ERIC Number: EJ796357
Record Type: Journal
Publication Date: 2008-May
Reference Count: 72
Do Peers Contribute to the Likelihood of Secondary School Graduation among Disadvantaged Boys?
Veronneau, Marie-Helene; Vitaro, Frank; Pedersen, Sara; Tremblay, Richard E.
Journal of Educational Psychology, v100 n2 p429-442 May 2008
This 17-year longitudinal study tested whether low peer-perceived acceptance and association with aggressive-disruptive friends during preadolescence predicted students' failure to graduate from secondary school. Participants were 997 Caucasian, French-speaking boys from low-socioeconomic status, urban neighborhoods. The boys were recruited in kindergarten (age 6) and followed through early adulthood (age 23). Low levels of prosocial behaviors and high levels of aggressive-disruptive behaviors in childhood were expected to predict negative preadolescent peer experiences. Adolescent academic achievement and school commitment were expected to mediate the link between preadolescent peer experiences and early adulthood graduation status. Results of structural equation modeling analyses tended to support these hypotheses. Greater childhood aggression-disruptiveness positively predicted friends' preadolescent aggression-disruptiveness. Having aggressive-disruptive friends, in turn, was related to a lower likelihood of graduation. Lower academic achievement and school commitment partially mediated the association between friend characteristics and graduation. Peer acceptance did not contribute to graduation. (Contains 2 tables, 2 figures and 2 footnotes.)
Descriptors: Graduation Rate, High School Graduates, Longitudinal Studies, Peer Influence, Peer Acceptance, Aggression, Friendship, Predictor Variables, White Students, Low Income Groups, Urban Schools, French, Prosocial Behavior, Academic Achievement, Preadolescents, Males, Foreign Countries, Adolescents, Social Influences, Structural Equation Models, Hypothesis Testing, Student Motivation, Antisocial Behavior
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: Canada