Relationship between perceived friendship quality and well-being of students with psychosocial difficulties

Abstract

This study investigates the association between perceived friendship quality and well-being of students with psychosocial difficulties. The total number of participants is 178 from one public secondary school in Østfold area (southeaster Norway). The results indicate that friendship quality cannot be associated to all the aspects of the well-being. However, for students with internalized difficulties, perceived friendship quality is associated with connectedness, happiness and perseverance characteristics, while for students with externalized- connectedness and happiness. The well-being of students with psychosocial difficulties in comparison with their peers varied significantly within some of the domains, but not all. Concerning friendship quality, children with internalized difficulties scores significantly lower within all the features of friendship quality, while students with externalized- within half of the domains.