Relationships among adolescents' perceptions of friends' behaviors, academic self-concept, and math performance.

Abstract

Research suggests friendships play an important role in adolescents' social well-being as well as affecting their academic motivation and academic performance. Still, how friendships actually affect academic outcomes is not completely understood, particularly the role of peer perceptions. The present study offers an empirical explanation for how perceptions of friends' social and academic behaviors might affect academic outcomes. Using a nationally representative sample of 8,040 tenth graders, the authors tested a meditational model examining how perceptions of friends' academic and social behaviors might affect math self-concept and math performance. Results suggest that perceptions of friends' academic behaviors relate to academic performance, but only when perceptions align with one's self-concept. Perceptions of friends' social behaviors were negatively related to math self-concept and academic performance. Tests of gender moderation suggested negligible gender differences for how perceptions of friends' social and academic behaviors related to math self-concept and math performance.

The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students’ Growth in Math Achievement

“…Past research suggests an empirical relationship between academic self-concept and achievement. In addition to the investigations of the direct relationship between these two variables, research has been focused on the mediating role of self-concept in the relationship between other factors and learning outcomes (for example, Arens et al, 2011 ; Jones et al, 2012 ). What is the theoretical rationale behind this exploration?…”

“…Such a control mechanism of self-concept is very important since it enables people to control their own behaviors more effectively. For example, students’ perceptions of their friends’ behaviors could influence their math self-concept, which in turn influences their math performance ( Jones et al, 2012 ).…”

“…As Bandura (1993) explained, environmental factors are more likely to influence one’s behavior through self-concept, rather than showing a direct effect. Considerable studies have reported that self-concept shows substantial indirect impacts on student engagement and learning outcomes (for example, Arens et al, 2011 ; Jones et al, 2012 ). In spite of the abundant investigative approaches exploring self-concept, research regarding its mediating role in school adaptation is, surprisingly, absent.…”

Is it always good to provide positive feedback to students? The moderating effects of culture and regulatory focus

“…This notion is supported by many studies (e.g., Bandura, 1982;Seligman, 1995;Taylor & Brown, 1988). In educational setting, research findings indicate that positive self-view is associated with many desirable outcomes, such as higher persistence in the face of failure (Heine et al, 2001), higher motivation (Peetsma, Hascher, Van, & Roede, 2005) and better performance (Cambra-Fierro & Cambra-Berdun, 2007;Jones, Audley-Piotrowski, & Kiefer, 2012). The motivational benefits of viewing oneself favorably are believed by laymen as well as researchers.…”

Interdependence of depressive symptoms, school involvement, and academic performance between adolescent friends: A dyadic analysis

“…First, because friends with similar characteristics may provide a supportive environment that validates their own views and behaviour, adolescents may select or affiliate with friends who share common characteristics, including their academic beliefs and behaviours (Kandel, ). Second, because adolescents are attuned to and influenced by the attitudes and behaviours of friends (Brechwald & Prinstein, ), the transmission of academic behaviours and beliefs between friends is plausible through mutual influence and socialization (Jones, Audley‐Piotrowski, & Kiefer, ; Rubin, Bukowski, & Parker, ). Through both processes, friendships during adolescence serve as an important formative context in which school involvement and academic performance are developed and maintained.…”