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ERIC Number: EJ1001694
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0193-3973
Relations among Peer Acceptance, Inhibitory Control, and Math Achievement in Early Adolescence
Oberle, Eva; Schonert-Reichl, Kimberly A.
Journal of Applied Developmental Psychology, v34 n1 p45-51 Jan-Feb 2013
This study examined relations among peer acceptance, inhibitory control, and math achievement in ninety-nine 4th and 5th grade early adolescents. Teachers rated students on peer acceptance and students completed a computerized executive function task assessing inhibitory control. Math achievement was assessed via end of year math grades. Results indicated that both inhibitory control and peer acceptance were positively and significantly related to math achievement. In addition, peer acceptance significantly mediated the relationship between inhibitory control and math grades when all three variables were entered simultaneously in a linear regression model. These results suggest that peer acceptance is an important indicator of social functioning and plays a significant part in academic success in the classroom. Results also suggest that indicators of social functioning--such as peer acceptance--need to be included in addition to cognitive functioning, when examining academic achievement in early adolescence. (Contains 2 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A