Characteristics of Academically-Influential Children: Achievement Motivation and Social Status

Autor/inn/en	Masland, Lindsay C.; Lease, A. Michele
Titel	Characteristics of Academically-Influential Children: Achievement Motivation and Social Status
Quelle	In: Social Psychology of Education: An International Journal, 19 (2016) 1, S.195-215 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-015-9314-x
Schlagwörter	Academic Achievement; Student Motivation; Social Status; Influences; Grade 3; Grade 4; Grade 5; Elementary School Students; Structural Equation Models; Peer Groups; Correlation; Value Judgment; Self Efficacy + Suchen Sie Ihr Suchwort? Schulleistung; Schulische Motivation; Sozialer Status; Influence; Einfluss; Einflussfaktor; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Gleichaltrigengruppe; Peer Group; Korrelation; Werturteil; Self-efficacy; Selbstwirksamkeit
Abstract	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 also explained variability in academic influence, with well-liked and/or perceived popular children receiving more influence nominations than children low in social status. Additionally, social status moderated the relationship between motivation and influence such that children who were high in both academic value and social status were more likely to be nominated as academically influential than children low in those constructs. Contrary to expectations, academic self-efficacy was unrelated to peer-reported academic influence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01