The present study examined the direction of effects between peer likeability and youth’s school adjustment and psychological well-being, and the moderation of these effects by students’ immigrant status. One thousand one hundred and eighteen students (63% immigrants) nested in 57 Greek middle-school classrooms took part in the study (Wave 1; age M = 12.6 years). Data were collected from multiple sources and informants. The results reveal complex, in some cases bidirectional effects over time between peer likeability and different indices of school adjustment and psychological well-being. Being liked by Greek, but not by immigrant, classmates influenced students’ well-being over time. In contrast, being liked by either immigrant or Greek classmates predicted changes in students’ school adjustment. The results highlight the importance of supporting positive peer relations among youth in order to promote other adaptation outcomes. In the case of immigrant youth, they suggest that interventions need to promote positive intergroup contact between them and their nonimmigrant classmates in order to support their well-being.

中文翻译：

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同伴相像度与青年适应和心理健康之间的纵向相互作用：在学校环境中对移民和非移民青少年的研究

本研究探讨了同伴喜欢度与青年学校调整和心理健康之间的关系，以及学生移民身份对这些影响的调节作用。嵌套在57个希腊中学教室中的118名学生（63％的移民）参加了这项研究（第1波； M年龄= 12.6岁）。数据来自多个来源和线人。结果显示，同龄人的可喜程度与学校适应程度和心理健康的不同指标之间存在复杂的双向影响，有时还会产生双向影响。随着时间的流逝，同学受到希腊人的喜爱，但不受移民的欢迎，影响了学生的幸福感。相反，无论是移民还是希腊同学的喜欢，都预示着学生适应学校的变化。结果强调了支持青年之间积极的同伴关系以促进其他适应成果的重要性。对于移民青年，他们建议干预措施需要促进他们与非移民同学之间的积极的团体间接触，以支持他们的福祉。