Striving for Social Dominance over Peers: The Implications for Academic Adjustment during Early Adolescence

Autor/inn/en	Kiefer, Sarah M.; Ryan, Allison M.
Titel	Striving for Social Dominance over Peers: The Implications for Academic Adjustment during Early Adolescence
Quelle	In: Journal of Educational Psychology, 100 (2008) 2, S.417-428 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/0022-0663.100.2.417
Schlagwörter	Grades (Scholastic); Low Achievement; Early Adolescents; Peer Relationship; Grade 7; Grade 6; Peer Acceptance; Power Structure; Adjustment (to Environment); Student Adjustment; Behavior Problems; Intimacy; Academic Achievement; Social Influences; Age Differences; Gender Differences; Racial Differences; African American Students; White Students; Urban Schools + Suchen Sie Ihr Suchwort? Notenspiegel; Unterdurchschnittliche Leistung; Peer-Beziehungen; School year 07; 7. Schuljahr; Schuljahr 07; School year 06; 6. Schuljahr; Schuljahr 06; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Intimität; Schulleistung; Sozialer Einfluss; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; African Americans; Afroamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study investigated the proposal that social dominance goals are an important, but overlooked, aspect of social goals for young adolescents' academic adjustment. Self-reports of social goals (dominance, intimacy, and popularity goals) early in the school year were used to predict subsequent engagement (self-reports and peer nominations of effort toward school work and disruptive behavior) and achievement (i.e., grades) when students were in 6th grade (N = 718) and again after the transition to middle school when students were in 7th grade (N = 656; 52% African American and 48% White; 52% female and 48% male). In line with hypotheses, social dominance goals were associated with maladaptive forms of engagement and low achievement in 6th and 7th grades. For intimacy goals, relations were more limited, but when found, these goals were associated with adaptive forms of engagement in 6th and 7th grades. Popularity goals were not generally associated with engagement or achievement. The exception was 6th-grade African American girls, for whom popularity goals were associated with maladaptive engagement, (i.e., low effort, high disruptive behavior, and low peer nominations for trying hard and getting good grades). (Contains 4 tables and 7 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10