Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes

Abstract

The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed.

Effect of peer nominations of teacher–student support at individual and classroom levels on social and academic outcomes

“…They like to talk to their teachers, and their teachers enjoy spending time with them.” A child’s proportion of nominations received is the child’s PTSR. Research with the same dataset as the current study found that PTSR scores were moderately correlated with teacher reports of teacher–student support and accounted for more trait variance than did teacher or child reports of teacher-support (Chen et al, 2010). …”

“…Example items include “Tries hard to do well in school,” “Concentrates on doing work,” and “Participates in class discussion.” Teachers were asked to indicate the extent to which each statement was true of their student on a 1 ( Not true at all ) to 4 ( Very true ) scale. Scores on the behavioral engagement scale have demonstrated evidence of factorial and criterion-related validity (Chen et al, 2010; Hughes, 2011). For the current sample, the internal consistency of behavioral engagement was .91 and .93 at Year 3 and Year 4, respectively.…”

“…Peer academic reputation is assessed by asking students to nominate classmates who are characterized by high academic performance (e.g., one of the best at school work, works difficult math problems, and teacher calls on to read difficult passages; Gest, Domitrovich, & Welsh, 2005; Chen, Hughes, Liew, & Kwok, 2010). A student who is frequently nominated for items characterizing academic competencies is said to have a high PAR.…”

“…Prospective studies document that a child’s PAR represents a salient aspect of the peer ecology that shapes children’s academic motivation and achievement (Gest et al, 2005; Gest, Rulison, Davidson, & Welsh, 2008; Molloy, Ram, & Gest, 2011). For example, Chen et al (2010) found that PAR was more predictive than peer acceptance of cross-year changes in students’ academic self-efficacy and teacher-rated engagement.…”

Young Prisoners’ Experiences of the Positive Factors of Small Group Teaching during Their Basic Education – Toward the Pedagogy of Preventing Social Exclusion

“…also Chen, Hughes, Liew, & Kwok, 2010). They discussed the positive sides following it but could also recognize negative influences, as the following data excerpt manifests: ISSN 2162-6952 2014 www.macrothink.org/jse 56…”