Is it socioeconomic or academic? Disentangling sources of peer effects on student achievement

Gutiérrez, Gabriel

doi:10.1080/01425692.2022.2137465

Cited by 2 publications

(2 citation statements)

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“…Some studies eliminate some of the abovementioned statistical problems by including fixed effects and 'lagged' peer outcomes (time of observed focal student outcomes-1) in relation to students' outcomes (e.g., Gutiérrez, 2023). Another approach involves the use of quasiexperimental designs or peer contexts where individuals are randomly assigned.…”

Section: Methodological Considerations and Challenges In The Measurem...mentioning

confidence: 99%

“…Several studies have shown that the academic achievement of adolescents and young adults e can be positively influenced by the academic achievement of their friends (e.g., Altermatt and Pomerantz, 2005;Cook, Deng and Morgano, 2007;Fujiyama, Kamo and Schafer, 2021;Gutiérrez, 2023;Kretschmer, Leszczensky and Pink, 2018;Lomi et al, 2011;Ryan, 2001;Shin and Ryan, 2014). Consecutively, adolescents' academic achievement could affect how adolescents adjust their academic choices and, as a result, their educational aspirations (e.g., Breen and Goldthorpe, 1997;Sewell, Haller and Portes, 1969;Sewell, Haller and Ohlendorf, 1970;Wigfield, Tonks and Klauda, 2009).…”

Section: How Friends' Academic Achievement Can Confound the Influence...mentioning

confidence: 99%

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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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Section: Methodological Considerations and Challenges In The Measurem...mentioning

confidence: 99%

Section: How Friends' Academic Achievement Can Confound the Influence...mentioning

confidence: 99%

Peer Effects on Educational Aspirations

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Gene-environment interaction analysis of school quality and educational inequality

Stienstra,

Knigge,

Maas

2024

npj Sci. Learn.

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We study to what extent schools increase or decrease environmental and genetic influences on educational performance. Building on behavioral genetics literature on gene-environment interactions and sociological literature on the compensating and amplifying effects of schools on inequality, we investigate whether the role of genes and the shared environment is larger or smaller in higher-quality school environments. We apply twin models to Dutch administrative data on the educational performance of 18,384 same-sex and 11,050 opposite-sex twin pairs, enriched with data on the quality of primary schools. Our results show that school quality does not moderate genetic and shared-environmental influences on educational performance once the moderation by SES is considered. We find a gene-environment interplay for school SES: genetic variance decreases with increasing school SES. This school SES effect partly reflects parental SES influences. Yet, parental SES does not account for all the school SES moderation, suggesting that school-based processes play a role too.

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Is it socioeconomic or academic? Disentangling sources of peer effects on student achievement

Cited by 2 publications

References 53 publications

Peer Effects on Educational Aspirations

Peer Effects on Educational Aspirations

Gene-environment interaction analysis of school quality and educational inequality

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