This study examined bidirectional associations between cross-racial friendships and children's social and academic adjustment. Participants were 583 elementary school-age children in western Canada, or the midwestern United States (4–10 years; 279 girls; 143 Asian, 88 Black, 65 Hispanic or Latinx, 171 White, 116 mixed). Children's adjustment (social preference, academic enablers, academic performance) and friendship nominations (reciprocated, received, given) were measured in fall and spring over one school year from 2017 to 2018, or from 2018 to 2019. Regarding reciprocated nominations, fall adjustment positively predicted spring reciprocated cross-racial friendships, but not vice-versa. For received nominations, academic enablers and received cross-racial friendship nominations were positively and bidirectionally related to one another. Fall same-racial friendship nominations positively predicted spring academic performance and social preference. Effect sizes were small.

中文翻译：

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种族多元化课堂中跨种族友谊与儿童社会和学业调整之间的关联

这项研究检查了跨种族友谊与儿童的社会和学业调整之间的双向关联。参与者是加拿大西部或美国中西部的 583 名小学适龄儿童（4-10 岁；279 名女孩；143 名亚裔，88 名黑人，65 名西班牙裔或拉丁裔，171 名白人，116 名混血）。在 2017 年至 2018 年或 2018 年至 2019 年的一学年秋季和春季测量了儿童的调整（社会偏好、学业促成因素、学习成绩）和友谊提名（互惠、接受、给予）。关于互惠提名，秋季调整为正预测春天会回报跨种族的友谊，但反之则不然。对于收到提名、学术推动者和获得的跨种族友谊提名相互之间呈正向和双向相关。秋季同种族友谊提名积极预测春季学业成绩和社会偏好。效应量很小。