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<p>  </p> <p>Interpersonal relationships play a central role in well-being in adulthood. Built upon the life course and within-family perspectives, this dissertation investigates the generational origin of interpersonal relationships via socialization (i.e., intergenerational transmission of interpersonal relationship quality) and its consequences on well-being across generations in later-life families. </p> <p><br></p> <p>Despite a large body of literature on parents’ socialization of children leading to similar social development generationally, this literature has been criticized for lacking attention to socialization effects after childhood and issues of heterogeneity and selectivity. To advance knowledge in these aspects, drawing from theories of socialization and the life course, I examined the transmission of older mothers’ relationship quality with their mothers and fathers to their relationship quality with their own adult children in midlife in Chapter 2. I further studied how intergenerational transmission varies by relational dimension (closeness, tension) and adult children’s gender (sons, daughters). The evidence for intergenerational transmission of parent-child relationship quality found in this study complements family socialization literature by revealing the cumulative socialization influences in later-life families. The differential patterns of intergenerational transmission highlight social learning as a selective process based on the positivity or negativity of the relational dimension and the moderating role of social structural position (i.e., gender) in shaping the patterns of intergenerational transmission.</p> <p><br></p> <p>Built upon the core idea of intergenerational transmission, the aim of Chapter 3 is to broaden the study of social relationships and well-being from the family network lens by examining how intergenerational transmission of mother-child and friendship quality facilitates older generation’s interpersonal relationship quality to affect offspring’s psychological well-being. Although the implication of interpersonal relationship quality for well-being has been well-documented, prior literature has largely focused on the effect of one’s own relationship quality on psychological well-being. To advance knowledge on this issue, I examined the effects of older mothers transmitting the quality of their relationships with their own mothers and friends to adult children’s relationships with their friends and with the mothers themselves on adult children’s depressive symptoms. I further investigated how adult children’s gender shaped the ways in which mothers’ relationship quality affected adult children’s well-being. My findings support intergenerational transmission of interpersonal relationship quality as a mechanism by which mothers’ interpersonal relationship quality affects adult children’s well-being. The differential effect by adult children’s gender highlights the critical role gender plays in shaping the consequences of intergenerational transmission of interpersonal relationship quality on offspring’s well-being. </p> <p><br></p> <p>In summary, this dissertation applies the life course and within-family perspectives to studying intergenerational transmission of interpersonal relationship quality as a way by which the lives of family members are linked in aging families and the consequences of this interconnectedness for well-being across generations. Furthermore, it highlights the important role social structural position (i.e., gender) plays in shaping patterns and consequences of intergenerational transmission. </p>

The relationship between specific aspects of the coach-athlete and athlete-athlete relationship on participation in competitive youth soccer was examined in the current study. The purpose of this study was to investigate the independent and combined effects from multiple social agents to examine whether age, gender, and competitive level moderate how status rank, achievement goal orientation, coaching behaviors, and friendship quality influence youth soccer participation. The design of the current study utilized quantitative and qualitative research methods. Four online questionnaires including: 1) an Individual Skills Rank Assessment, 2) Perceived Motivational Climate in Sport Questionnaire-2, 3) Leadership Scale for Sports, and 4) Sport Friendship Quality Scale, were completed by 172 youth participants. Sixteen youth soccer coaches completed the Status Rank Assessment online. Quantitative results revealed significant participation differences exist based upon the interaction among status rank, age, gender, competitive level, achievement goal orientation, coaching behavior and friendship quality, with gender and self-esteem enhancement representing the two strongest predictors in determining which athletes switched teams within the past 12 months. Interview data suggested youth soccer athletes' initial decision to play for specific teams is not based upon pre-existing friendships. They do, however, typically become friends with their teammates throughout the season, which makes individual experiences more enjoyable. Furthermore, the friendships formed with teammates are indirectly influenced by the motivational climate established by their coach through: 1) the achievement orientation emphasized, and 2) the coaching behaviors displayed. Additionally, participants discussed the following common themes: 1) Friendships Make Soccer More Fun but Are Not Necessary, 2) Girl Talk, 3) Just Want to Hang Out, 4) Confidence is Important, but Assumed, 5) Coach Knows Best, and 6) Play Your Best and Improve each Time.The relationship between specific aspects of the coach-athlete and athlete-athlete relationship on participation in competitive youth soccer was examined in the current study. The purpose of this study was to investigate the independent and combined effects from multiple social agents to examine whether age, gender, and competitive level moderate how status rank, achievement goal orientation, coaching behaviors, and friendship quality influence youth soccer participation. The design of the current study utilized quantitative and qualitative research methods. Four online questionnaires including: 1) an Individual Skills Rank Assessment, 2) Perceived Motivational Climate in Sport Questionnaire-2, 3) Leadership Scale for Sports, and 4) Sport Friendship Quality Scale, were completed by 172 youth participants. Sixteen youth soccer coaches completed the Status Rank Assessment online. Quantitative results revealed significant participation differences exist based upon the interaction among status rank, age, gender, competitive level, achievement goal orientation, coaching behavior and friendship quality, with gender and self-esteem enhancement representing the two strongest predictors in determining which athletes switched teams within the past 12 months. Interview data suggested youth soccer athletes' initial decision to play for specific teams is not based upon pre-existing friendships. They do, however, typically become friends with their teammates throughout the season, which makes individual experiences more enjoyable. Furthermore, the friendships formed with teammates are indirectly influenced by the motivational climate established by their coach through: 1) the achievement orientation emphasized, and 2) the coaching behaviors displayed. Additionally, participants discussed the following common themes: 1) Friendships Make Soccer More Fun but Are Not Necessary, 2) Girl Talk, 3) Just Want to Hang Out, 4) Confidence is Important, but Assumed, 5) Coach Knows Best, and 6) Play Your Best and Improve each Time. / Kinesiology

The protagonists of the novel, Vedantika Ojha (12) and Cyka Ho (13), meet when the latter starts working as a domestic help in the former’s house. They live in a conflict-ridden town in India which is the site of one of the world’s longest ongoing guerilla rebellions, the Naxalite-Maoist insurgency. The girls seem to have little in common. Vedantika resides in a big house with razor spikes on the boundary walls. She is a queer neurodivergent 7th grader who has unstable relationships with everyone, including the reader. Cyka, who lives in the slums, is confident and charming. She stands up for herself because she knows that no one else will. She is all too familiar with the violent streets that Vedantika has so far been sheltered from. However, a closer look reveals that the girls share an absence. Cyka’s family was displaced from their village due to coal mining. She belongs to one of the indigenous tribes who have historically co-existed with nature without capitalizing on its resources. But their lands are now being taken over by the neoliberal government. Her people must revolt to survive. On the other hand, Vedantika’s mother has left her family to take up a job in Delhi. While Cyka pines for her village, Vedantika pines for her mother. Their respective losses become the basis of the bond that develops between them despite their dissimilar contexts.

Texts such as Harriet Beecher Stowe’s Uncle Tom’s Cabin, Harriet Jacobs’ Incidents in the Life of a Slave Girl, and Nella Larsen’s Quicksand each present a different understanding and perspective of relationships based on their time periods and social statures. The type of relationship Stowe focuses on in her novel is that of friendship. Friends, defined as people with whom have a bond of mutual affection, and friendships, the state of mutual trust and support (Merriam-Webster), anchor the relationships that Eva and Eliza create with members on the plantation. These female protagonists turn to friendship as a way to live each day more normally – that is, to somehow alleviate the brutal cruelty of living through slavery. Despite varying odds, trials, and tribulations, seeking friendships that had preservative and supportive qualities allowed the female protagonists in Stowe’s novel to survive their own lives. The friendships Eva and Eliza formed discredit what many paternalist pro-slavery authors used as evidence to justify the institution of slavery. In the paternalist proslavery mindset, slave-owner and slave friendships revealed the benefits of slavery – that the two groups would be happier together rather than apart. Stowe discredits this mentality by relating to her 19th century reader’s emotions, representative of the sentimental genre in which she writes. However, in writing about slavery from a white woman’s perspective, Stowe isn’t fully exempt from the paternalist genre. As I will examine later, many of her statements about slavery and the friendships she narrates embody implicitly racist stereotypes and caricatures that complicate the abolitionist approach to her novel. In this way, she falls under the category of paternalist abolitionism, rather than paternalist proslavery. Stowe also highlights the fleeting nature of these friendships. Many, if not all, of the friendships Eva and Eliza form are not able to last, which is one way Stowe argues against the institution of slavery. Following Stowe, my discussion of Jacobs will introduce a slave’s perspective to female relationships in slavery. The relationships in Jacobs’ narrative are centered on family, and the power of relying on one’s own blood or close-knit community to survive slavery. Writing also within the sentimental mode, Jacobs focuses on her reader’s emotions in order to propel her anti-slavery argument. The female relationships Jacobs details are grounded in literal and metaphorical motherhood. She highlights these relationships as an emotional and familial, particularly motherly, survival method. Jacobs’ text showcases the importance of family, rather the relationships or friendships formed with strangers– thereby differentiating her argument from Stowe’s. Nella Larsen’s Quicksand draws on the emotional and social difficulties one biracial woman faced in a world affected by the legacy of slavery and World War I. As a biracial woman, Helga develops relationships with men and women she hopes will support her progressive way of thinking and sense of selfhood. Helga’s relationships are more aptly defined as partnerships – given that “partners” may involve sexual, non-sexual, and business-like dynamics between two people. Helga must find authentic, or non-hypocritical, people to assist in her journey for selfhood and kin. But similarly to the relationships in Stowe and Jacobs, the friendships Helga creates often fail her. The question of why they fail in Quicksand connects directly to the question the novel itself is asking: is the search for selfhood more important than the search for kin? The argument all three works make with these failures represents a call to action – not just for the time period in which their novels were written, but also for future American communities. The continuing consequences of racial and gender discrimination exposed by Stowe, Jacobs, and Larsen show us that real social change must come from people – from the relationships we form.

The main objective of this thesis was to examine gender differences in co-rumination using observational, experimental, and diary methods. At the start of this project there were no existing studies which had assessed co-rumination in this way and this thesis intended to be an exploratory investigation of co-rumination using these methods. Rose (2002) defined co-rumination as ‘excessively discussing problems within a dyadic relationship’ (p. 1830) and used it to explain why females have closer, more supportive, friendships (Rose & Rudolph, 2006) but are also more susceptible to depression (Weissman & Klerman, 1977). Her findings suggest that co-rumination has maladaptive outcomes for females (increased depression and anxiety) but not for males. The six studies within this thesis aimed to investigate the outcomes of co-rumination using adult (Studies 1- 4), adolescent (Studies 5 and 6) and child samples (Study 6). The first three studies within this thesis assessed co-rumination using dyadic analyses of observational and experimental data. The results of these studies indicated that scores from the co-rumination questionnaire (CRQ) and the co-rumination coding scheme (CRCS) were associated with affect, but that the co-rumination manipulation used in Study 3 had no effect on levels of affect. CRCS was mainly predictive of depressive outcomes whereas CRQ was predictive of both depressive and anxious outcomes. The research indicated that CRQ scores positively correlated across the two dyad members. However, each dyad member’s score showed different associations with affect, depending on whether the dyad member was presenting his or her own problem for discussion. The diary studies indicated that co-rumination was best assessed using daily items which were more predictive of changes in positive and negative affect than the CRQ. It was clear from the studies within this thesis that co-rumination did not only have negative outcomes for females, and that future research should examine the outcomes of co-ruminative discussions for males and females. It was suggested that future researchers should conduct similar experimental research to Study 3 but that they should include multiple co-ruminative interactions and more immediate assessments of co-rumination in the days following a co-ruminative interaction.

L’influence du groupe d’amis prend de l’importance à l’adolescence. Cette influence est observable dans plusieurs domaines, dont au niveau de l’engagement scolaire. On remarque en effet une forte similarité du niveau d’engagement scolaire chez les membres d’un même groupe d’amis. L’importance de cette influence des pairs n’est néanmoins pas uniforme pour tous les adolescents: plusieurs facteurs de modération peuvent entrer en jeu, dont le niveau de popularité de l’adolescent et de ses amis. La présente étude vise à examiner l’effet modérateur du niveau de popularité des élèves et de leurs amis sur le lien prédictif entre l’engagement scolaire des amis et le développement de l’engagement scolaire des élèves. Des données ont été recueillies au cours de deux années scolaires consécutives auprès de 403 élèves de secondaire I et II. Les résultats démontrent que le niveau de popularité des amis permet de prédire la diminution à travers le temps du niveau d’engagement scolaire des élèves, et ce, après avoir contrôlé pour la plupart des facteurs associés. De plus, la popularité de l’élève modère l’influence présumée que les pairs peuvent avoir sur le développement de l’engagement scolaire: l’engagement des amis étant positivement associé l’engagement ultérieur des élèves uniquement lorsque ces deniers s’avèrent populaires au sein de leur groupe de pairs. / Peer influence gets more and more important during teenage years. This influence can be observed in many domains, including school engagement. Friends tend to be very similar regarding their school engagement levels. Peer influence may vary depending on many moderating factors, including the popularity levels of the adolescent and his/her friends. This study examined the moderating effect of adolescent’s and friends’ popularity levels on the predictive link between friends’ school engagement and adolescent’s own school engagement. Data were collected during two consecutive years with 403 7th and 8th graders. Results show that friends’ popularity in grade 7 predicted lower student’s school engagement in grade 8, even while controlling for many associated factors. Moreover, student’s popularity level moderated peer influence on school engagement: friends’ engagement level predicted student’s school engagement one year later, but only for popular adolescents.

L’objectif de cette étude est d’analyser l’adaptation socio-affective et la satisfaction de vie des enfants âgés de 9 à 12 ans en lien avec les différents usages des Technologies Numériques de l’Information et de la Communication, tout en prenant en compte la qualité des relations amicales dans les contextes hors-ligne, en ligne et en mode mixte. À partir de l’approche écosystémique (Bronfenbrenner, 2005), le modèle opérationnel « P.P.C.T.» (Bronfenbrenner, 1996) a permis de procéder à l’analyse spécifique de l’impact des caractéristiques individuelles, contextuelles et temporelles sur le développement socio-affectif des enfants. Notre échantillon se compose de 508 enfants âgés de 9 à 12 ans, soit 248 garçons et 260 filles. Ils sont 87% à utiliser les TNIC à des fins communicationnelles. Le développement socio-affectif a été appréhendé à travers le Strenghts and Difficulties Questionnaire (SDQ ; Goodman, 1997) et la version française de la Multidimensional Student’s Life Satisfaction Scale (MSLSS ; Huebner, 1994 ; Fenouillet & al., 2015). Les enfants, tout comme les parents, ont répondu à divers questionnaires, tels que le Network of Relationships Social Provision Version (NRI-SPV ; Furman & al., 1985) et des échelles que nous avons adaptées. Nos principaux résultats indiquent que quelle que soit l’utilisation des TNIC, la majorité des enfants présente une adaptation socio-affective satisfaisante ainsi qu’une satisfaction de vie harmonieuse. Toutefois, à l’intérieur des différentes plateformes utilisées, sur les Réseaux SocioNuméiques, nous retrouvons un effet significatif du genre, les garçons présentant plus de troubles aussi bien intériorisés qu’extériorisés que les filles. Il en est de même sur les troubles extériorisés lorsque les garçons communiquent sur les jeux en réseau. Le support social au travers de l’ami hors-ligne et/ou mixte est un facteur de protection tout comme le fait de partager un lien d’amitié sur le RSN avec des membres de la famille. À l’inverse, le support social de l’ami en ligne et un lien d’amitié sur le RSN avec des inconnus ou des célébrités sera un facteur de risque. De plus, le bien-être des enfants sera impacté lorsqu’ils utilisent les TNIC dans une pièce isolée. Cette recherche, à caractère exploratoire, du fait des rares travaux francophones dans ce domaine est néanmoins prometteuse et encourage à proposer des pistes de recherche ainsi que des pistes d’intervention. Dans un souci de prévention, il est nécessaire d’accompagner les enfants à risque de développer des troubles psychologiques afin de pouvoir réduire ou, mieux, éviter les impacts négatifs qui sont associés à ces usages. / The purpose of this study is to analyze the social emotional adjustment and the life satisfaction level of children between 9 to 12 years old related to their use of Digital Information and Communication Technologies (DICT) taking into account the quality of their friendships in different contexts: online, offline and in a mixed mode. Following the ecological model (Bronfenbrenner, 1996), the PPCT operational model (Process, Person, Context, Time) allowed to specifically analyze the impact of individual, contextual and temporal characteristics on children's social emotional adjustment. Our sample consists of 508 children (248 boys and 260 girls). A vast majority of them (87%) use DICT for communication purposes. Social emotional adjustment is measured with the Strenghts and Difficulties Questionnaire (SDQ; Goodman, 1997) and with the French version of the Multidimensional Student’s Life Satisfaction Scale (MSLSS; Huebner, 1994; Fenouillet & al., 2015). Children, as well as their parents responded to several other measures like the Network of Relationships Social Provision Version (NRI-SPV; Furman & al., 1985) and other adapted scales. Our main results show that, whatever the use of DICT, the majority of children show a satisfactory level of social and emotional adjustment as well a good life satisfaction. However, relating to the use of DICT, we found a significant difference between boys and girls. That is, compared to girls, boys show more externalized and internalized symptoms than girls. The situation is the same with online videogames: boys show more externalized symptoms than girls. Social support offered by offline friends or mixed friends (online and offline) represents a protecting factor. This is also true for online friendships with family members. Conversely, exclusively online friendships with strangers or with celebrities is a risk factor for social emotional adjustment. The well-being of children is negatively affected by connecting online in an isolated space. Lastly, because there are only a few francophone studies in this field, this exploratory study is promising in terms of research and intervention projects in the future. In a prevention perspective, it is necessary to support at risk children in order to prevent the psychological problems that can be related to the use of DICT.

Esta tese investigou a relação entre o bem-estar subjetivo infantil e as relações interpessoais das crianças, através de quatro estudos: um teórico, dois quantitativos e um qualitativo. O primeiro verificou a identificação da contribuição das relações interpessoais para o bem-estar subjetivo infantil na literatura selecionada. Foram identificados nas bases de dados SciELO, Web of Science; MEDLINE/Pubmed, PsycINFO, LILACS e PROQUEST, 142 artigos, sendo analisados sistematicamente 26 artigos que atenderam aos critérios de inclusão. Os resultados apontam que as relações interpessoais contribuem positivamente para o bem-estar subjetivo infantil, tendo sido estudadas principalmente as relações com a família, amigos e na escola. O segundo estudo e o terceiro estudos foram realizados com 2.280 crianças com idades entre 9 e 12 anos (55,5% meninas), sendo aplicados os instrumentos Student Life Satisfaction Scale (SLSS), Personal Wellbeing Index School-Children (PWI-SC), e 19 itens de satisfação com as relações com a família, amigos e no ambiente escolar. O segundo estudo teve como objetivo verificar fatores subjacentes entre o bem-estar subjetivo e a satisfação das crianças com suas relações interpessoais com a família, amigos e no ambiente escolar. Foram realizadas análises descritivas e de consistência interna, análise de componentes principais e de regressão múltipla. Os resultados apontam que os itens de relações interpessoais se agrupam em três componentes relacionados a família, escola e amigos, e que as relações estudadas podem ser consideradas preditoras do bem-estar infantil. O terceiro estudo buscou associar a satisfação das crianças com suas relações interpessoais com família, amigos e na escola, e sua satisfação com seu bem-estar subjetivo, considerando as variáveis idade, gênero, tipo de escola e cidade. Foram realizadas análises descritivas e análises multivariadas de variância (MANOVA). Os resultados apontam que não há diferença na satisfação com as relações interpessoais por idade, sendo as crianças do interior as mais satisfeitas. Alunos de escolas particulares são mais satisfeitos com suas relações com a família e na escola, enquanto os de escolas públicas são mais satisfeitos com suas relações e amizade. As meninas são mais satisfeitas com suas relações na escola e com amigos. O bem-estar apresenta redução com o aumento da idade, e os meninos obtiveram médias de bem-estar significativamente mais altas que as meninas. As crianças que apresentam maiores médias de bem-estar são as que vivem no interior e estudam em escolas públicas, e as que vivem na capital e estudam em escolas particulares. O quarto estudo foi realizado com 103 crianças com idades entre 8 e 12 anos de escolas públicas e privadas de Porto Alegre e Santa Maria, e objetiva conhecer as percepções das crianças sobre seu bem-estar e suas relações interpessoais. Foram realizados 10 grupos focais, analisados com Análise de Conteúdo. Os resultados apontam 4 subcategorias relativas a características das relações, que foram agrupadas em 3 categorias maiores: Família, Amigos e Outras relações. O trabalho contribui para a compreensão da perspectiva infantil sobre as relações interpessoais e bem-estar subjetivo, discutindo e esclarecendo aspectos que permitem a elaboração de intervenções e políticas públicas mais efetivas para aumento do bem-estar e melhoria da qualidade das relações interpessoais das crianças. / This thesis investigated the relationship between child subjective well-being and children interpersonal relationships, through four studies: a theoretical, two quantitative and one qualitative. The first study verified the identification of the contribution of interpersonal relationships to child subjective well-being in the selected literature. There were identified in databases SciELO, Web of Science; MEDLINE/Pubmed, PsycINFO, LILACS e PROQUEST, 142 articles, being systematically analysed 26 articles that attended to inclusion criteria. The results point that interpersonal relationships contribute positively to child subjective well-being, being studied mainly the relationships with family, friends and at school. The second and the third studies were realized with 2.280 children aged between 9 and 12 years old (55,5% girls), being apllied the instruments Student Life Satisfaction Scale (SLSS), Personal Wellbeing Index School-Children (PWI-SC),and 19 items of satisfaction with family, friends and at school environment. The second study had as objective at verifying subjacent factors between subjective well-being and children’s satisfaction with their interpersonal relationships with family, friends and at school environment. Descriptive analyzes and internal consistency, principal component analysis and multiple regression were performed.The results point that the items of interpersonal relationships grouped in three components related to the family, school and friends, and that the relationships studied can be consider predictors of subjective well-being. The third study sought associate the children satisfaction with their interpersonal relationships with family, friends and school, and their satisfaction with their subjective well-being, considering variables age, gender, school type and city. Descriptive analysis and multivariate analysis of variance (MANOVA) were performed.The results point that there is no difference between the satisfaction’s means with the interpersonal relationships by age, and that children living at country towns are more satisfied with their interpersonal relationships. Children who study at private schools are more satisfied with their relationships with family and at school environment, while students from public schools are more satisfied with their friendships; and girls are more satisfied with their relationships at school environment and with friends. The subjective well-being presented reduction with age increased, and boys had subjective well-being means significantly higher than girls did. The children who presented higher subjective well-being means are those who live in country towns and study at public schools, and the ones who live at the capital and study at private schools. The fourth study were realized with 103 children aged between 8 and 12 years old, from public and private schools of Porto Alegre and Santa Maria, and aim to know the perceptions of children about their well-being and their interpersonal relationships. Were performed 10 focus groups, analysed with content analysis. The results of this study reveal 4 subcategories related to relationships characteristics’, that were grouped in 3 major categories: Family, Friends and Other Relationships. The work contributes to the understanding of child perspective about interpersonal relationships, discussing and clarifying aspects that allow the development of more effective interventions and public policies to increase well-being and improving the quality of children interpersonal relationships.