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

Wentzel, Kathryn R.; Caldwell, Kathryn A.

doi:10.1111/j.1467-8624.1997.tb01994.x

Cited by 225 publications

(67 citation statements)

References 31 publications

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“…This finding is in line with previous research that has shown that above-average students are popular (Coie et al 1990;Newcomb et al 1993;Wentzel and Caldwell 1997). Successful students might be attractive to their classmates, and teachers might know this.…”

Section: Discussionsupporting

confidence: 92%

Does ethnicity matter? The impact of stereotypical expectations on in-service teachers’ judgments of students

Glock

2016

Soc Psychol Educ

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Ethnic minority students face many disadvantages in school, which might be due in part to teachers' stereotypical expectations and attitudes. Dual process theories of impression and judgment formation specify person information that confirms or disconfirms stereotypical expectations as determinants of how judgments are formed. While expectation-confirming information should result in stereotype-based judgments, expectation-disconfirming information should lead to more information-integrating processes. Moreover, attitudes should also be affected in a positive way when a person encounters expectation-disconfirming information. The current study experimentally investigated these hypotheses with regard to stereotypical expectations about ethnic minority students. Eighty-three experienced teachers were randomly divided into four different groups. One group judged a below-average ethnic minority student (confirming) and another group a belowaverage ethnic majority student. Two other groups judged either an above-average ethnic minority (disconfirming) or ethnic majority student. When assessing a belowaverage student, teachers judged the confirming ethnic minority student as less proficient in language than the ethnic majority student. These differences could not be found for mathematical achievement or between the above-average ethnic minority and majority students. Attitudes toward ethnic minority students were not affected in the expected way. Findings are discussed with respect to their implications for future research.

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Section: Discussionsupporting

confidence: 92%

Does ethnicity matter? The impact of stereotypical expectations on in-service teachers’ judgments of students

Glock

2016

Soc Psychol Educ

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“…In other words, a negative school environment and negative relations greatly reduced student victims' motivation to come to school and learn. On the other hand, in a study looking at sixth-grade students, peer acceptance was found to be positively related to academic achievement [8]. Specifically, students who were accepted (i.e., high in reciprocated friendship and peer acceptance) were found to experience more positive emotions (i.e., less distress), and lower level of distress was related to higher GPA.…”

Section: Social Relations Teacher's Support and Academic Motivationsmentioning

confidence: 99%

A Social Network Analysis of the Impact of a Teacher and Student Community on Academic Motivation in a Science Classroom

Stone

2018

Societies

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Abstract:(1) Background: The Teacher and student community plays an important role in students' academic development. Previous studies showed that students' academic success is influenced by their social relations in school. This study extended to use a mix of social network analysis and survey methodology to understand how eighth-grade students' network and perceived teacher's support relate to their academic motivation. (2) Methods: A total of 95 eighth graders with the same teacher in a middle school in the southeastern United States were recruited. (3) Results: Results showed that the number of friendship nominations received (i.e., in-degree), degree centrality and betweenness centrality significantly correlated with higher academic motivation. In addition, a regression model analysis showed that perceived teacher's support, together with more friendship nominations, predicted higher academic motivation.

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“…It is argued, however, that other channels -such as a pupil's acceptance by peers (Wentzel and Caldwell 1997) or interest in the subject (Trautwein et al 2006) -basically also have the side effect of increasing self-assessment. Therefore throughout the analysis this causal mechanism will be assumed to lie behind the impact of teachers' ratings.…”

Section: Possible Mechanisms For Why Grades Might Influence School Pementioning

confidence: 99%

Sticky assessments – the impact of teachers’ grading standard on pupils’ school performance

Keller

2016

Educational Studies

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This paper argues that school grades cannot be interpreted solely as a reward for a given school performance, since they also reflect teachers' ratings of pupils. Grades therefore contain valuable information about pupils' own -usually unknown -ability.The incorporated assessment in grade might be translated into self-assessment, which could influence the effort that pupils invest in education. Getting discounted grades in year 6 for a given level of math performance assessed using a PISA-like test has a positive effect on math test scores in year 8 of elementary education and also influences later outcomes in secondary

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

Cited by 225 publications

References 31 publications

Does ethnicity matter? The impact of stereotypical expectations on in-service teachers’ judgments of students

Does ethnicity matter? The impact of stereotypical expectations on in-service teachers’ judgments of students

A Social Network Analysis of the Impact of a Teacher and Student Community on Academic Motivation in a Science Classroom

Sticky assessments – the impact of teachers’ grading standard on pupils’ school performance

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