NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ909624
Record Type: Journal
Publication Date: 2011-Feb
Pages: 28
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0272-4316
Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths' Most "Influential" Peer Relationships
Molloy, Lauren E.; Gest, Scott D.; Rulison, Kelly L.
Journal of Early Adolescence, v31 n1 p13-40 Feb 2011
The present study examines the relative role of three distinct types of peer relationships (reciprocated friendships, frequent interactions, and shared group membership) in within-year changes in academic self-concept and engagement before and after the transition to middle school (fifth and seventh grade). In a series of linear regression analyses, main effects of each peer type's academic self-concept and engagement on changes in youths' academic characteristics were used to test socialization processes. Interactions of youths' academic skills with those of each peer type were used to test social comparison processes influencing changes in academic self-concept. Results suggest unique roles of each peer relationship differentially influencing changes in youths' academic adjustment as well as stronger influence effects during seventh than fifth grade. Implications are discussed in terms of distinct influence processes associated with each peer relationship type as well as potential developmental differences in the role that certain peer relationships play. (Contains 3 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A