Peer relationships and intraindividual change in school attitudes during adolescence: A longitudinal investigation of trust, communication, and alienation

Abstract School attitudes are dynamic during adolescence and are significantly influenced by peer relationships. While research has established the importance of peer support for school engagement, the specific mechanisms through which trust, communication, and alienation shape intraindividual changes in school attitudes remain understudied. This study examined how specific dimensions of peer relationships (trust, communication, and alienation) predict intraindividual changes in students’ attitudes toward school during adolescence, moving beyond group-level comparisons to focus on within-person developmental processes. Participants comprised 120 German students aged 10–16 years ( M = 12.60, SD = 1.35) from lower secondary schools, with balanced gender distribution (50% female). A longitudinal design with two measurement points six months apart was employed. True Intraindividual Change (TIC) modeling was used to examine baseline levels and change in school attitudes. Peer relationships were assessed using the Inventory of Parent and Peer Attachment (IPPA), and school attitudes using the Bielefeld Longitudinal Study questionnaire. School attitudes demonstrated substantial temporal stability. Communication and trust significantly predicted higher baseline school attitudes. Unexpectedly, alienation positively predicted attitude change, while age negatively predicted change in the alienation model. Peer relationships significantly influence both baseline school attitudes and their development over time. The counterintuitive finding that alienation predicted positive attitude change suggests potential resilience mechanisms, highlighting the complex dynamics of adolescent peer relationships and school engagement.