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1.
Two samples of sixth-grade students were followed over time to examine relations of number of reciprocated friendships, peer acceptance, and group membership to academic achievement. In both samples, group membership was the most consistent predictor of grades over time. In study 2, prosocial behavior, antisocial behavior, and emotional distress were examined as processes that might explain these significant links between peer relationships and academic achievement. Results of longitudinal analyses support a conclusion that aspects of peer relationships are related to classroom achievement indirectly, by way of significant relations with prosocial behavior. Future research might benefit from more in-depth analyses of the functions of adolescent peer relationships and the processes by which they influence orientations toward social and academic competence at school. 相似文献
2.
Ma X 《Contemporary educational psychology》2001,26(1):132-146
Using six waves of data (Grades 7 through 12) from the Longitudinal Study of American Youth (LSAY), this study investigated the effects of expectation and influence of students, peers, teachers, and parents on participation in advanced mathematics. Results of survival analysis indicated a significant decline in participation rate in the transition from Grades 11 to 12. Students with higher future expectation were more likely to participate in advanced mathematics. Peer influence and teacher expectation did not have strong effects, and the effect of student future expectation was independent of peer and teacher effects. The effect of parent expectation and parent college plan for children were strong, and in their presence, the effect of student future expectation declined. Mathematics achievement and attitude toward mathematics were the most important factors affecting participation in advanced mathematics. With control over achievement and attitude, (a) the effect of student future expectation declined, (b) the effects of peer influence and teacher expectation disappeared, and (c) the effects of parent expectation and parent college plan for children were reduced. Copyright 2001 Academic Press. 相似文献
3.
Robert B. Pittman 《Journal of Experimental Education》2013,81(4):290-296
The study was designed to answer the following questions: whether the various situational influences of the school environment were perceived differentially by the student with regard to his locus of control, and which situational influence was most related to the academic achievement of the student? These questions were answered by administering the Intellectual Achievement Responsibility Questionnaire and two achievement tests to 1192 sixth and seventh grade students. Results indicated that those referents which were most perceptually distinct were parents/ teachers, peer/others, and achievement situations in which the tasks or goals were well defined. Overall, the situational influences most related to achievement were those which referenced parents, parental interaction, or the home environment. 相似文献
4.
Joseph Guttmann 《教育心理学》1987,7(3):225-229
Abstract Many studies have indicated that children of divorced parents perform less well in school than children of intact families. A variety of reasons have been put forward for these findings. The chief purpose of the present study was to examine the level of test anxiety that is characteristic of adolescent children of divorced parents and to suggest this as a possible explanation of the lower scholastic achievements of such children. A sample of 30 tenth‐grade adolescents boys (15 of whom were children of divorced parents and 15 from intact families) were given Spielberger's Test Anxiety Inventory and their school achievement over a period of two semesters was calculated. The results showed that the children of divorced parents had significantly higher Test Anxiety scores than did the children of intact families. These results are discussed in terms of the appropriate school environment and the exerted pressure on children of divorced parents to succeed in their studies. 相似文献
5.
Susanne Schulz Stefanie Nelemans Hana Hadiwijaya Theo Klimstra Elisabetta Crocetti Susan Branje Wim Meeus 《Child development》2023,94(1):7-27
Positive peer and romantic relationships are crucial for adolescents' positive adjustment and relationships with parents lay the foundation for these relationships. This longitudinal meta-analysis examined how parent–adolescent relationships continue into later peer and romantic relationships. Included longitudinal studies (k = 54 involving peer relationships, k = 38 involving romantic relationships) contained demographically diverse samples from predominantly Western cultural contexts. Multilevel meta-regressions indicated that supportive and negative parent–adolescent relationships were associated with supportive and negative future peer and romantic relationships. Meta-analytic structural equation modeling (k = 54) indicated that supportive parent–adolescent relationships unidirectionally predicted supportive and negative peer relationships, while negative parent–adolescent relationships were bidirectionally associated with supportive and negative peer relationships. Maintaining mutually supportive relationships with parents may help adolescents to develop positive social relationships. 相似文献
6.
In this paper I use a rich dataset in order to observe each student in different subjects and courses over time. Unlike most peer studies, I identify the peers and the teachers that each student has had in every classroom. This enables me to handle the simultaneity and selection problems, which are inherent in estimating peer effects in the educational production function. I use a value-added approach with lagged peer achievement to avoid simultaneity and extensive fixed effects to rule out selection. To be specific, it is within-student across-subject variation with additional controls for time-invariant teacher characteristics that is exploited. Moreover, I identify students that are attending classes in which they have no peers from previous education which otherwise might bias the result. I find positive peer effects for the average student but also that there is a non-linear dimension. Lower-achieving students benefit more from an increase in both mean peer achievement and the spread in peer achievement within the classroom than their higher-achieving peers. 相似文献
7.
This study examined the relative influence of peer and parenting behavior on changes in adolescent gang involvement and gang-related delinquency. An ethnically diverse sample of 300 ninth-grade students was recruited and assessed on eight occasions during the school year. Analyses were conducted using hierarchical linear modeling. Results indicated that, in general, adolescents decreased their level of gang involvement over the course of the school year, whereas the average level of gang delinquency remained constant over time. As predicted, adolescent gang involvement and gang-related delinquency were most strongly predicted by peer gang involvement and peer gang delinquency, respectively. Nevertheless, parenting behavior continued to significantly predict change in both gang involvement and gang delinquency, even after controlling for peer behavior. A significant interaction between parenting and ethnic and cultural heritage found the effect of parenting to be particularly salient for Black students, for whom higher levels of behavioral control and lower levels of lax parental control were related to better behavioral outcomes over time, whereas higher levels of psychological control predicted worse behavioral outcomes. 相似文献
8.
The condition of poverty is pervasive worldwide and is multifaceted in its ability to have a deleterious generational impact. Although China has greatly reduced the proportion of people living in abject poverty over the past three decades, there are still millions of families living in extreme poverty. This study investigated the influences of families’ socioeconomic status on students’ educational achievement in China with regard to the National College Entrance Exam (NCEE) scores and subsequent college enrolment. We interviewed 132 recent high school graduates from schools in six urban cities from low-socio-economic status (SES) homes. The findings revealed that school climate (general school quality, student-teacher interactions, and peer pressure) and home environment (parental support, student-parent relationship, and family size) negatively impacted their educational achievement. Students were cognisant that the schools they attended did not have the same high reputation as schools attended by their more affluent peers and felt that their teachers openly discriminated against them. Additionally, their parents did not have the time or financial resources to help them advance educationally. We propose the low-SES Educational Achievement Framework to illustrate the phenomenon of environmental conditions that may influence the low-SES students’ NCEE scores and ultimately result in low college enrollment rates in China. 相似文献
9.
Zalizan M. Jelas Norzaini Azman Hutkemri Zulnaidi Nor Aniza Ahmad 《Learning Environments Research》2016,19(2):221-240
The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes. 相似文献
10.
Ian Hay Adrian F. Ashman 《International Journal of Disability, Development & Education》2003,50(1):77-91
Gender differences associated with the development of adolescents' sense of general self-concept (confidence and self-worth) and emotional stability (calmness, freedom from anxiety, and depression) were investigated using a sample of 655 adolescents (mean age 16 years). Relationships with parents were important for males' emotional stability but not females' and so this finding challenges the belief that adolescent males are more concerned with establishing independence from parents than females. The research also challenges the notion that adolescent boys are less interested in close personal peer relationships than girls. Same sex and opposite sex peer relationships were more influential in the formation of adolescents' emotional stability than parental relationships. A reciprocal relationship was revealed between general self-concept and emotional stability. Comparing these results with results obtained on the same students 18 months previously (aged 14.5 years), demonstrates that adolescents increasingly transfer their emotional attachment from parents to peers in a process called individuation. 相似文献
11.
This investigation examines the predictive significance of peer reputation in elementary school for the quality of adaptation in adolescence. A normative sample (N = 207) of third to sixth graders was administered the Revised Class Play (RCP). Each received 3 scores (Sociability-Leadership, Aggression-Disruption, and Sensitivity-Isolation). 7 years later, 88% of these children and their parents participated in a questionnaire follow-up study utilizing a broad range of adolescent outcome measures (e.g., social and athletic competence, academic performance, behavioral symptoms, well-being). The 3 RCP scores were significantly related to both adolescent competence and psychopathology, supporting the predictive validity of the RCP as well as the continuity of general adaptation. Each dimension of peer reputation had a different pattern of prediction depending on the outcome criteria under consideration, suggesting the importance of a multidimensional approach to peer reputation. Positive peer reputation proved to be an important predictor of later adjustment. Sex differences were examined; results suggested somewhat different patterns of prediction for boys and girls, especially for the sensitive-isolated dimension. 相似文献
12.
This study investigated the relations among parenting, sibling relationship, peer group, and adolescent externalizing behaviors. With data obtained from a sample of 341 male and 313 female adolescents (M age = 14.4 years) and their parents and siblings from nonstepfamilies and stepfather families, cross-sectional analyses supported the hypothesis that the contributions of parental negativity, parental monitoring, and sibling negativity to adolescents' externalizing behaviors would operate directly and also indirectly through deviant peer associations. The findings of multigroup comparison analyses suggested that the relationships between family and peer correlates and adolescent externalizing behaviors vary as a function of family type and adolescent gender. 相似文献
13.
The purpose of the current study was to investigate a two-stage model in which parent-related stress and hopelessness each served as mediators of the relationship between perceived parental bonding and South Korean adolescent peer victimization. This study also examined whether the mediating relationships differed by the gender of parents and adolescents. A casual chain with three links and four sets of variables were analyzed using structural equation modeling. Data were collected from 800 adolescents attending 10 middle schools in the Busan region of South Korea. Results indicated that both maternal and paternal parental bonding were negatively associated with stress, stress was positively associated with hopelessness, and hopelessness was positively associated with South Korean adolescent peer victimization. Most importantly, the significant negative associations between both maternal and paternal parental bonding and peer victimization were mediated by both stress and hopelessness. Furthermore, gender differences in these relationships existed for both parents and adolescents. Limitations and implications to practice were discussed. 相似文献
14.
This article demonstrates a multivariate latent growth curve methodology (LGM) for analyzing longitudinal adolescent substance use data. Hypotheses concerning the form of growth in substance use, individual differences in the common trajectory over time, and covariates influencing growth were tested. Significant linear increases existed for alcohol, cigarette, and marijuana use. Second‐order multivariate extensions of LGM indicated that associations among the individual differences parameters of the various substances could be adequately modeled by a higher order substance use construct. Family status, parent‐child conflict, peer encouragement for substance use, parent substance use, and age significantly influenced initial levels of use. Peer encouragement, change in peer encouragement, change in parent‐child conflict, age, and gender significantly influenced development of use. These findings support the influence of families and peers on the development of adolescent substance use and demonstrate the utility of multivariate extensions of LGM in the analysis of longitudinal data. 相似文献
15.
This study examines the impact of secondary school culture on the dual student outcomes of academic achievement and engagement
with the institution attended. Elements of school culture were identified, specifically the roles played by administrators,
the professional teaching staff, and the adolescent peer group. A mixed-method research design was employed with the primary
research instrument taking the form of a survey questionnaire that was distributed to 268 Grade 11 students attending two
composite secondary schools in a mid-sized Canadian city. The results demonstrated that institutional culture had a limited
impact on student academic achievement but a significant influence on students' perceptions of engagement with their schools. 相似文献
16.
This article reports on a study of which the main aim was to provide insight into whether increasing the enrolment of large classes influences student academic achievement at the University of KwaZulu-Natal (UKZN), City, South Africa. The massification of higher education has led to greater numbers of students being enrolled in contact programmes. there is a widely accepted inverse relationship between class size and academic achievement for small class sizes and it would be speculative to extend the same understanding to larger class sizes. It is within this context that a cross-sectional study was conducted during which student achievement was analysed against increasing the enrolment of already large classes, in selected undergraduate modules at UKZN over a period of four years. convenience sampling and judgemental sampling were used to select modules in the discipline of Supply Chain Management (SCM). The findings revealed that while the average class size increased significantly, the pass rates remained constant. Based on the study findings, it was concluded that an increase in the enrolment of already large classes does not influence student academic achievement. It is recommended that the study be replicated in other schools and faculties where disciplines have experienced similar increases in the enrolment of large classes, thereby presenting an opportunity to either validate or dispute the study results. It is further recommended that the role of peer effects be subjected to further study to establish whether they have any influence on academic achievement. These results are expected to encourage future debate on how faculties manage increasing student enrolments at higher education institutions. 相似文献
17.
Despite the widespread enthusiasm towards grit, little attention has been paid to how stable grit remains over time and what contextual factors can predict longitudinal changes in grit. The present study investigated adolescent students’ grit and its change over one year. We employed nationally representative longitudinal data from a sample of Korean adolescent students (N = 2,590) and their parents (N = 2,590). Specifically, we evaluated the temporal stability of student grit, parent grit and educational expectations as determinants of student grit, and the relative importance of student grit in predicting academic achievement compared to academic self-concept. Results of autoregressive cross-lagged modeling revealed that grit was fairly stable over one year. In addition, parents’ grit and educational expectations for students’ educational attainment emerged as significant predictors of longitudinal changes in students’ grit. Finally, when students’ academic self-concept was controlled, students’ grit was not predictive of their academic achievement. Implications and areas of future research are presented and discussed. 相似文献
18.
包华 《南阳师范学院学报》2012,(2):96-98
通过对单亲子女学业研究成果的梳理,辨析了家庭结构、经济压力、家庭冲突和社会环境等因素对单亲子女学业的影响,指出贫困、家庭结构缺陷、家庭冲突和情绪并不直接导致单亲教养失败。家庭情绪、父母对子女的学业期待与参与程度、提供资源和支持是影响学业成就的间接变量,学业自我概念是直接变量。通过分析可以看出,同伴交往、单亲家庭的社会支持、文化环境对单亲子女的成长影响更多;对单亲子女人格和社会情感的教育更重要。 相似文献
19.
This study treated a key relationship in the developmental ecology of adolescence, friendships, as multidimensional and context specific. First, it examined 4 characteristics of friends (academic achievement, alcohol use, emotional distress, and extracurricular participation) as independent factors and as components in holistic friendship group profiles. Longitudinal analyses of 9,224 adolescents (ages 12-20) revealed that multiple characteristics of friends predicted adolescent behavioral problems, as did membership in the best adjusted group profile. Second, the study examined whether the associations between friendship factors and adolescent behavior varied as a function of the larger peer network and school context, finding that network centrality, school academic press, and intergenerational bonding in schools conditioned the role of friends' characteristics and group profiles in positive and negative ways. 相似文献
20.
The peer group as a context for the development of young adolescent motivation and achievement 总被引：14，自引：0，他引：14
Ryan AM 《Child development》2001,72(4):1135-1150
This study investigated the peer group as a context for the socialization of young adolescents' motivation and achievement in school. Social network analysis was used to identify peer groups of adolescents in middle school whose members regularly interacted with each other (N = 331). Actual reports from these peer group members were used to assess peer group characteristics. Multilevel analyses indicated that peer groups did socialize some academic characteristics, controlling for selection factors. Students' peer group context in the fall predicted changes in their liking and enjoyment of school (intrinsic value) and their achievement over the school year. Students' peer group context was unrelated to changes in their beliefs about the importance of school (utility value) or expectancies for success over the school year. 相似文献