A reputation for success (or failure): The association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades.

Abstract

The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance.

Students' engagement in school and family variables: A literature review

“…Although the literature underlines the impact of peer group on student attitudes and behaviors, particularly during adolescence (Keefe & Berndt, 1996;Rubin, Bukowski, Parker, & Bowker, 2008), a substantial number of studies on student engagement in school have focused on adult influence (Gest, Rulison, Davidson, Welsh, & Domitrovich, 2008). Several aspects of family context have been considered, especially socioeconomic and sociocultural characteristics (Boxer, Goldstein, DeLorenzo, Savoy, & Mercado, 2011;Chau, Baumann, Kabuth, & Chau, 2012;Davis-Kean, 2005;Gohain, 2012;Parker et al, 2012), family relationships (Chen, 2008;Furrer & Skinner, 2003;Hughes & Kwok, 2007), students' perceptions of family support (N. Bowen & Bowen, 1998;Veiga, 2009;Wentzel, 1998), and parenting practices (Baumrind, 1983;SimonsMorton & Haynie, 2002;Simons-Morton & Chen, 2009;Steinberg & Morris, 2001).…”

Meninos com queixa escolar: autopercepções, desempenho e comportamento

“…É um construto multidimensional, no sentido de que envolve atribuições em domínios específicos, como comportamento, aparência, desempenho acadêmico e aceitação social. Seu desenvolvimento é influenciado pela opinião de pessoas importantes, como os pais, professores e colegas (Gest, Rulison, Davidson & Welsh, 2008), e ele se torna mais diferenciado e estável à medida que a criança cresce (Donohue, Wise, Romski, Henrich & Sevcik, 2010).…”

“…Além de terem maior visibilidade como alunos "fracos" em razão do encaminhamento, elas frequentemente são vistas como alunos que têm problemas de comportamento associados à dificuldade no aprendizado escolar (Marturano, Toller & Elias, 2005). Essas opiniões desfavoráveis quanto a seu desempenho e comportamento podem ser internalizadas pela criança, dado que tanto a experiência direta como a opinião expressa por pais, professores e colegas têm um papel decisivo no desenvolvimento das autopercepções (Gest, Rulison, Davidson & Welsh, 2008).…”

Influence of self-concept and social acceptance on academic achievement of students with visual impairment in Oyo State, Nigeria

“…Trautwein, Ludtke, Nagy & Marsh (2009) indicate that children and adolescents begin integrating social information into their own self-concept in elementary school by assessing their position among their peers. Gest, Rulison, Davidson, & Welsh (2008) reveal that peer acceptance has a significant impact on one's self-concept by age 8, affecting children's behaviour and academic success. Both of these research examples capsulate the social influences on a person's self-concept.…”