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    Friendship patterns, desire for change and satisfaction : thesis presented in partial fulfilment of the requirements for the degree of Master of Science at Massey University
    (Massey University, 1994) Guy, Alan
    The aim of the present study was to investigate friendship patterns and change within these over the past twelve years. A replication of an earlier friendship study conducted using a New Zealand sample was undertaken. Additional information was gathered relating to satisfaction with elements of friendship and desire for change in friendships. Few changes in variables relating to friendship patterns were expected. Being in a relationship was expected to reduce the numbers of friends possessed especially in cross-sex friendships. Both men and women were expected to value women more in areas of emotional support, discussing personal problems and therapeutic value in friendship. Men and women were expected to rate greater satisfaction with women in areas of assistance and emotional support. Men were expected to desire greater increases in friendship numbers and conversation intimacy than women. A sample of 64 male and 78 female Massey University Psychology students volunteered as participants. Comparisons were made between the present study's findings and those of earlier work, noting changes in males friendships. Most friendship patterns were found to be largely unchanged. predictions about valuing friendship were supported. Satisfaction data indicated that women rate themselves more satisfied in same-sex friendships than men. Men rated themselves as more satisfied in opposite-sex friendships than women. No significant sex-differences were noted for desire for change in friendship. However both sexes would like more friends of each type, and greater personal conversation in friendship. Results are discussed with reference to change in friendship patterns and traditional male sex-roles.
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    The role of friendships in children's happiness and wellbeing
    (Massey University, 2015) Taylor, Jane C.
    Several studies have shown that the presence of a best friend, but not a child’s popularity, is a significant predictor of positive mental health. This study was designed to examine whether ‘best friendship’ and ‘popularity’ have differential effects on the happiness and wellbeing of primary school children in New Zealand. Children (23 males and 35 females aged approximately 9-­‐10 years old) listed three classroom friends, including their best friend for whom they completed a Friendship Intimacy Scale of common friendship activities (such as sharing secrets). Children also completed three measures of happiness and wellbeing. Each child was assessed as high or low in popularity on the basis of the number of friendship nominations received. Each child was also assessed as either having a best friend or not according to whether their best-­‐friend nomination was reciprocated or not and whether or not the pair engaged in a high level of common friendship activities. This created four types of friendship patterns: ‘high popular/best friend’, ‘high popular/no best friend’, ‘low popular/best friend’ and ‘low popular/no best friend’. Scores on the measures of happiness and wellbeing were examined as a function of the four friendship types. Unlike previous research, no significant differences in happiness and wellbeing were found between the four groups. These results are discussed in terms of the limitations of the study and the opportunities for further research.
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    Students with disabilities talk about their friendships : a narrative inquiry : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North
    (Massey University, 2007) Ward, Angela R.
    This narrative inquiry explores the social experiences of four students with disabilities who were educated in four co-educational secondary schools in New Zealand. Over a period of two academic years, four students told their stories of their transition to high school and their experiences of friendships and social relationships in their classrooms, playground, and after school venues. Their parents, siblings, peers, principals, teachers, and teacher aides were also interviewed and together with school observations and relevant documents provide a holistic perspective to the students’ stories. The students’ stories are foregrounded and re-presented in poetic form. Analysis of each student’s accounts are developed within a socio-cultural context that examines contextual factors that shape, support, or create barriers to their friendships and social relationships. These analyses are written as narrative responses within an ethic of caring. The research discusses the nature of social relationships between students with disabilities, and between students with and without disabilities, including bullying and rejection; contextual factors such as gender that shape students’ perceptions of each other; and aspects of curriculum and pedagogy that support or hinder social relationships. The agency of individual students in the processes of social relationships are analysed, and implications for further research outlined. The study concludes that there are personal and socio-ecological factors that impact on the social experiences of students with disabilities. The findings suggest the need for teachers to examine values, attitudes, knowledge, and pedagogy in the context of their schools and adopt a multilevel approach to address the academic and social needs of all students.