Friendships, Peer Acceptance, and Group Membership: Relations to Academic Achievement in Middle School

Abstract

Two samples of sixth-grade students were followed over time to examine relations of number of reciprocated friendships, peer acceptance, and group membership to academic achievement. In both samples, group membership was the most consistent predictor of grades over time. In Study 2, prosocial behavior, antisocial behavior, and emotional distress were examined as processes that might explain these significant links between peer relationships and academic achievement. Results of longitudinal analyses support a conclusion that aspects of peer relationships are related to classroom achievement indirectly, by way of significant relations with prosocial behavior. Future research might benefit from more in-depth analyses of the functions of adolescent peer relationships and the processes by which they influence orientations toward social and academic competence at school.

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

“…Previous research has highlighted the importance of peer relationships for students' academic development (Buhs et al, 2006;Wentzel & Caldwell, 1997). We did not find a main effect of peer connections on behavioral engagement.…”

“…Empirical studies concur. Social network research suggests students who are connected to more classmates have higher academic engagement and achievement than students who are connected to few or no classmates (Kindermann, 2007;Wentzel & Caldwell, 1997). Similarly, sociometric research indicates students who are socially accepted are likely to be behaviorally engaged (Hughes & Kwok, 2006).…”

“…The findings also indicate that the behavioral engagement of students in classrooms with highquality interactions looks similar even when students' individual relationships with teachers or peers vary. Other research finds that the students who need the most support, such as students with social (Ladd et al, 1999), behavioral (Graziano et al, 2007), or academic (Maldonado-Carreño & Votruba-Drzal, 2011Wentzel & Caldwell, 1997) difficulties, are the most socially vulnerable. These students are often rejected by their peers and have difficult relationships with their teachers (Ladd et al, 1999;Wentzel & Caldwell, 1997).…”

“…Other research finds that the students who need the most support, such as students with social (Ladd et al, 1999), behavioral (Graziano et al, 2007), or academic (Maldonado-Carreño & Votruba-Drzal, 2011Wentzel & Caldwell, 1997) difficulties, are the most socially vulnerable. These students are often rejected by their peers and have difficult relationships with their teachers (Ladd et al, 1999;Wentzel & Caldwell, 1997). We find in the current study that high-quality classrooms "level the playing field" and provide a chance for students with varying social experiences to engage in classroom academic activities.…”

Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

“…Although empirical data (Valiente et al, 2011) confirmed the model in a longitudinal study with children aged between 6 and 12 years, it would be good to corroborate it at older ages or higher educational levels. The first years of secondary school play a key role in adolescents' socialization and future academic performance (Wentzel & Caldwell, 1997). Between the age of 10 and 12 years, interpersonal relationships increasingly revolve around the peer group and often prevail over family relations.…”