Friendship fosters well-being, exclusion may hurt girls’
mathematics: a two-wave cross-lagged panel model of peer
relations, affect, and achievement

J 2026

Friendship fosters well-being, exclusion may hurt girls’ mathematics: a two-wave cross-lagged panel model of peer relations, affect, and achievement

LINTNER, Tomáš

Základní údaje

Originální název

Friendship fosters well-being, exclusion may hurt girls’ mathematics: a two-wave cross-lagged panel model of peer relations, affect, and achievement

Autoři

LINTNER, Tomáš

Vydání

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, INST SUPERIOR PSICOLOGIA APLICADA, 2026, 0256-2928

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Stát vydavatele

Portugalsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.800 v roce 2024

Označené pro přenos do RIV

DOI

https://doi.org/10.1007/s10212-026-01138-6

Klíčová slova anglicky

Early adolescence; Peer relations; Achievement; Well-being; Gender gap

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 30. 5. 2026 14:00, Tomáš Lintner, Ph.D.

Anotace

V originále

This study investigates longitudinal associations between peer relations, affective well-being, and academic achievement during early adolescence. Data were drawn from a two-wave study of a large nationally stratified sample of Czech students transitioning from Grade 6 to Grade 7 (N = 2,609, ages 12–13). Cross-lagged panel models were used to examine reciprocal links between friendship, social exclusion, positive and negative affect, and achievement in mathematics and Czech language, assessed using item-response-theory-scaled tests. Friendship predicted increases in subsequent positive affect, whereas social exclusion predicted declines in positive affect. Exclusion was also associated with lower later achievement in Czech language across students and with reduced mathematics achievement specifically among girls, indicating domain- and gender-differentiated academic vulnerability. Affective well-being did generally predict achievement. These findings highlight the developmental importance of peer relations for emotional adjustment and suggest that experiences of exclusion may carry direct academic consequences, particularly for girls in mathematics.

Citovat

LINTNER, Tomáš. Friendship fosters well-being, exclusion may hurt girls’ mathematics: a two-wave cross-lagged panel model of peer relations, affect, and achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. INST SUPERIOR PSICOLOGIA APLICADA, 2026, roč. 41, s. 1-19. ISSN 0256-2928. Dostupné z: https://doi.org/10.1007/s10212-026-01138-6.

@article{2575799,
   author = {Lintner, Tomáš},
   doi = {https://doi.org/10.1007/s10212-026-01138-6},
   keywords = {Early adolescence; Peer relations; Achievement; Well-being; Gender gap},
   language = {eng},
   issn = {0256-2928},
   journal = {EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION},
   title = {Friendship fosters well-being, exclusion may hurt girls’ mathematics: a two-wave cross-lagged panel model of peer relations, affect, and achievement},
   url = {https://doi.org/10.1007/s10212-026-01138-6},
   volume = {41},
   year = {2026}
}

TY  - JOUR
ID  - 2575799
AU  - Lintner, Tomáš
PY  - 2026
TI  - Friendship fosters well-being, exclusion may hurt girls’ mathematics: a two-wave cross-lagged panel model of peer relations, affect, and achievement
JF  - EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
VL  - 41
SP  - 1-19
EP  - 1-19
PB  - INST SUPERIOR PSICOLOGIA APLICADA
SN  - 02562928
KW  - Early adolescence
KW  - Peer relations
KW  - Achievement
KW  - Well-being
KW  - Gender gap
UR  - https://doi.org/10.1007/s10212-026-01138-6
N2  - This study investigates longitudinal associations between peer relations, affective well-being, and academic achievement during early adolescence. Data were drawn from a two-wave study of a large nationally stratified sample of Czech students transitioning from Grade 6 to Grade 7 (N = 2,609, ages 12–13). Cross-lagged panel models were used to examine reciprocal links between friendship, social exclusion, positive and negative affect, and achievement in mathematics and Czech language, assessed using item-response-theory-scaled tests. Friendship predicted increases in subsequent positive affect, whereas social exclusion predicted declines in positive affect. Exclusion was also associated with lower later achievement in Czech language across students and with reduced mathematics achievement specifically among girls, indicating domain- and gender-differentiated academic vulnerability. Affective well-being did generally predict achievement. These findings highlight the developmental importance of peer relations for emotional adjustment and suggest that experiences of exclusion may carry direct academic consequences, particularly for girls in mathematics.
ER  -

LINTNER, Tomáš. Friendship fosters well-being, exclusion may hurt girls’ mathematics: a two-wave cross-lagged panel model of peer relations, affect, and achievement. \textit{EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION}. INST SUPERIOR PSICOLOGIA APLICADA, 2026, roč.~41, s.~1-19. ISSN~0256-2928. Dostupné z: https://doi.org/10.1007/s10212-026-01138-6.

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