Breakfast Club Conundrum: How Adolescent Peer Norms and Ecological Factors Relate with Achievement

Autor/inn/en	Kiperman, Sarah; Kevern, Carla; Carrion, Carmen; Clark, Kelly; Leroux, Audrey J.
Titel	Breakfast Club Conundrum: How Adolescent Peer Norms and Ecological Factors Relate with Achievement
Quelle	In: Child & Youth Care Forum, 52 (2023) 4, S.913-934 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiperman, Sarah) ORCID (Clark, Kelly) ORCID (Leroux, Audrey J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-022-09716-7
Schlagwörter	Adolescents; Peer Influence; Peer Relationship; Behavior Standards; Social Behavior; Academic Achievement; Influences; Student Attitudes; Predictor Variables; High School Students; Ecological Factors; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Peer-Beziehungen; Social behaviour; Soziales Verhalten; Schulleistung; Influence; Einfluss; Einflussfaktor; Schülerverhalten; Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ökologischer Ansatz
Abstract	Background: As adolescents prioritize friendship in developing their norms and values, it is important that we understand how peer influences drive positive and negative outcomes, particularly academic achievement. For example, adolescents develop perceived norms based on how they believe their peers value school, socializing, working, and volunteering. Objective: This study uses multilevel modeling to explore how these peer norms relate to adolescent academic achievement outcomes. Method: This study analyzed a large, nationally representative sample from the Educational Longitudinal Study. Results: Findings indicated adolescent academic achievement significantly related to peer norms that valued doing well in school, socializing, working, and volunteering; even after controlling for student-level (sex, family socioeconomic status [SES], race/ethnicity, special education eligibility status) and school-level (school type and urbanicity) characteristics. Peer norms that interacted with family SES, student sex, urbanicity, and school type also demonstrated statistical significance in predicting academic achievement. These findings indicate that peer norms relate to high school academic achievement beyond other ecological factors. Conclusions: This study conducts a focused exploration on adolescents specific peer norms of valuing working, academics, being social, and volunteering, and highlights the influence perceived peer norms can have in facilitating or inhibiting academic achievement. These findings inform our awareness of the influence perceived peer norms may have on adolescent achievement and may inform future investigations that seek to incorporate perceived peer norms as intervention components aimed at promoting proximal learning opportunities for students. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01