Adolescent girls’ friends, peers, school type: do these influence self-esteem and self-concept of school?

No Thumbnail Available
Morrissey, Fiona
Issue Date
Higher Diploma in Arts in Psychology
Dublin Business School
Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.
Adolescence is a period when self-esteem and academic decisions become salient; peer friendships expand and their significance increases. This research examined female midadolescent friendships, best-friendships, same-sex friendships, opposite-sex friendships, and whether each of these three categories of friendship correlated with self-esteem, self-concept of school. Two different schools were compared. Ninety-seven girls participated, forty-three from a same-sex school, fifty-four from a mixed-sex school. Using a mixed design, respondents completed the McGill Friendship Questionnaire (MFQ – RA) (Mendelson & Abound, 1999), two peer relationship scales and academic self-concept scale, drawn from Self-Description Questionnaire II (SDQ II) (Marsh, 1992), Rosenberg Self Esteem Questionnaire (Rosenberg, 1989). Same-sex friendships positively correlated with selfesteem and self-concept of school. Opposite-sex friendships positively correlated with selfesteem. Best friendships were not found to be significant. Same-sex school participants had higher self-concept of school ability. Self-esteem was not significantly different between both groups. Findings and recommendations for future research are discussed. Author keywords: adolescent girls, peers, school type, self-esteem, self-concept