Development in multiple areas of life in adolescence: Interrelations between academic achievement, perceivedpeer acceptance, and self-esteem.

Autor/inn/en	Tetzner, Julia; Becker, Michael; Maaz, Kai
Titel	Development in multiple areas of life in adolescence: Interrelations between academic achievement, perceivedpeer acceptance, and self-esteem.
Quelle	In: International journal of behavioral development, 41 (2017) 6, S. 704-713Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0165-0254; 1464-0651
DOI	10.1177/0165025416664432
URN	urn:nbn:de:0111-pedocs-150029
Schlagwörter	Längsschnittuntersuchung; Vergleich; Selbstwertgefühl; Akzeptanz; Adoleszenz; Akzeptanz; Deutschland; Geschlecht; Längsschnittuntersuchung; Schuljahr 10; Datenanalyse; Selbstwertgefühl; Vergleich; Schuljahr 07; Schuljahr 10; Schulform; Schülerleistung; Peer Group; Geschlecht; Datenanalyse; Jugendlicher; Deutschland
Abstract	This study examined interrelations between three indicators of main challenges during adolescence: academic achievement, self-perceived peer acceptance, and self-esteem. An additional aim was to investigate whether the findings hold for girls and boys and across school types (academically oriented track vs. non-academically oriented track). We used a large German longitudinal study (N = 7,977; mean age at t 1= 13.5 years) with three measurement points over a period of four years (start of seventh grade, end of seventh grade, end of tenth grade). Cross-lagged panel and multi-group models revealed seven main findings: (1) We found general positive associations between academic achievement, perceived peer acceptance, and self-esteem. (2) Higher academic achievement predicted higher self-esteem, but not vice versa. (3) Self-esteem and peer acceptance showed mutual associations, but only in older adolescents between the end of seventh and end of tenth grades. (4) Peer acceptance slightly predicted lower levels of academic achievement in students on the non-academically oriented track. (5) The results held for both girls and boys, but (6) changed over the course of adolescence and (7) differed between school types. Taken together, our findings offer comprehensive insight into the relations between salient developmental tasks in adolescence. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/4