Peer Group Homogeneity in Adolescents' School Adjustment Varies According to Peer Group Type and Gender

Autor/inn/en	Kiuru, Noona; Nurmi, Jari-Erik; Aunola, Kaisa; Salmela-Aro, Katariina
Titel	Peer Group Homogeneity in Adolescents' School Adjustment Varies According to Peer Group Type and Gender
Quelle	In: International Journal of Behavioral Development, 33 (2009) 1, S.65-76 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025408098014
Schlagwörter	Females; Academic Achievement; Peer Relationship; Adolescents; Student Adjustment; Peer Groups; Gender Differences; Peer Influence; Questionnaires; Satisfaction; Student Participation; Burnout; At Risk Students; Student Attitudes; Track System (Education); Foreign Countries; High School Students; Finland + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schulleistung; Peer-Beziehungen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Gleichaltrigengruppe; Peer Group; Geschlechterkonflikt; Fragebogen; Zufriedenheit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Schülerverhalten; Leistungsgruppe; Leistungsdifferenzierung; Ausland; High school; High schools; Oberschule; Finnland
Abstract	This study investigated whether the members of adolescents' peer groups are similar in terms of their school adjustment and whether this homogeneity varies according to peer group type and gender. A total of 1262 peer group members who had recently moved to post-comprehensive education filled in questionnaires measuring their academic achievement, satisfaction with their educational track, school engagement, and school burnout. They also gave positive peer nominations on the basis of which 360 peer groups were identified and categorized as cliques, loose groups, and isolate dyads. The results showed that the members of adolescents' peer groups particularly resembled each other in terms of academic achievement. Moreover, the members of girls' cliques showed greater similarity to each other in terms of their satisfaction with educational track and school engagement than did the members of girls' loose groups. Girls' isolate dyads were, in particular, at risk for low adjustment at school. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10