Friendships are important for development and can lead to differences in academic performance and school involvement for the positive and negative. Due to friends often sharing the similar motivations, behaviors, and attitudes, researchers decided to see if there is a link between academic performance and depression symptoms at the intrapersonal and interpersonal levels. Intrapersonal is defined as involvement at the self-level, as interpersonal is involvement at the partner level. Chow, Tan, and Buhrmester, from Eastern Michigan University, University of Michigan, and University of Texas, hypothesize there is a link between depression symptoms and academic performance that are caused by school involvement at the intrapersonal level and the
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This experiment confronted interpersonal and intrapersonal levels. Young children who tend to have more depressive symptoms usually feel burnout from school. Intrapersonal deals with self -involvement in school that should lead to better performance academically. Higher involvement equals less engaging in bad activities, and better grades, such as completing homework, going to class, and having a liking for the school itself and the teachers. Interpersonal relates with lower school involvement, which leads to being harmful to self and friends and academic support …show more content…
The results of the experiment are dyadic data, meaning they are two elements that fall in either the distinguishable or indistinguishable category. The distinguishable dyads showed that there are clear roles with people in a relationship, which in this case, is the target adolescent versus recruited friend. In indistinguishable dyads, no clear role was distinguished for the two members. These experiments examined involvement in school and the link between depression. This provided initial support for depression symptoms to school achievement from individual and friend levels.
Limitations of the experiment include that academic performance by be caused by more problems than assessed are contributing to depression in school. It assumes that any one with depressive symptoms will affect their friends, which may not be the case all of the time. Maybe, a longitudinal study should be created, since it would give an “examination of the reciprocal and bidirectional associations between depressive symptoms and academic performance” (Chow
This experiment confronted interpersonal and intrapersonal levels. Young children who tend to have more depressive symptoms usually feel burnout from school. Intrapersonal deals with self -involvement in school that should lead to better performance academically. Higher involvement equals less engaging in bad activities, and better grades, such as completing homework, going to class, and having a liking for the school itself and the teachers. Interpersonal relates with lower school involvement, which leads to being harmful to self and friends and academic support …show more content…
The results of the experiment are dyadic data, meaning they are two elements that fall in either the distinguishable or indistinguishable category. The distinguishable dyads showed that there are clear roles with people in a relationship, which in this case, is the target adolescent versus recruited friend. In indistinguishable dyads, no clear role was distinguished for the two members. These experiments examined involvement in school and the link between depression. This provided initial support for depression symptoms to school achievement from individual and friend levels.
Limitations of the experiment include that academic performance by be caused by more problems than assessed are contributing to depression in school. It assumes that any one with depressive symptoms will affect their friends, which may not be the case all of the time. Maybe, a longitudinal study should be created, since it would give an “examination of the reciprocal and bidirectional associations between depressive symptoms and academic performance” (Chow