Early Adolescent Social Status and Academic Engagement: Selection and Influence Processes in the United States and China

Autor/inn/en	Zhang, Xin; Pomerantz, Eva M.; Qin, Lili; Logis, Handrea; Ryan, Allison M.; Wang, Meifang
Titel	Early Adolescent Social Status and Academic Engagement: Selection and Influence Processes in the United States and China
Quelle	In: Journal of Educational Psychology, 111 (2019) 7, S.1300-1316 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000333
Schlagwörter	Foreign Countries; Early Adolescents; Social Status; Learner Engagement; Middle School Students; Peer Acceptance; Peer Influence; United States; China + Suchen Sie Ihr Suchwort? Ausland; Sozialer Status; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; USA
Abstract	This research evaluated the role of high-status peers in youth's academic engagement. Youth (mean age = 12.7 years) in the United States and China (N = 934) made social status (i.e., sociometric popularity, perceived popularity, and admiration) nominations of their peers in the fall and spring of their first year of middle school. They also reported on their academic engagement at these two time points. The academic engagement of peers that youth nominated as high in sociometric and perceived popularity, but not of peers they admired, was predictive of youth's own academic engagement over time. Notably, this effect was evident over and above any initial similarity youth had with high-status peers they nominated (e.g., youth tended to nominate peers as high in sociometric popularity when they were similarly academically engaged to youth). It also did not differ in size in the United States and China. The results underscore the importance of high-status peers in youth's academic engagement in two countries that differ in terms of their cultural and educational systems. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01