Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis

Autor/inn/en	Veronneau, Marie-Helene; Dishion, Thomas J.
Titel	Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis
Quelle	In: Journal of Early Adolescence, 31 (2011) 1, S.99-124 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431610384485
Schlagwörter	Females; Prevention; Academic Achievement; Early Adolescents; Middle School Students; Friendship; Longitudinal Studies; Student Characteristics; Role; Regression (Statistics); Behavior Problems; Low Achievement; Developmental Stages; Parenting Styles; Gender Differences + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Prävention; Vorbeugung; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Freundschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rollen; Regression; Regressionsanalyse; Unterdurchschnittliche Leistung; Geschlechterkonflikt
Abstract	Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends' characteristics on change in academic achievement from Grade 6 to Grade 8 and the role of students' own characteristics as moderators of this relationship. The sample included 1,278 participants (698 girls). Linear regressions suggest that students with academically engaged friends may achieve to levels higher than expected in Grade 8. However, when considering the significant, negative influence of friends' problem behavior, the role of friends' school engagement became nonsignificant. Low-achieving girls who had high-achieving friends in Grade 6 had lower academic achievement than expected by Grade 8. In contrast, high-achieving girls seemed to benefit from having high-achieving friends. Implications for theory and prevention efforts targeting young adolescents are discussed. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10