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Masland, Lindsay C.; Lease, A. Michele – Social Psychology of Education: An International Journal, 2016
The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…
Descriptors: Academic Achievement, Student Motivation, Social Status, Influences