Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact

Autor/in	Bursal, Murat
Titel	Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact
Quelle	In: International Electronic Journal of Elementary Education, 9 (2017) 3, S.599-612 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; Academic Achievement; Peer Relationship; Peer Acceptance; Elementary School Students; Middle School Students; Gender Differences; Socioeconomic Status; Low Income Students; Factor Analysis; Preschool Education; Correlation; Scores; Student Development; Social Development; Prior Learning; Surveys; Likert Scales; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Peer-Beziehungen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Faktorenanalyse; Pre-school education; Vorschulerziehung; Korrelation; Soziale Entwicklung; Vorkenntnisse; Survey; Umfrage; Befragung; Likert-Skala; Statistische Analyse; Türkei
Abstract	This study was conducted to investigate the academic achievement and perceived peer support levels of 4th-8th grade Turkish elementary and middle school students at low socio-economic status. Factorial design analyses were used to test the statistical effects of gender and preschool education variables on the dependent variables. The findings indicated that while girls performed a higher general academic achievement in school courses than boys, the perceived peer support levels were similar for both groups. On the other hand, although no significant effect of preschool education was detected on academic achievement, students who had completed preschool education were found to have significantly higher perceived peer support scores than their peers. Similar to findings of studies from non-Western contexts, no significant relationship was found between the Turkish students' academic achievement and perceived peer support levels. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01