Primary prevention in appalachian kentucky: Peer reinforcement of classroom attendance

Noonan, J. Robert; Thibeault, Robert

doi:10.1002/1520-6629(197407)2:3<260::aid-jcop2290020310>3.0.co;2-h

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…From a theoretical perspective, peer acceptance and associated feelings of social belongingness are believed to result in general beliefs of self-worth and self-esteem (see Ryan & Deci, 2017). In addition, students are likely to develop a positive sense of academic competence by way of academic supports that are available when a student is well-liked by peers (see Noonan & Thibeault, 1974; Parker & Asher, 1987). These supports could take the form of modeling, direct instruction concerning normative behavior and skill development, and positive reinforcements for academic behavior.…”

Section: Peer Acceptance and Academic Outcomesmentioning

confidence: 99%

Peer social acceptance and academic achievement: A meta-analytic study.

Wentzel

Jablansky

Scalise

2021

Journal of Educational Psychology

115

108

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Using meta-analytic techniques, we examined systematically the evidence linking peer social acceptance to academic achievement. Based on 72 studies that yielded 157 effect sizes, we analyzed relations between social acceptance and academic outcomes (e.g., academic grades, test scores), including the extent to which relations were moderated by sex, grade level (primary vs. secondary), culture (country of origin), and measurement strategies (peer nomination vs. rating strategies; classroom-based vs. standardized indicators of achievement); and mediated by motivation (self-concept, affective outcomes) and active engagement. A medium effect size suggests that peer social acceptance is related significantly and positively to academic achievement. Moderator effects were medium to large, suggesting that relations were significantly stronger for younger students, students from Asian countries, and for classroom-based assessments of achievement. Small effect sizes suggest that academic-specific self-beliefs (e.g., efficacy), negative affect, and active engagement partly mediate relations between social acceptance and academic performance.

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Section: Peer Acceptance and Academic Outcomesmentioning

confidence: 99%

Peer social acceptance and academic achievement: A meta-analytic study.

Wentzel

Jablansky

Scalise

2021

Journal of Educational Psychology

115

108

View full text Add to dashboard Cite

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“…The peer microsystem is especially relevant to children who miss school for positive tangible reinforcement because these young people are more likely to be oriented toward peers and peer influence, and might miss school in order to spend time engaged in enjoyable activities with friends. Unfortunately, although group-based peer interventions have occasionally been applied in cases of school refusal behavior and truancy (Baker, 2000;Contessa & Paccione-Dyzzlewski, 1981;Noonan & Thibeault, 1974), they have rarely been assessed empirically.…”

Section: MI Ic Cr Ro Os Sy Ys St Te Em Mi Ic C I In Nt Te Er Rv Ve mentioning

confidence: 99%

Multi-Systemic Intervention for School Refusal Behavior: Integrating Approaches across Disciplines

Lyon

Cotler

2009

Advances in School Mental Health Promotion

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“…Solomon and Wahler (1973) demonstrated the utility of using popular peers to reinforce appropriate behaviors in the classroom. Students with high social reinforcement value have also been used effectively to increase attendance in elementary and high schools (Noonan & Thibeault, 1974). These studies demonstrate the importance of selecting the most potent behavior change agents prior to program implementation.…”

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confidence: 97%

Predictors of peer helpfulness: Implications for youth in residential treatment

Vincent

Houlihan

Mitchell

1992

Behavioral Interventions

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Sociometric measures were used to predict peer helpfulness of youth in a residential treatment center. Seventeen female adolescents with conduct disorders were asked to choose three peers in their group who were most popular, similar, well-liked, and competent. These sociometric measures were correlated with the frequency in which each peer was nominated as most and least helpful in several problem scenarios representing actual situations encountered in residential settings. A multiple linear regression analysis indicated that "popularity" was the best predictor of peer helpfulness across the problem scenarios. Discussion focused on the impact of popularity on treatment strategies for youth in residential placement.Peer mediated interventions have been effective in treating a variety of problems including social withdrawal (Ragland, Keer, & Strain, 1981; Saintato, Maheady, & Shook, 1986;Strain, 1977;Strain, 1981; Strain, Shores, & Timm, 1977), disruptive classroom behaviors (Carden-Smith & Fowler, 1984;Fowler, Dougherty, Kirby, & Kohler, 1986;Ringer, 1973), and improving the social skills of students with severe handicaps (Blew, Schwartz, & Luce, 1985; Donder & Nietupski, 198 1; Drabman & Spitalnik, 1973;Hendrickson, Strain, Tremblay, & Shores, 1982;Lancioni, 1982; Sasso, Houghes, Swanson, & Novak, 1987;Sisson, Van Hasselt, Hersen, & Strain, 1985;Strain, Kerr, & Ragland, 1979).A number of studies have found that using "high status" peers can enhance treatment effects with peer mediated interventions. For example, Sasso and Rude (1987) found that popular peers were more influential in producing higher rates of initiations towards students with handicaps than were "low status" peers. Solomon and Wahler (1973) demonstrated the utility of using popular peers to reinforce appropriate behaviors in the classroom. Students with high social reinforcement value have also been used effectively to increase attendance James Vincent is currently in the doctoral program in the School of Psychology at the University of Nebraska-Lincoln. Daniel Houlihan, Ph.D. is Assistant Professor of Clinical Psychology at Mankato State University, Mankato, MN. Patricia Mitchell is the director of the Forest Ridge

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Primary prevention in appalachian kentucky: Peer reinforcement of classroom attendance

Cited by 7 publications

References 2 publications

Peer social acceptance and academic achievement: A meta-analytic study.

Peer social acceptance and academic achievement: A meta-analytic study.

Multi-Systemic Intervention for School Refusal Behavior: Integrating Approaches across Disciplines

Predictors of peer helpfulness: Implications for youth in residential treatment

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