Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-Dialectal Context

Autor/inn/en	Warrican, S. Joel; Alleyne, Melissa L.; Smith, Patriann; Cheema, Jehanzeb; King, James R.
Titel	Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-Dialectal Context
Quelle	In: Reading Psychology, 40 (2019) 2, S.117-148 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Patriann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2019.1571545
Schlagwörter	High School Students; Academic Achievement; High Achievement; Low Achievement; Peer Influence; Correlation; Learning Theories; Literacy; Secondary School Students; Mathematics Achievement; Reading Achievement; Individual Differences; Foreign Countries; Groups; Achievement Tests; International Assessment; Trinidad and Tobago; Program for International Student Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Unterdurchschnittliche Leistung; Korrelation; Learning theory; Lerntheorie; Alphabetisierung; Schreib- und Lesefähigkeit; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Individueller Unterschied; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Trinidad und Tobago
Abstract	The theory of peer effect posits that students who find themselves in the company of high or low performing peers tend to exhibit better academic performance than what is solely attributable to their own individual characteristics. In this study, we investigate peer effects within literacy achievement among Trinidadian and Tobagonian youth, using a nationally representative sample of 15-year-old students. Findings indicate the presence of a strong literacy-based peer effect in mathematics, reading, and science even after controlling for individual demographic differences. Peer effect alone explained between 30% and 67% of the total variation in literacy. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01