Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture

Autor/inn/en	Lynch, Alicia Doyle; Lerner, Richard M.; Leventhal, Tama
Titel	Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture
Quelle	In: Journal of Youth and Adolescence, 42 (2013) 1, S.6-19 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-012-9833-0
Schlagwörter	Academic Achievement; Student Attitudes; Peer Relationship; Grade 5; Learner Engagement; Role; Socialization; Correlation; Outcomes of Education; Peer Influence; Longitudinal Studies; Surveys; Elementary School Students; Institutional Characteristics; Individual Characteristics; Family Characteristics + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Peer-Beziehungen; School year 05; 5. Schuljahr; Schuljahr 05; Rollen; Socialisation; Sozialisation; Korrelation; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9% male, 51.4% White, 17.8% Hispanic, 7.6% African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10