Literaturnachweis - Detailanzeige
Autor/inn/en | Altermatt, Ellen Rydell; Pomerantz, Eva M. |
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Titel | The Implications of Having High-Achieving versus Low-Achieving Friends: A Longitudinal Analysis |
Quelle | In: Social Development, 14 (2005) 1, S.61-81 (21 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0961-205X |
DOI | 10.1111/j.1467-9507.2005.00291.x |
Schlagwörter | Report Cards; Low Achievement; Student Motivation; Friendship; Longitudinal Studies; High Achievement; Grade 5; Grade 6; Grade 7; Academic Achievement; Student Attitudes; Questionnaires; Social Development Berichtszeugnis; Unterdurchschnittliche Leistung; Schulische Motivation; Freundschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Schulleistung; Schülerverhalten; Fragebogen; Soziale Entwicklung |
Abstract | The present research examines the achievement-related implications of establishing friendships with high-achieving versus low-achieving classmates. Fifth-, sixth-, and seventh-grade students (N = 929) participated. During the fall and spring semesters, the report card grades of children and their friends were obtained and children completed questionnaire measures of their self-evaluative beliefs and preference for challenge. Results suggest that for low-achieving students there are tradeoffs associated with establishing and maintaining friendships with high-achieving classmates. Specifically, low achievers who established and maintained friendships with high-achieving friends evaluated themselves less positively, but also performed better academically, than low achievers with similarly low-achieving friends. Fewer tradeoffs emerged for high achievers. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |