The Association of Peer Academic Reputations in Math and Science with Achievement Beliefs and Behaviors during Early Adolescence

Autor/inn/en	North, Elizabeth A.; Ryan, Allison M.
Titel	The Association of Peer Academic Reputations in Math and Science with Achievement Beliefs and Behaviors during Early Adolescence
Quelle	In: Journal of Early Adolescence, 38 (2018) 6, S.772-794 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431617692441
Schlagwörter	Correlation; Academic Achievement; Science Achievement; Mathematics Achievement; Grade 5; Grade 6; Self Concept; Psychological Patterns; Gender Differences; Middle School Students; Ethnicity; Peer Relationship; Student Adjustment; Reputation; Learner Engagement; Elementary School Students; Student Attitudes; STEM Education; Statistical Analysis; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Selbstkonzept; Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ethnizität; Peer-Beziehungen; Adjustment; Studentin; Adaptation; Schülerverhalten; STEM; Statistische Analyse
Abstract	This study examines the nature and implications of peer academic reputations in math and science classes for early adolescents' achievement beliefs and behaviors. The sample was 840 students (51% girls; 36% African American, 47% European American, 7% Latino, 6% Asian American, and 3% Other). About half the sample (47%) was from 27 fifth-grade classrooms in elementary schools and about half the sample (53%) was from 28 sixth-grade classrooms in middle schools. Peer academic reputations and student adjustment were assessed in the fall and spring of the school year. Peer academic reputation in the fall was associated with students' self-concept, worry, and engagement (but not intrinsic value) in the spring, controlling for fall levels. Peer academic reputation operated similarly across gender, ethnicity, and grade level. Thus, peers' opinions and expectations about each other's math and science achievement matter for the development of students' achievement beliefs and behaviors in math and science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01