ERIC Number: EJ1178910
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
The Association of Peer Academic Reputations in Math and Science with Achievement Beliefs and Behaviors during Early Adolescence
North, Elizabeth A.; Ryan, Allison M.
Journal of Early Adolescence, v38 n6 p772-794 Jun 2018
This study examines the nature and implications of peer academic reputations in math and science classes for early adolescents' achievement beliefs and behaviors. The sample was 840 students (51% girls; 36% African American, 47% European American, 7% Latino, 6% Asian American, and 3% Other). About half the sample (47%) was from 27 fifth-grade classrooms in elementary schools and about half the sample (53%) was from 28 sixth-grade classrooms in middle schools. Peer academic reputations and student adjustment were assessed in the fall and spring of the school year. Peer academic reputation in the fall was associated with students' self-concept, worry, and engagement (but not intrinsic value) in the spring, controlling for fall levels. Peer academic reputation operated similarly across gender, ethnicity, and grade level. Thus, peers' opinions and expectations about each other's math and science achievement matter for the development of students' achievement beliefs and behaviors in math and science.
Descriptors: Correlation, Academic Achievement, Science Achievement, Mathematics Achievement, Grade 5, Grade 6, Self Concept, Psychological Patterns, Gender Differences, Middle School Students, Ethnicity, Peer Relationship, Student Adjustment, Reputation, Learner Engagement, Elementary School Students, Student Attitudes, STEM Education, Statistical Analysis, Hierarchical Linear Modeling
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1256260