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Relationships in Emerging Adulthood: Do the Relationships of Friends Who Live with Each Other Differ from Other Friendships in Terms of Relationship Quality and Conflict?

  • Author / Creator
    Marlow, Michelle A
  • This study compared two types of relationships commonly found in emerging adulthood. Thirty emerging adults who had both a roommate with whom they were friends prior to living together as well as one other close friend completed the Network of Relationships Inventory – Social Provisions Version (NRI-SPV). The NRI-SPV assesses levels of relationship quality and conflict by asking respondents to rate questions in these two domains. Results indicated that emerging adults experience significantly higher levels of conflict in their roommate relationship than in their other friendship. In addition, there was a trend for relationship quality to be lower in the roommate relationship. The findings demonstrate the need for further examination and understanding of the potential impact of the friendships during emerging adulthood. Implications and future research steps are discussed.

  • Subjects / Keywords
  • Graduation date
    2013-06
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R3XS4P
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Psychology
  • Specialization
    • Psychological Studies in Education
  • Supervisor / co-supervisor and their department(s)
    • Pei, Jacqueline (Educational Psychology)
  • Examining committee members and their departments
    • Rinaldi, Christina (Educational Psychology)
    • Buck, George (Educational Psychology)