CHILDRENS EVALUATIONS OF CLASSROOM FRIEND AND CLASSROOM BEST FRIEND RELATIONSHIPS RCarl-Johan Nils Meurling

he present study examines childrenʹs evaluations of a classroom riend and a classroom best friend relationship. Second-, third-, fifth-, nd sixth-grade children evaluated a self-nominated friend and a selfominated best friend using a Relationship Quality Questionnaire (one for lassroom friend and one for classroom best friend). Both of the Relationhip Quality Questionnaires assessed seven relationship dimensions: aring, help/guidance, companionship, intimacy, conflict/betrayal, conict resolution, and exclusivity. Results indicate, that with the exception f conflict and betrayal, children rate a classroom best friend higher than classroom friend on the relationship quality dimensions. Analysis of hildrenʹs ability to discriminate between these two types of positive peer elationships reveal that older children (Grades 5 and 6) make more of a istinction between classroom friends and classroom best friends than do ounger children (Grades 2 and 3) on five of the seven relationship quality imensions. These findings replicate and extend previous research Invesigating childrenʹs understanding of close peer relationships. Implications or future research examining childrenʹs expectations and understanding f close peer relationships are considered.