Friendship networks and academic motivation: A longitudinal investigation examining selection and influence processes in adolescents

Burgess, Laura Grace; McNabb, Carolyn Beth; FitzGibbon, Lily; Mulligan, Nancy F.; Fancourt, Amy; Riddell, Patricia M.; Murayama, Kou

doi:10.31219/osf.io/ck9y4

Cited by 2 publications

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“…Some researchers have found evidence of both selection and influence. For example, Stark et al (2017) found both selection and influence for academic achievement in a sample of 13-year-old German students, and Burgess et al (2020) similarly found both selection and influence effects for United Kingdom adolescent girls. In contrast, other researchers have found only selection or only influence.…”

Section: Academic Selection and Influencementioning

confidence: 96%

“…Most SIENA studies of peers and academic adjustment have been conducted within single small networks with students from the same grade (e.g., Fortuin et al, 2016;Shin & Ryan, 2014a, 2014bStark et al, 2017). Although some researchers have included both middle and high school students in their samples (e.g., Burgess et al, 2020;Flashman, 2012), none of the researchers differentiated between middle and high school or examined age moderation. There have been many studies, however, of peer conformity and influence processes as a function of age that can inform predictions of whether academic selection and influence differs for middle and high school students.…”

Section: Age and Selection And Influencementioning

confidence: 99%

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Peer Relationships and Chinese Adolescents’ Academic Achievement: Selection and Influence

Shen,

French

2023

American Educational Research Journal

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This study applied Simulation Investigation for Empirical Network Analysis to disentangle friendship selection and influence regarding the academic achievement of Chinese adolescents in a 3-year longitudinal study of 880 middle school students (400 girls, Year 1 mean age = 13.33) and 525 high school students (284 girls, mean age = 16.45). Both peer selection and influence effects were obtained. Chinese adolescents preferred friendships with similarly achieving or higher achieving peers but avoided friendships with lower achieving peers. They increased achievement when they befriended high-achieving peers but decreased achievement when they befriended low-achieving peers. Influence but not selection was stronger for middle school students than for high school students. The results may be a function of the importance of academic success for Chinese students.

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Section: Academic Selection and Influencementioning

confidence: 96%

Section: Age and Selection And Influencementioning

confidence: 99%

Peer Relationships and Chinese Adolescents’ Academic Achievement: Selection and Influence

Shen,

French

2023

American Educational Research Journal

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“…Nevertheless, a study on a sample of students in a girls' school in the United Kingdom found that both a growth mindset and perseverance were influenced by friends and also played a role in selecting friendships. In contrast, the overall value of learning was only a significant factor in friendship selection (Burgess et al, 2020).…”

Section: How Educational Aspirations and Academic Achievement Can Con...mentioning

confidence: 91%

Peer Effects on Educational Aspirations

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The thesis focuses on the influence of friends on multiple measures of students' educational aspirations in Hungarian primary schools before students are distributed to stratified tracks. The dissertation discusses and examines various mechanisms through which friends can influence students' aspirations, such as the adaptation to norms, values, and attitudes shared by friends and the potential effect of having access to the educational resources of friends' parents. The dissertation also considers the contribution of friendship selection to friends' similar aspirations. 1. The first empirical chapter of the dissertation examined the effects of social influence and selection on academic ambitions and achievement in two school subjects: Hungarian literature and mathematics. Using longitudinal social network models, the analysis disentangled social influence on academic ambitions from friendship selection based on academic ambitions. The study found that changes in adolescents' academic ambitions were related to the ambitions of their friends. Nevertheless, the mechanisms underlying the tendency towards similarity were slightly different for the two subjects. In Hungarian literature, the attractiveness of friends with high ambitions was more pronounced than that of friends with low ambitions, while the opposite process was observed in mathematics. Academic achievement seemed to be a relevant attribute for friendship selection, but only in Hungarian literature. 2. The second empirical study investigated the influence of friends on the secondary school track preferences of Hungarian adolescents. The results indicated that peers could influence the adjustment of adolescents' educational preferences through their parental resources, as having friends with at least one parent with a tertiary education could motivate students to adjust their preferences towards the grammar school track. The average preferences of friends did not have a direct positive effect on preferences for the grammar school track, while having friends who preferred the vocational secondary school track had a negative effect on students expressing the same preferences. 3. The third empirical study examined whether students' preferences for the grammar school track in their secondary school applications were associated with the preferences of their friends and classmates by applying Generalized Structural Equation Models. The results indicated that students' own preferences for the grammar school track were negatively associated with the proportion of friends and classmates who preferred the grammar school track in their applications. Friends' previous preferences were positively associated with students' preferences in their applications, but only when friends' preferences in their applications were also taken into account. On the whole, the results did not provide sufficient support for the positive association between friends' educational preferences. 4. Overall, the results suggest that friends' aspirations may have a positive effect on aspirations regarding school grades, i.e., aspirations that have immediate consequences and are not bound by external limits. The differences in social influence and social selection between the school subjects studied underscore the importance of studying academic motivation as a domain-specific concept. With regard to aspirations expressed as preferences for secondary school tracks, the negative effects may be explained by perceived constraints that prevent or encourage individuals from having certain aspirations or dreams for themselves. The contribution of friends' parental background to the development of students' educational preferences highlights that schools are social institutions where social networks play an important role alongside formal education.

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Friendship networks and academic motivation: A longitudinal investigation examining selection and influence processes in adolescents

Cited by 2 publications

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Peer Relationships and Chinese Adolescents’ Academic Achievement: Selection and Influence

Peer Relationships and Chinese Adolescents’ Academic Achievement: Selection and Influence

Peer Effects on Educational Aspirations

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