In this study, the effects of adolescent intergroup friendship development on positive outgroup feelings (POF) are examined through an E-contact collaboration in drama classrooms between a Majority-White high-income (WHI) school and a Majority-Minority low-income (MLI) school. Forty-eight students participated in the study, six from the MLI school and 42 from the WHI school. A single cohort longitudinal approach was employed across two time-intervals and a 2 (Intervention Condition: control or experimental, between participants) by 2 (School: School 1 or School 2, between participants) by 2 (Data collection time: Time 1, Time 2, within participants) pre-post-control design. Students from the WHI and MLI high schools were split into control and experimental groups and friendship was enhanced in the experimental group.

The first hypothesis was that participants who were in the experimental E-contact condition would experience more feelings of friendship with their partner, thus also report more POF than those in the control condition. The results indicated that group assignment did not have a significant effect on the relationship between POF at Time 1 and POF at Time 2. However, Time—independent of group assignment—was significantly associated with change in mean POF (p = 0.0038). The second hypothesis was that the four known mediators—anxiety, knowledge about the outgroup, empathy and perspective taking, and inclusion of other in self (IOS)—would have an impact on the relationship between friendship at Time 2 and POF at Time 2. The only mediator found to have an impact on the relationship between friendship at Time 2 and POF at Time 2 was IOS. Results and future directions are discussed.

The purpose of the study was to use model-based clustering to identify adolescent time attitude profiles in a sample of students from an urban high school using Adolescent Time Inventory-Time Attitude (ATI-TA) scores and to examine the association of ATI-TA profiles with demographic variables and grade point average (GPA). Three ATI-TA profiles were identified— Positives, Ambivalent, and Conflicted—two of which were similar to clusters identified in previous studies. Results indicated that gender and grade were not associated with cluster membership. However, socioeconomic status, ethnicity, and GPA were related to cluster membership. Although overall effect sizes for socioeconomic status and ethnicity were small, post-hoc analyses suggested that differences among ethnic groups should be investigated further. There were substantial GPA differences between some clusters (Cohen’s d = .36 – 1.27). Future directions for research on adolescent time attitude profiles should include in-depth studies examining the relationship between profile membership and achievement and longitudinal studies to observe whether time attitude profile membership changes over time.