Summary
This cross-sectional survey of 484 multiethnic secondary school children examined interpersonal mechanisms linking cross-ethnic friendships to psychological well-being and academic achievement. Using multilevel structural equation modelling, the authors found differential mediational pathways by ethnicity: for South Asian children, both self-disclosure and affirmation mediated associations with well-being and academic outcomes, whilst for White European children, affirmation alone mediated the well-being relationship. The findings suggest that positive interpersonal processes generated through cross-ethnic friendship quality represent a plausible mechanism through which diversity in school settings may promote child outcomes.
UK applicability
Conducted in UK multiethnic classrooms with British South Asian and White European children, the findings are directly applicable to UK secondary education policy and practice around diversity, inclusion, and student well-being.
Key measures
Self-disclosure, affirmation of ideal self, cross-ethnic friendship quality, psychological well-being, academic outcomes
Outcomes reported
The study measured psychological well-being and academic outcomes in secondary school children, examining whether interpersonal processes (self-disclosure and affirmation of ideal self) mediated the relationship between cross-ethnic friendships and these outcomes.
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