fair treatment, kindness, responsibility and respect for the other; 3. Friendship evolves in the system of references; 4. Friendship realised as a value of the ethos leads to a merger of the professional and the private spheres; 5. Friendship is automatically excluded when a vertical relationship appears.

Ideal friend and romantic partner characteristics related to self-perceived characteristics have been investigated in typically developing (TD) individuals, but not in individuals with autism spectrum disorder (ASD). Considering the autistic symptoms and challenges, investigating these concepts in autistic individuals is relevant. Given the lack of consensus, identity-first (“autistic person”) and person-first (“person with autism”) language are mixed throughout, to cover all preferences. This study explored (1) the association between self-perceived characteristics and desires in a friend/romantic partner, as well as (2) compare two groups (ASD and TD) in their desires for a friend/romantic partner. Two matched groups (ASD and TD) of 38 male adolescents (age 14–19 years) reported on the desire for nine characteristics (i.e., funny, popular, nice, cool, smart, trustworthy, good looking, similar interests, and being rich) in a friend/partner, and to what extent they felt they themselves possessed seven characteristics (i.e., funny, popular, nice, cool, smart, trustworthy, and good looking). Results showed both groups sought a friend and partner similar to themselves on intrinsic characteristics (e.g., trustworthiness), but less similar on extrinsic and social status characteristics (e.g., being less cool and popular). Particularly intrinsic characteristics, more than extrinsic and social status characteristics, were valued in both partners and friends, regardless of group. No significant differences were found between groups concerning to what extent characteristics were desired. Overall, adolescents with ASD desire similar characteristics as TD adolescents in their potential romantic partners and friends. There is some indication that the match between self-perception and desired characteristics is different.

This descriptive study was carried out to examine the relationship between smartphone addiction, peer relationships, and loneliness in adolescents. The sample consisted of 500 adolescents aged between 15–18 years, who were high school students in Central Anatolia region during the 2018–2019 academic year. The data of the study was collected through a questionnaire, Smartphone Addiction Scale-Short Version (SAS-SV), Friendship Qualities Scale (FQS) and UCLA Loneliness Scale (ULS). Statistical analyses included descriptive statistics, Shapiro-Wilk, and Spearman correlation test. The SAS-SV, FQS and ULS mean scores were 27.82 ± 11.53, 81.88 ± 15.68, and 41.99 ± 8.62, respectively. Results indicated there was a weak positive correlation between the companionship subscales of both FQS and ULS with SAS-SV. There was a weak negative correlation between the conflict subscales of FQS and SAS-SV. Providing a special education to adolescents and their parents to raise their awareness on the negative effects of smartphone addiction may be recommended.

In this research, we considered how various structural aspects of friendship networks relate to marital quality according to gender. To investigate this issue, we drew on data from a large longitudinal survey on marital functioning based on 903 heterosexual couples living in Switzerland. Using reports from male and female partners, we explored the extent to which joint contacts, transitivity, and overlap in friendship structures affect various indicators of marital quality for husbands and wives in the long run. Our results indicate that separate, low transitive friendship networks affect marital quality negatively for women, but not for men. We also discuss the importance of the results for understanding the dynamics of heterosexual couples within larger relational contexts beyond dyadic interactions, as well as the relevance of separately analyzing husbands' and wives' marital dynamics.

This research investigates how the acculturation motivation (AM) of new international students develops over time, and which factors play a role in this development. In the context of a Dutch university, we interviewed 25 students from 17 countries thrice over eight months. The results show that initial AM levels can be categorized as high or low. These AM levels evolved into four patterns in the three interview rounds: high-low-low, high-low-high, low-high-low and low-high-high. After four months, twelve factors emerged as affecting the development of students’ AM levels. Prominent factors were prior international experience, language difficulties, and perceived student identities. After eight months, seven additional factors contributed to subsequent changes in students’ AM levels. Prominent factors were the perceived international learning environment, friendship networks, and teachers’ role in intercultural contact. These imply that universities can introduce target interventions which could improve their international students’ acculturation experiences at specific times.

The present study sought to investigate the friendship formation of ethnic in-and out-group friendships, as well as differences in stability and quality, while accounting for the network structure (such as the tendency to befriend friends of friends). We analyzed longitudinal data from 770 students from 42 Austrian primary school classes collected over the course of their last year of primary school. First, friendship prevalence, quality and stability were investigated using multiple regression quadratic assignment procedures. Then, friendship creation and stability were modeled over time using multilevel stochastic actor-oriented models. The results did not show significant differences between the creation of in-and out-group friendships; however, it was found that in-group friendships were more stable over time. The results further underscore the importance of considering network structure effects when analyzing intergroup friendship prevalence, creation, and stability., Journal of Early Adolescence, 43 (7), ISSN:0272-4316, ISSN:1552-5449

V magistrskem delu me je zanimalo, kako prijateljstvo prispeva h krepitvi socialnega kapitala posameznika oz. posameznice , zato sem v začetnem delu naloge predstavila konceptualizacije prijateljstva, socialnega kapitala, vzgoje in socializacije v razredu med učenci in učenkami. Še posebej me je pri tem zanimala razredna klima v razredu, predvsem to, kakšen pomen imajo razumevanje med sošolci in sošolkami, zaupanje in medsebojna pomoč. Ob prebiranju strokovne literature in lastni raziskavi sem proučila pomen socialnega kapitala v razredu oz. v šoli in njegovo vlogo pri preprečevanju nasilja. Osredotočila sem se na socialno vključenost, torej na to, kako se učenci in učenke med seboj razumejo, si pomagajo, v kolikšni meri so povezani kot razred. Ker pa je socializacija povezana tudi z vzgojo učencev in učenk, sem v magistrskem delu izpostavila tudi to in prepletanje vzgoje s socializacijo. Opisala sem razliko med njima, kako vzgoja vpliva na vzpostavljanje in ohranjanje prijateljskih vezi v razredu. Ker sem se osredotočila predvsem na to, kako razredno klimo in delovanje učencev zaznavajo učitelji in učiteljice, sem poleg sociograma, ki sem ga izvedla z učenci in učenkami v tretjem razredu, izvedla tudi intervju z učiteljicami, ki poučujejo v različnih razredih. Na podlagi tega je bilo moč ugotoviti, kako učiteljice zaznavajo medsebojno povezanost učencev in učenk ter tudi to, kako starost učencev oziroma učenk vpliva na to, kakšna je razredna klima in kako hitro je možno zaslediti določene konflikte, probleme, nesoglasja in druge težave med njimi. Rezultate izvedenega sociograma in opravljenih intervjujev z izbranimi učiteljicami sem primerjala in poiskala prepletanja ali morebitna razhajanja. Pri tem sem se osredotočila predvsem na prepletanja in razhajanja učiteljice tretjega razreda, učiteljice angleščine in učiteljice športa, ki poučujejo v istem razredu. In my master’s thesis, I was interested in how friendship contributes to strengthening of social capital of the individual, hence, in the initial part of the thesis, I outlined the conceptualisation of friendship, social capital, upbringing, and socialisation within a classroom between male and female pupils. I was primarily interested in the classroom climate, and in particular, how classmates get along with each other, the importance of trust and mutual assistance. By reading literature and conducting my own research, I examined the importance of social capital in a classroom and at school, as well as its role in preventing violence. I focused mainly on social inclusion i.e., how male and female pupils get along with each other, help each other, and to what extent they are bonded as a class. However, since socialisation is also linked to the upbringing of male and female pupils, I also highlighted upbringing and its intertwining with socialisation in my thesis. I described the difference between the two and the ways in which one’s upbringing affects the establishing and maintaining of bonds of friendship within a classroom. Since I mainly focused on how the classroom climate and the students’ activities are perceived by male and female teachers, in addition to the sociogram that I conducted with the third-grade male and female pupils, I also interviewed teachers who teach in different grades. This allowed me to determine how they perceive the interconnectedness of male and female pupils, as well as how their age affects the classroom climate and how quickly certain conflicts, problems, disagreements and other such matters can become apparent. I compared the results of the sociogram and the interviews with the selected teachers and looked for any links or possible discrepancies. In light of the findings, I primarily focused on the links and discrepancies of a third-grade teacher, an English teacher, and a PE teacher who teach in the same grade.

Odnosi med vrstniki, še posebej prijateljstvo, so izrednega pomena za posameznikov razvoj na različnih področjih. Prijateljstvo ima v različnih razvojnih obdobjih različne značilnosti. V magistrskem delu smo se osredotočili na značilnosti prijateljstva v osnovni šoli. Zanimalo nas je, kako različno stari osnovnošolci z različnimi sociometričnimi položaji dojemajo prijateljstvo in katero razvojno stopnjo razumevanja prijateljstva po Selmanovi teoriji razvoja socialne kognicije dosegajo ter katere so značilnosti njihovih prijateljstev. Raziskali smo tudi, kakšno mnenje imajo učitelji o pomenu in vplivu prijateljstva na svoje učence, kako vidijo svojo vlogo in kompetentnost pri vzpostavljanju in krepitvi prijateljstev med svojimi učenci ter jih povprašali o primerih dobre prakse na tem področju. Empirična raziskava temelji na deskriptivni metodi pedagoškega raziskovanja, uporabljen je kvalitativen raziskovalni pristop. V raziskavo magistrskega dela je vključen po en razred učencev z začetka vsake triade (to so prvi, četrti in sedmi razred) slovenske osnovne šole in njihovi razredniki. Podatke za raziskavo smo pridobili z izvajanjem sociometrične preizkušnje med učenci ter z individualnimi polstrukturiranimi intervjuji z učenci različnih sociometričnih položajev (priljubljen, povprečen, kontroverzen, zavrnjen in prezrt oz. izoliran sociometrični položaj) in njihovimi razredniki. Dobljene rezultate sociometrične preizkušnje smo predstavili s sociometrikami, sociogrami in prikazi sociometričnih položajev. Intervjuje z učitelji in učenci smo kodirali, jih analizirali in povezali z obstoječo literaturo. Rezultati raziskave kažejo, da so definicije prijateljstva učencev prve triade krajše, uporabljeni opisi so preprostejši, s starostjo pa definicije postajajo daljše, opisi pa vse bolj zapleteni. Pri priljubljenih učencih se večkrat pojavi, da presegajo razvojno stopnjo socialne kognicije, ki je po teoriji Selmana predvidena za njihovo starost, medtem ko se pri nepriljubljenih učencih večkrat pojavi, da te stopnje razvoja ne dosegajo. Nekatere značilnosti učenčevih prijateljstev, ki se nanašajo na področja zadovoljstva, tovarištva, pomoči, intimnosti, samopotrditve ter konflikta in izdaje, so povezane z njihovo starostjo in/ali sociometričnim položajem, nekatere pa ne. Učitelji menijo, da prijateljstvo vpliva na učenčev kognitivni, čustveni, socialni, moralni, govorni in gibalni razvoj, njegov vpliv na posamezno področje razvoja pa je odvisen od učenčevega sociometričnega položaja. Prav tako učitelji menijo, da ima prijateljstvo manjši pomen pri priljubljenih učencih, večjega pa pri prezrtih oz. izoliranih in zavrnjenih učencih. Učitelji svojo vlogo pri vzpostavljanju in krepitvi prijateljstva med učenci vidijo v pogovorih z učenci, izvajanju skupnih dejavnosti in enaki obravnavi vseh učencev. Z izjemo kontroverznih in zavrnjenih učencev se čutijo dokaj kompetentne na tem področju, kompetence pa so pridobili pri šolski svetovalni službi, na izobraževanjih, v literaturi in z lastnimi izkušnjami. Učencem s priljubljenim in povprečnim sociometričnim položajem posvečajo manj pozornosti kot učencem s kontroverznim, zavrnjenim in prezrtim oz. izoliranim sociometričnim položajem. Primeri dobre prakse za izboljšanje odnosov in vzpostavljanje ter krepitev prijateljstva v razredu so uporaba slikanic, izvajanje delavnic, pogovorov in spoznavno-socialnih iger. Pomembno je tudi poznavanje literature o odnosih in prijateljstvu tako za učitelje kot za učence, uporaba metod za razvoj učenčevih socialnih in čustvenih kompetenc ter izvajanje sociometrične preizkušnje kot preventivne ali kurativne dejavnosti. Izsledki raziskave magistrskega dela so koristni za ravnatelje, svetovalne delavce in učitelje, saj nudijo vpogled v dojemanje in značilnosti prijateljstva pri različno starih učencih z različnimi sociometričnimi položaji. Med rezultati raziskave so navedeni tudi primeri dobre prakse za krepitev prijateljskih odnosov, ki jih bodo lahko učitelji preizkusili v svojem razredu. Relationships between peers, friendship particularly, are extremely important for development of an individual. Friendship in various stages of life has disparate characteristics. In this master’s degree thesis, we focused on the characteristics of friendship in primary school. We wanted to know how friendship is considered according to age of pupils, different sociometric positions, which developmental stage of understanding of friendship according to Selman’s theory of development of social cognition is achieved and what are their friends’ characteristics. We also studied teachers’ point of view about meaning and influence of friendship on their pupils, how teachers see their role and competence at establishing and strengthening friendships among their students. We asked teachers about examples in their practice about this topic. The empirical research is based on the descriptive method and we used qualitative research approach. Students and teachers included in the research of the master's degree thesis come from the first, fourth and seventh grade of a Slovenian elementary school. Data for the research were gathered by conducting sociometric tests among students and by individual semi-structured interviews with students of different sociometric positions (popular, average, controversial, rejected and ignored or isolated sociometric position) and their class teachers. The results of the sociometric test are presented with sociometrics, sociograms and displays of sociometric positions. Interviews with teachers and students are coded, analyzed and linked to present literature. Gained results show that the definition and description of friendship is shorter in the first triad, as students get older, definitions get longer and descriptions get more complex. With popular students we tend to see that they exceed the developmental stage of social cognition expected for their age by Selman, whereas that is the opposite with unpopular students. Some characteristics of students' friendships such as satisfaction, companionship, helping each other, intimacy, self-affirmation, conflict and betrayal are related to their age and/or sociometric status, some are not. Teachers think that friendship influences pupils cognitive, emotional, social, moral, speech and body-movement development. The impact on different areas depends on student’s sociometric position. Teachers think that friendship has lesser significance at popular students and greater importance for ignored, isolated or rejected pupils, and see their role in making and maintaining friendship by talking to students, implementing joined activities and by equal attention to all pupils. With the exception of controversial and rejected students, teachers feel competent in this area of expertise. They gained the knowledge at the school counseling, courses, in literature and through their own experiences. Teachers give students with a popular and average sociometric position less attention than to students with a controversial, rejected and ignored or isolated sociometric positions. Examples of good practice in this area are the use of picture books, workshops, conversations and social games. Awareness of the literature on relationships and friendship is also very important, so is the use of different methods for the development of students' social and emotional competences and the implementation of sociometric testing as a preventive or curative activity. The results of the research are useful to principals, counselors and teachers, because they provide insight into the perception and characteristics of friendship among students of different ages and different sociometric positions. The results of the research include examples of good practice for strengthening friendship which teachers can implement in their classrooms.

When Charles Dickens and Wilkie Collins met in 1851, Dickens was already established as the most popular English novelist, whereas Collins was little more than an aspiring writer. Six years later, in 1857, Collins had written his first successful novels: Basil (1852), Hide and Seek (1854) and The Dead Secret (1856); he was a staff-member of Household Words, the magazine “conducted by Charles Dickens”, and as such a professional writer whose name Dickens had even agreed would appear in the mag...

Si la plupart des individus parlent de leur vie sentimentale à autrui, ils n’en parlent pas à tout le monde. La littérature existante a souvent présenté les femmes comme échangeant davantage sur leur intimité que les hommes. Pourtant, les ressorts de cette différence sont peu explicités. Cet article vise à les dégager sur un objet de confidence spécifique : les déceptions amoureuses. À partir de 43 entretiens semi-directifs, éclairés ponctuellement par les données de l’enquête Épic, il souligne que leur gestion ne se limite pas à une opposition entre « hommes en parlant peu » et « femmes en parlant beaucoup ». Le cas des personnes non hétérosexuelles permet d’éclairer ces disparités. En effet, si elles s’éloignent de confident·es classiques des hétérosexuel·les, elles le font différemment en fonction de leur sexe. Cet article montrera alors qu’une articulation entre risques associés à la confidence et sociabilités de genre explique les choix de confident·es des hétéros comme des non-hétérosexuel·les. If individuals speak about their romantic life to others, they do not do so with everyone. The existing literature has often depicted women as more prone to speak about their personal life than men. However, the mechanisms behind this difference are loosely identified. With this paper, I aim to make them visible on a specific topic: romantic disappointments. Using the data of the EPIC survey as a starting point, before relying on 43 interviews, I will underline that their management cannot be summarized by an opposition between “men not speaking about it” and “women speaking about it a lot”. The case of non-heterosexuals provides with an explanation of these differences. Indeed, if they differ from heterosexuals in their choice of confidants, they do so differently depending on their sex. I will then show that articulating confidence related risks and gender sociabilities allow us to explain both these discrepancies and the choices of confidants made by heterosexuals.

The period from the Amritsar Massacre on 13 April 1919 to the funeral of Jawaharlal Nehru on 28 May 1964 was definitive not only for the establishment of the nation of independent India but also for the global diffusion of the teachings of Mohandas Gandhi and more generally for continuing affective relationships between Indians and Europeans. Charles Freer Andrews, Edward John Thompson, and Verrier Holman Elwin, all three of them (like the author of this thesis) white Anglo-Saxon Protestant males, were led by their religious faith to go to India as Christian missionaries. Their experiences in India caused all three to abandon their affiliations with their churches and to dedicate themselves to the cause of Indian freedom. Their correspondence charts first their moves from organised religion to still highly motivated activism, then their contributions to the debate on the end of empire, and then their various friendships, developing independently of agreement or otherwise on religious and political concerns. Contacts with Gandhi, his disciples, and his teaching recur. The building of these friendships is tested against the postulates of Jacques Derrida’s Politics of Friendship and against E. M. Forster’s subversive views of friendship’s scope. The starting point is an incident of violence which occurred in the Punjab under martial law following the Amritsar massacre. The emotional meeting between Andrews and the victim of this violence is examined in versions provided by Elwin, by Andrews’s accompanying disciple Gurdial Mallik, and by Andrews himself. Other accounts of the incident are provided by the perpetrator’s oral examination by the Hunter Committee, and by the perpetrator’s privately printed memoir. Andrews’s subsequent demand for full independence for India in his Independence: The Immediate Need is followed by Thompson’s role, at Andrews’s instigation and supported by Thompson’s American wife Theodosia, as a drafter and a signatory of a letter from missionaries to the British Indian press, condemning the one-sided support by the British in India for General Dyer, who had been responsible for the Amritsar massacre. Thompson’s return to England is followed by the publication, with the support of Forster and of Leonard Woolf, of his revisionist account of the 1857 rebellion, The Other Side of the Medal. The thesis then turns to a multi-node trans-cultural correspondence between two founder members of an unconventional Italian female religious community (the Eremo Francescano, still in existence today), Andrews, Gandhi, and Elwin. Their letters, complicated but also sometimes illuminated, by the need for translations, show how Elwin’s regard for Gandhi’s teaching on poverty led him to found his own religious community, the Ashram of St Francis, among the tribal peoples of Central India, and then, as his interest shifted to anthropology, to leave his church and withdraw from his close friendship with the Eremo. Drawing on the writings of Gandhi’s host in London, Muriel Lester, and of his secretary Mahadev Desai, the thesis argues that attendance at the second Round Table Conference, although the pretext, was only a part of Gandhi’s wider aims in his 1931 visit to Europe, which were to meet with those who might share his philosophy of life, and to demonstrate that philosophy in his contacts with the people of Europe. The dimensions in terms of space and time are considered for his travels and for those of his interlocutors (for him, always ‘friends’), and emphasis is placed on his meetings in France, Switzerland, and Italy, especially on his stay with Romain Rolland in Villeneuve, and his short meeting with Sorella Maria in Rome, with particular attention to what these meetings meant for his companions. These last two meetings strengthened friendships which endured. On his return to India Gandhi was imprisoned. Recognizing prison’s spatial and temporal implications and its role as a trope in the anticolonial discourse, the thesis examines what this and subsequent imprisonments meant for these friendships, for the prisoners, and for their friends. Gandhi’s correspondence around his ‘fast to the death’ is examined in terms of his different relationships with individual friends. The thesis then moves to Nehru’s imprisonments, especially his last imprisonment during the second world war. By this time, he had established a close friendship with Thompson. The two were not allowed to correspond directly but by using different subterfuges Thompson was able to remain in contact and so to relieve the black thoughts that Nehru feared. Taking Derrida’s postulate of the already composed funeral eulogy as a test of primary friendship, the thesis concludes with a discussion of the deaths of several of the protagonists together with the reactions of their surviving friends. Andrews’s death is followed by the death in war of Edward and Theodosia Thompson’s elder son Frank, and then by the death of Edward himself. The letters and prison diary entries Nehru wrote after and before these deaths asserted the values of memory and friendship. The thesis continues with Elwin’s friendship with Nehru, and with Elwin’s death, before concluding with Nehru’s death and funeral in 1964. This thesis’ contributions are therefore to emphasize the historical importance of correspondence as a source for the examination of affective relationships and to demonstrate how the friendships described within it, postcolonial by virtue of their anticipation of the end of empire, existed without religious, racial, or political constraint, and serve as models for cross-cultural friendships in the postcolonial world.

This dissertation investigates the lives and works of two underappreciated nineteenth-century Scottish theologians, Thomas Erskine of Linlathen (1788-1870) and Alexander John Scott (1805-1866). In their writings, theological engagements, and cultivation of communities of learning, Erskine and Scott claimed that the pursuit of ‘knowledge of God’ (and thus, theological learning) received its proper orientation when animated by the telos of ‘at·one·ment, with God’, in holy love. Both men held that Christ’s atonement was for the sake of creation’s at·one·ment, with God: ongoing, personal being-in-relationship with God that, much like a good friendship, transforms who and what we love, but also ‘how we know and are known’. I argue that their sometimes-countercultural enactment of at·one·ment retrieves an orientation towards theological learning (and an epistemology appropriate to it) that continues to be relevant for theological education today. In Chapter 1, I provide an historical survey of Western theological education and assess how its objects, modes, and meanings have been circumscribed over the last two centuries. In Chapter 2, I outline Erskine’s atonement theology and his schema of at·one·ment, noting his emphasis on the ontologically and epistemically constitutive nature of being-in-relationship with God. Because friendship is a critical metaphor here, in Chapter 3 I reappraise the fluid interplay of Erskine’s poetics and practices of friendship, elucidating connections between relational theology and the communities of theological learning he cultivated. In Chapter 4, I reconstruct Scott’s ‘practical theological epistemology’ based on writings around his trial before the General Assembly of 1831. In Chapter 5, I trace congruencies between Scott’s emerging at·one·ment, framework and his later educational involvements with women, working class men, and Nonconformists. In Chapter 6, I conclude by assessing how reorienting theological learning through a telos of ‘at·one·ment, with God’, in holy love, helps to reframe contemporary dialogues about theological education.

The medieval Iberian Muslim scholar Ibn ʿAbd al-Barr includes striking expressions of inter-religious amity in a chapter of his main literary anthology. Noteworthy among these are two stanzas in which a Christian poet proclaims his affection for ʿAlī b. Abī Ṭālib, the cousin and son-in-law of Muḥammad. These poems draw our attention to the transmediterranean quality of Arabic literary discourse, since they—like most of the chapter’s contents—originated in Iraq. They also highlight the hazy quality of medieval socio-religious boundaries and the potential of literary sources to expand our notions of how medieval Muslims expressed and debated their normative principles in writing., Transmediterranean History, Bd. 4 Nr. 1 (2022)

Sustainability is a universal value of running a business. This study examines the influence of workplace friendships among hotel staff on their intention to leave, while considering the moderating effect of psychological contract violation. The sample group of the questionnaire is the employees in the five-star hotels in Taiwan. This study employs the purposive sampling method to collect questionnaires. For this research, 450 questionnaires were handed out to hotel staffs, with 150 questionnaires distributed, respectively, in Northern, Central, and Southern Taiwan. A total of 368 valid questionnaires were collected, resulting in an effective response rate of 81.78%. The results indicate that: (1) Friendship opportunities and friendship prevalence can significantly decrease workers’ intention to leave their jobs; (2) Psychological contract violation moderates the negative influence of friendship opportunity/friendship prevalence on one’s intention to leave. Finally, the paper proposes theoretical implications, practical implications and future research directions in accordance with the findings.

Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona. Curs: 2022-2023. Tutora: Gloria Arbonés, [spa] Debido al incremento de los sentimientos de soledad, ansiedad y depresión y a los lazos frágiles, líquidos y accidentales que caracterizan a la sociedad líquida y digitalizada, se considera tanto ineludible como urgente la tarea de acompañar a los adolescentes a enfrentarse a este nuevo contexto social. Teniendo en cuenta la importancia que tiene la amistad en la adolescencia, esta propuesta de Innovación Didáctica tiene como finalidad afianzar y recuperar las amistades verdaderas que se sustentan en la empatía, la reciprocidad, el cuidado y el apoyo emocional. Partiendo del valor educativo que contiene el concepto de amistad aristotélico, a través de la creación de una Comunidad de Indagación Filosófica (CIF) se invita a los alumnos y alumnas a reflexionar y a debatir críticamente acerca de sus relaciones de amistad e identidad personal. La construcción moral de los adolescentes y la participación activa de estos en su construcción moral se presenta aquí como un fin educativo a perseguir.

L’articolo si concentra sull’analisi dell’estesa comparazione tra filosofia e amicizia proposta da Dante in Convivio III, xi, interpretandola come una consapevole analogia. A partire da un’attenta esegesi del capitolo, letto come un peculiare accessus ad philosophiam dantesco, l’articolo ripercorre le tappe dell’analogia evidenziandone i principali contenuti teorici. In questo modo, diventa possibile mostrare la rilevanza del tema dell’amicizia (in particolare di quella tra maestro e allievo) per una corretta comprensione di uno degli aspetti fondamentali (e anche più dibattuti) della pratica filosofica così come concepita da Dante, ovvero il suo carattere intrinsecamente collettivo. Inoltre, l’articolo sottolinea come l’amicizia costituisca per Dante uno degli strumenti essenziali per l’allargamento del sapere filosofico al di fuori dei circoli universitari, obiettivo a cui il Convivio dichiaratamente mira. The article focuses on the analysis of the extended comparison between philosophy and friendship advanced by Dante in Convivio III, xi, interpreting it as a conscious analogy. Starting from a careful exegesis of the chapter, read as Dante’s peculiar accessus ad philosophiam, the article goes through the stages of the analogy, and it highlights its main theoretical contents. In this way, it becomes possible to show the relevance of the topic of friendship (especially that between master and student) for a correct understanding of one of the fundamental (and most debated) aspects of philosophical practice as conceived by Dante, i.e., its intrinsically collective character. Moreover, the article underlines that friendship constitutes for Dante one of the essential instruments in order to broaden philosophical knowledge outside of university circles, something that the Convivio explicitly purports to do., The article focuses on the analysis of the extended comparison between philosophy and friendship advanced by Dante in Convivio III, xi, interpreting it as a conscious analogy. Starting from a careful exegesis of the chapter, read as Dante’s peculiar accessus ad philosophiam, the article goes through the stages of the analogy, and it highlights its main theoretical contents. In this way, it becomes possible to show the relevance of the topic of friendship (especially that between master and student) for a correct understanding of one of the fundamental (and most debated) aspects of philosophical practice as conceived by Dante, i.e., its intrinsically collective character. Moreover, the article underlines that friendship constitutes for Dante one of the essential instruments in order to broaden philosophical knowledge outside of university circles, something that the Convivio explicitly purports to do.

Η παρούσα ερευνητική εργασία διερευνά τη δύναμη της φιλίας, στη σχέση εικόνας και κειμένου σε δέκα σύγχρονα εικονογραφημένα παιδικά αφηγήματα, για την προσχολική και την πρώτη σχολική ηλικία. Η ανάλυση πραγματοποιήθηκε σε δέκα παιδικά εικονογραφημένα βιβλία, με θέμα την φιλία, δημοσιευμένα το χρονικό διάστημα από το 2011 εως 2022. Έξι είναι από έλληνες δημιουργούς και τέσσερα είναι μεταφρασμένα. Στηριζόμενοι στη μεθοδολογία της αφηγηματικής ανάλυσης, του Gerard Genette καθώς και στην προσέγγιση της εικονογράφησης και του κειμένου των εικονογραφημένων παιδικών αφηγημάτων του Perry Nodelman και της Αγγελικής Γιαννικοπούλου, ερευνούμε την αποτύπωση της έννοιας της φιλίας, καθώς και την προσέγγιση του θέματος αυτού μέσω της εικονογράφησης. Στα κεφάλαια που ακολουθούν, ερευνούμε την αλληλεπίδραση εικόνας και κειμένου. Θα εξετάσουμε τα εικονοαφηγήματα με τις κατηγορίες ανάλυσης, όπως αυτές έχουν διαμορφωθεί από την ελληνική και ξένη βιβλιογραφία. Το εικονογραφημένο παιδικό βιβλίο είναι ένα σύνθετο αφήγημα, στο οποίο λέξεις και εικόνες, ενώνονται, παράγουν νοήματα και ιδέες και ευαισθητοποιούν τους μικρούς αναγνώστες, γύρω από συγκεκριμένα κοινωνικά και ιδεολογικά ζητήματα, όπως η φιλία. Η διερεύνηση των αφηγημάτων κατέδειξε ενδεικτικά τρόπους μυθοπλασίας και εικαστικής αναπαράστασης των ιστοριών που διαπλέκουν το θέμα της φιλίας μέσα από ποικίλες φόρμες και σύμβολα. This dissertation explores the power of text and image regarding the concept of friendship in multimodal illustrated children's narratives for preschool and early school age children. The analysis was conducted on ten children's picture books, on the topic of friendship, published between 2011 and 2022. Six are authored by Greek writers and four are translated. Drawing on the methodology of narrative analysis, Gerard Genette’s Perry Nodelman’s and Angeliki Yiannikopoulou's approach to illustration and text, we investigate the concept of friendship and its depiction in the illustrations and the texts of ten picture stories for preschool and primary school age children. In this dissertation, we explore the interaction between image and text and their connection, using the aforementioned theoreticians in the methodology of the analysis. We will examine the picture narratives, using categories of analysis as they have been shaped by Greek and foreign literature. We draw conclusions regarding the varieties of symbols. images and styles available in the construction of the stories.. A children's picture book is a complex multimodal narrative, in which words and pictures, working together, produce meanings and ideas and sensitize young readers on specific social and ideological issues such as friendship 163 σ.

Successfully navigating through critical uncertainties during the incipient stages requires new ventures to develop learning systems, and building the right team may be key in this process. Drawing...

This study examined the differential effects of two forms of adolescents' perceptions of peers' prosociality, aggression, and popularity, on friendship selection. Individuals' reports of their peers' behaviors (dyadic perceptions) and the aggregated classmates' reports (reputational perceptions) were disentangled. The findings indicated that adolescents were more likely to befriend classmates widely perceived as prosocial (reputational perception) and were less likely to befriend classmates they perceived as aggressive (dyadic perception). For popularity, the effect of dyadic perception disappeared when including the reputational perception. The findings highlight the differences between the dyadic and reputational perceptions of peer behavior. Not only dyadic perceptions of behaviors but also reputational perceptions exert a role in befriending peers.

This paper identifies salient properties of how talk about video communication is organised interactionally, and how this interaction invokes an implied order of behaviour that is treated as ‘typical’ and ‘accountably representative’ of video communication. This invoked order will be called an interrogative gaze. This is an implied orientation to action, one that is used as a jointly managed interpretative schema that allows video communication to be talked about and understood as rationally, purposively and collaboratively undertaken in particular, ‘known in common’ ways. This applies irrespective of whether the actions in question are prospective (are about to happen) or have been undertaken in the past and are being accounted for in the present or are ‘generally the case’ – in current talk. The paper shows how this constitutive device also aids in sense making through such things as topic management in video-mediated interaction, and in elaborating the salience of the relationship between this and the patterned governance of social affairs – viz, mother-daughter, friend-friend – as normatively achieved outcomes. It will be shown how the interrogative gaze is variously appropriate and consequentially invoked not just in terms of what is done in a video call or making such calls accountable, but in helping articulate different orders of connection between persons, and how these orders have implications for sensible and appropriate behaviour in video calling and hence, for the type of persons who are involved. This, in turn, explains how a decision to avoid using video communication is made an accountably reasonable thing to do. The relevance of these findings for the sociology of everyday life and the philosophy of action are explored.

Sundanese speech levels have been treated by Kern (1906), Kats and Soeriadiradja (1927), Eringa (1949), Satjadibrata (1956), Wirakusumah and Djajawiguna (1957), Noorduyn (1963), Wessing (1974), Djajawiguna (1978), Ayatrohaedi (1980), and Soedradjat (1986). Notwithstanding, these studies have been based on reported usage or intuition, not analysis of actual texts. This has yielded a standard model based on "features of the social environment in which the speech event is taking place", most notably, "a) social status of the addressee or referent, b) social status of the speaker, c) the difference (if any) between a) and b) [and], "d) the degree of friendship (intimacy) between the speaker and the addressee" (Wessing I974: I2). This paper presents this model in some detail and discusses results of an analysis of 60 texts documenting speech level use by Sundanese interlocuters. This analysis produces seven previously unreported aspects of interlocuters' knowledge of speech level use.

Gossip is universal, and multiple studies have demonstrated that it can have beneficial group-level outcomes when negative reports help identify defectors or norm-violators. Gossip, however, seldom happens in a social vacuum. Instead, it is enmeshed in a fabric of positive and negative relationships that creates opportunities, constraints, and also motives to gossip. This article studies the importance of friendships and antipathies among the three concerned parties (sender, receiver, target) for negative gossip among adolescents. We contrast two theoretical accounts. According to the first, gossip brings closer individuals who have “enemies” in common. Based on this, we infer that gossip appears in triads where both the sender and receiver share their antipathy against the target. The second position argues that gossip is used to compromise different opinions of friends towards the target. Thus, what predicts gossip is direct antipathy against the target or being friends with someone who dislikes the target (indirect antipathy) rather than the combination of the two antipathies. We test these two lines of reasoning with sociometric data from 17 classroom observations (13 unique classrooms in different time points) in Hungary. Bayesian Exponential Random Graph Models yield support for direct antipathy in 13 (nine unique) classrooms and indirect antipathy in five. No evidence for shared antipathy is found. Results suggest that, at least among adolescents, negative gossip is not about bonding with potential allies but more about consensus-making between friends. Also, results reveal that negative gossip concentrates on the two ends of the reputational echelon, hinting that, in the classroom, high reputation might be contested instead of rewarded. Funding agencies: Support for this work from “la Caixa” Foundation, Spain (ID 100010434 [fellowship code LCF/BQ/EU17/11590070]) for J. L. Estévez, and from the National Research, Development and Innovation Fund of Hungary (grant number FK137765 for D. Kisfalusi and grant number K132250 for K. Takács) are gratefully acknowledged. All three authors acknowledge support from the European Research Council (the European Union’s Horizon 2020 research and innovation programme [grant agreement number 648693]).

The notion of a Greek–Serbian friendship as a traditional bond evolved in the public discourse of both Greece and Serbia during the Yugoslav Wars of the 1990s. Based on alleged commonalities, feelings of threat and experiences of marginalisation, the sentiment of a special kind of solidarity and proximity between the two nations gained traction, especially in Greece. This holds particularly true during the 1999 NATO intervention in Yugoslavia. The Greek public vehemently opposed the bombing, which was interpreted as an unjustified war against the Serbian people. Both Greece and Serbia were perceived as “underdogs” in the “machinations of the Great Powers”. The article investigates the phenomenon of Greek–Serbian friendship against the background of the 1999 NATO intervention, focussing particularly on the strong anti-Western sentiments that mobilised the Greek public at the end of the 1990s.

Individual differences in motivation can explain why people act differently in the same situation, and which aspects of a game people with different motive profiles may find most engaging. However, identifying a player's motive profile from data available during gameplay remains an open research question. Besides a range of subjective and objective techniques for identifying player motivation, electroencephalography (EEG) technology could offer an automatic, objective technique for identifying the profile that best describes a given player. This article proposes a framework to measure player profiles of achievement, affiliation, and power motivation using EEG signals during their engagement within a game. First, an abstract mini-game is proposed to evaluate a player's motivation. In the mini-game, each human player interacts with four nonplayer characters to gain fortune or friendship through an individual play phase and a social network phase. The game is used within an experimental scenario to collect players' actions and EEG signals. In addition, data from a psychological test are used to establish ground truth. We propose three subject labeling schemes using the output of the psychological test. Based on a player's motive profile, behavioral indicators and EEG data analysis indicate that assessing a player's motive profile is more robust from EEG signals than from behavioral data.

After the transition to university, students need to build a new peer network, which helps them to adapt to university life. This study investigated to what extent students’ prosocial attitudes and academic achievement facilitate the embeddedness in friendship and help-seeking networks, while taking structural network characteristics into account. Participants were 95 first-year bachelor’s degree students and were part of learning communities consisting of 12 students at a university in the Netherlands. Measures included student-reports of prosocial attitudes, peer nominations of friendship and help-seeking networks, and officially registered grades (GPA). Longitudinal social network analysis, stochastic actor-based modeling with the package RSiena, revealed that both students’ own prosocial attitudes and achievement played a role in their friendship formation, whereas only students’ own achievement made the formation of their help-seeking relationships more likely. When students were friends, it was more likely that they approached each other for help and vice versa. Similarity in achievement level contributed to relationship formation in friendship and help-seeking networks. Overall, the results underscore the importance of both student’ prosocial attitudes and achievement for their social adjustment (i.e., making friends) and only achievement for their academic adjustment (i.e., seeking help) during the first year of university within the context of small-scale teaching.

Especially for young people, influencers and other celebrities followed on social media evoke affective closeness that in their young minds seems real even though it is fake. Such fake friendships are potentially problematic because of their felt reality on the consumer side while lacking any inversely felt true closeness. The question arises if the unilateral friendship of a social media user is equal or at least similar to real reciprocal friendship. Instead of asking social media users for explicit responses (conscious deliberation), the present exploratory study aimed to answer this question with the help of brain imaging technology. Thirty young participants were first invited to provide individual lists including (i) twenty names of their most followed and loved influencers or other celebrities (fake friend names), (ii) twenty names of loved real friends and relatives (real friend names) as well as (iii) twenty names they do not feel any closeness to (no friend names). They then came to the Freud CanBeLab (Cognitive and Affective Neuroscience and Behavior Lab) where they were shown their selected names in a random sequence (two rounds), while their brain activities were recorded via electroencephalography (EEG) and later calculated into event-related potentials (ERPs). We found short (ca. 100 ms) left frontal brain activity starting at around 250 ms post-stimulus to process real friend and no friend names similarly, while both ERPs differed from those elicited by fake friend names. This is followed by a longer effect (ca. 400 ms), where left and right frontal and temporoparietal ERPs also differed between fake and real friend names, but at this later processing stage, no friend names elicited similar brain activities to fake friend names in those regions. In general, real friend names elicited the most negative going brain potentials (interpreted as highest brain activation levels). These exploratory findings represent objective empirical evidence that the human brain clearly distinguishes between influencers or other celebrities and close people out of real life even though subjective feelings of closeness and trust can be similar. In summary, brain imaging shows there is nothing like a real friend. The findings of this study might be seen as a starting point for future studies using ERPs to investigate social media impact and topics such as fake friendship.

Perkembangan teknologi informasi dan komunikasi memungkinkan kita untuk membentuk pertemanan di dunia nyata (offline friendship) dan juga di dunia virtual (online friendship). Penelitian tentang online friendship belum banyak berkembang di Indonesia. Konsep dan skala online friendship telah dikembangkan dengan mahasiswa sebagai subjek uji coba. Skala tersebut juga telah diuji untuk diterapkan pada siswa SMA. Tujuan dari penelitian ini adalah untuk menguji apakah skala online friendship memiliki properti psikometri yang baik ketika diterapkan pada siswa SMP. Terdapat 248 subjek dalam penelitian ini. Menggunakan confirmatory factor analysis (CFA), hasil analisis model telah menemui kriteria kesesuaian untuk validitas konstruk, termasuk CFI, TLI dan RMSEA. Koefisien Cronbach alpha juga baik dan memuaskan. Dari hasil tersebut maka skala online friendship tidak hanya dapat diaplikasikan pada dewasa muda dan siswa SMA, tetapi juga pada siswa SMP.

Cet article se propose de s’attacher au phénomène des séries dans le domaine de la bande dessinée pour enfants en prenant appui sur la série des Marion Duval qui, de par sa longévité, occupe une place particulière dans l’œuvre d’Yvan Pommaux. En appui sur la réception des albums par des lecteurs actifs notamment dans la blogosphère, il s’agira d’essayer de comprendre ce phénomène éditorial et de montrer comment se construit autour de l’héroïne un monde fictif à la fois ancré dans le réel et ouvert aux aventures les plus rocambolesques. Cette analyse permet un regard transversal sur la prégnance emblématique de la bande dessinée et de la création sérielle dans une œuvre d’auteur à la fois très diversifiée et très organique. This article proposes to focus on the phenomenon of series in the field of children’s comics, taking as a starting point the Marion Duval series which, due to its longevity, occupies a special place in the work of Yvan Pommaux. Based on the reception of the series by readers talking about their reception mainly online, the aim is to understand this publishing phenomenon and to show how the series builds around the heroine a fictional world that is both anchored in reality and open to the most unbelievable adventures. This analysis allows a transversal look at the emblematic influence of comics and serial creation in an author’s work that is both very diverse and very organic.

Fenomena akun kedua instagram merupakan wadah untuk mengekspresikan diri secara bebas mengenai apa yang dirasakan dan dipikirkan oleh pengguna akun kedua. Pengikut akun kedua instagram merupakan teman-teman dekat pengguna. Dengan adanya akun kedua instagram memungkin penggunanya melakukan self disclosure hanya kepada teman-teman dekatnya atau yang memiliki hubungan intimate friendship. Tujuan dari penelitian ini yaitu untuk mengetahui hubungan antara intimate friendship dengan self disclosure pada pengguna akun kedua instagram dewasa awal. Penelitian ini penelitian kuantitatif dengan dengan pendekatan korelasi. Teknik sampling yang digunakan yaitu incidental sampling. Sampel yang digunakan dalam penelitian ini adalah 126 penggunaan akun kedua instagram Sedangkan metode yang digunakan untuk mengambil data yaitu teknik incidental sampling. Analisis yang digunakan dalam penelitian ini yaitu analisis korelasi spearman. Berdasarkan hasil uji hipotesis spearman antara variabel intimate friendship dengan self disclosure menunjukan bahwa nilai koefisien korelasi 0.339 dengan signifikansi 0.000 (p

Training employees to become image ambassadors is an important manifestation of an organization’s internal branding. However, most tourism destination marketing studies consider external image-building and pay little attention to the brand ambassador behavior of internal members. This study investigates 208 front-line employees in two tourist attractions and constructs a structural equation model including workplace friendship, employee well-being, employee helping behavior, and employee brand ambassador behavior. The results show that: (1) workplace friendship has a significant promoting effect on employee brand ambassador behavior; (2) employee helping behavior mediates the relationships between workplace friendship and employee well-being, and between workplace friendship and employee brand ambassador behavior; (3) employee well-being mediates the relationship between workplace friendship and employee brand ambassador behavior; (4) employee helping behavior and employee well-being play a chain-mediating role in the relationship between workplace friendship and employee brand ambassador behavior. Our findings not only enrich the theoretical understanding of outcomes of workplace friendship, but also provide important guidance for tourist attractions regarding internal brand marketing.

Friendship is valued by most children and young people around the world. In research on happiness, it is often identified as an essential ingredient for a happy life. In this short report we go further by exploring the importance of friendship as an ingredient in advocacy and activism. The report is written by two care experienced young people and two adult allies. The report explores how friendship makes advocacy and activism more possible and more powerful. Drawing on our reflections and personal experiences we discuss how having a space to make friends with others who have care experience and allies, and working together to effect change around policy and practice, has a protective impact on those working for change and those they support. These friendships are protective in practical and emotional ways, but they are also protective because they help hope to grow. We argue that the protective power of friendship, advocacy and activism should be more widely recognised as an important function of advocacy organisations like Who Cares? Scotland.

Introduction: In Ireland, people seeking asylum (displaced people) receive accommodation in a system called “Direct Provision” (DP) while they wait for their applications for protection to be processed. The living conditions of DP have been described as illegal and inhumane by national and international human rights groups, and the system exacerbates the social exclusion of displaced people. Community responses to DP by displaced people and resident/nationals of Ireland include the creation of informal groups called community solidarity initiatives (CSI), through which cross-group friendships are forged by participation in shared cultural activities. We hypothesized that, compared to non-CSI participants, participants of CSI would report more cross-group friendships, and that more cross-group friendships would predict stronger collective action intentions to support the campaign to end DP, especially among resident/nationals.Methods: We recruited residents/nationals and displaced persons with and without CSI experience to complete a self-report questionnaire (n = 199), measuring cross-group friendship, collective action intentions, and intergroup attitudes. Data were collected between July 2020 and March 2021, using a combination of online and paper surveys. We conducted ANOVA and conditional process analyses on the data to test our hypotheses.Results: As predicted, CSI participants reported more contact with cross-group friends and stronger collective action intentions than non-participators. Conditional process analysis indicated that CSI participation facilitated resident/nationals’ political solidarity with displaced people through cross-group friendship.Discussion: Findings identify the role of group membership in the relationship between contact and collective action for migrant justice, illustrating the potential of CSI to bolster intergroup solidarity and social cohesion through shared activities and cross-group friendship. As such, findings make an important contribution to the literature on intergroup contact, solidarity, and social cohesion, and will be relevant for community practitioners, civil society organisations, NGOs, and policy makers.

The Basic Psychological Needs Theory posits that satisfaction of basic psychological needs (autonomy, relatedness, competence) is a prerequisite for many positive outcomes, especially the psychological well-being of adolescents. The present study tested the three social context factors (parenting style, friendship quality, and school climate) on the satisfaction of basic psychological needs of adolescents and examined which factors are more unique to Indonesian adolescents. In this cross-sectional survey, we included 1500 junior high school students (boys = 717, girls = 783). We used structural equation modeling (SEM) to analyze the data. The current study revealed that parenting style, friendship quality, and school climate all predict the basic psychological needs satisfaction. Parenting style and friendship quality are likely to become stronger contributors to better satisfaction of the three basic psychological needs than school climate. This finding was consistent for gender and type of school categories. The current study will contribute to in-depth analysis on designing an effective future intervention program in improving adolescents’ psychological needs satisfaction that can improve adolescent’s psychological well-being.

The aim of this article is to present some of the fundamental aspects of Heinrich Scholz’s life and work to an international audience, providing archival sources and key publications about him. My intention is also to present sources – mainly letters – in an English translation for the first time. First, I discuss the autobiographical note that Scholz wrote around 1948; second, I provide a concise account of his intellectual trajectory; and third, I focus on some of the defining moral episodes in his personal life, which form the majority of this article. Successively, I deal with his role during the Nazi regime, his contacts with Polish and Dutch logicians (using unpublished correspondences), and several personal crises, which had a huge impact on his life and work.

The typical emotional responses to certain types of situations differ across cultures. Being reprimanded by your teacher in front of the class may be cause for anger and indignation among pupils in one cultural context, but for anger, shame, and possibly respect for the teacher among pupils in another cultural context. The consequence for immigrant-origin minorities is that they may not fit the emotions of the majority culture. Previous research has found that minorities who have majority contact have higher emotional fit with the majority culture. In the current study, we suggest that friendships with majority peers are particularly important to minorities’ emotional fit. Students (945 minority and 1256 majority) from a representative sample of Belgian middle schools completed a sociometric questionnaire on their classroom friendships and rated their emotional experiences in two situations. Multilevel models yielded higher levels of emotional fit for minority youth with many (vs. few) majority friends as well as for minorities whose majority friends are connected (vs. less connected) to each other, or who are well-connected in the majority peer network. Having majority friends predicted emotional fit over and above majority contact in general. ispartof: British Journal Of Social Psychology vol:62 issue:3 pages:1-18 ispartof: location:England status: Published online

The article represents the anthropological aspect of friendship between the famous Ural and Moscow artists of the sixties. The study is focused on the personality of the sculptor Ernst Neizvestny, who was born in Sverdlovsk, studied and worked in Moscow (and later in Europe and the USA). Ernst Neizvestny was the link between the artistic realities of the Urals and the capital city. When visiting his parents in his hometown, he met with the Ural artists, who in turn often visited the Neizvestny’s Moscow studios, and after the collapse of the USSR, they were keeping in touch while being abroad. In the study, based on a range of personal sources, for example interviews and publications, the theme of the Thaw Generation, friendship between artists is considered not only in the social context of mutual support, but also as a special phenomenon that brings together the characters, styles and symbols of creativity. The study proves that through the exchange of ideas and subjective perceptions the artistic culture of that time, deviating from the socialist realistic canons, but forced to be in the ideological field of Soviet culture, developed., В статье рассматривается антропологический аспект общения выдающихся уральских и московских художников-шестидесятников. В центре внимания — личность скульптора Эрнста Неизвестного, родившегося в Свердловске, учившегося и работавшего в Москве (а впоследствии в Европе и США). Эрнст Неизвестный был одной из связующих фигур между художниками Урала и столицы. Навещая родителей в родном городе, он встречался с уральскими коллегами, а те, в свою очередь, нередко посещали московские мастерские скульптора; после распада СССР общались и за границей. В исследовании, основанном на круге источников личного плана, а также интервью и публикациях, феномен поколения оттепели, тема взаимодействия художников рассматриваются как в социальном контексте, так и с точки зрения искусства, поскольку именно через обмен идеями и субъективные восприятия развивалась художественная культура того времени, отходившая от соцреалистических канонов, но вынужденная находиться в идеологическом пространстве советской культуры.

Background A relationship between smoking and interpersonal influences has been well established within the literature. There have been cultural shifts in denormalisation and a reduction in tobacco smoking in many countries. Hence there is a need to understand social influences on adolescents’ smoking across smoking normalisation contexts. Methods The search was conducted in July 2019 and updated in March 2022 within 11 databases and secondary sources. Search terms included schools, adolescents, smoking, peers, social norms and qualitative research. Screening was conducted by two researchers independently and in duplicate. Study quality was assessed using the eight-item Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-centre) tool for the appraisal of qualitative studies. Results were synthesised using a meta-narrative lens for meta-ethnography and compared across smoking normalisation contexts. Results Forty one studies were included and five themes were developed, mapping onto the socio ecological model. The social processes by which adolescents take up smoking differed according to a mixture of school type, peer group structure and the smoking culture within the school, as well as the wider cultural context. Data available from smoking denormalised contexts, described changes in social interactions around smoking to cope with its stigmatisation. This was manifested through i) direct peer influence, whereby subtle techniques were employed, ii) group belonging whereby smoking was less likely to be seen as a key determinant of group membership and smoking was less commonly reported to be used as a social tool, and iii) popularity and identity construction, whereby smoking was perceived more negatively in a denormalised context, compared with a normalised context. Conclusions This meta-ethnography is the first study to demonstrate, drawing on international data, that peer processes in adolescent smoking may undergo changes as smoking norms within society change. Future research should focus on understanding differences across socioeconomic contexts, to inform the adaptation of interventions.

Through an intensive ethnographic fieldwork, this project explores rural Chinese children’s understandings and experiences of peer friendships at school. When talking about ‘friend’ and ‘friendship’, children tended to brag that they were friends with many peers, but at the same time to particularly highlight a very small number of peers as the most intimate friends, in other words, their ‘best friends’. Inspired by Finch’s concept of ‘display’, this article explores how these Chinese children used different approaches to highlight their intimate friends’ particularity in intimate friendship displays at school. This article, first, unpacks three commonly used approaches in these children’s displays of intimate friendships: 1) building up an exclusionary ‘intimate friends only’ policy; 2) imparting to certain objects, actions and language sentimental and specific meanings as ‘tokens’ of their friendship; and 3) giving ‘priority’ to intimate friends. Second, it discusses the importance of audiences and cooperation between actors in intimate friendship displays.

Although many studies have shown an association between peer victimization and internalizing problems, which may be buffered by friendship quality, it is unclear whether these associations apply to within-person processes as well. This would mean that at times when adolescents experience more victimization than they usually do, they also experience more internalizing problems. The current study disaggregated between- and within-person variation to examine the association between peer victimization and symptoms of depression and anxiety, and the protective effect of friend support and conflict. Participants were 497 Dutch adolescents (56% boys) with a mean age of 13.03 (SDage = 0.45, ranging from 11.68 to 15.56 at Wave 1). They participated in a 6-wave questionnaire study, with each wave taking place approximately one year after the previous. The results showed that peer victimization was associated with depressive symptoms and anxiety across adolescence, both between and within persons. Friend support buffered this association at the between-person level, but not the within-person level. This study highlights the impact of peer victimization and suggests that friend support may partly protect adolescents from the effects of peer victimization.