The role of academic status norms in friendship selection and influence processes related to academic achievement.

Laninga‐Wijnen, Lydia; Gremmen, Mariola; Dijkstra, Jan Kornelis; Veenstra, René; Vollebergh, Wilma; Harakeh, Zeena

doi:10.1037/dev0000611

Cited by 27 publications

(29 citation statements)

References 56 publications

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“…For example, it could be that achievement predicts peer acceptance; at least for some students, excelling at academic tasks could result in peer approval and acceptance (Coie & Krehbiel, 1984). It also is likely that academic reputations of peers can influence peer acceptance (Chen et al, 2003; Gest et al, 2005; Wentzel & Asher, 1995), especially in classrooms where norms for academic achievement are positive and salient (Dijkstra & Gest, 2014; Hamm & Faircloth, 2005), and related to peer popularity (Galvan, Spatzier, & Juvonen, 2011; Laninga-Wijnen et al, 2019; Laninga-Wijnen, Ryan, Harakeh, Shin, & Vollebergh, 2018). In our sample, two longitudinal studies (Chen et al, 1997; Véronneau et al, 2010) examined reciprocal relations, concluding that peer acceptance and academic achievement likely influence each other over time.…”

Section: Discussionmentioning

confidence: 99%

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

Wentzel

Jablansky

Scalise

2021

Journal of Educational Psychology

114

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: Discussionmentioning

confidence: 99%

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

Wentzel

Jablansky

Scalise

2021

Journal of Educational Psychology

114

108

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“…Classroom norms have been found to moderate peer selection and influence processes related to academic achievement (Laninga-Wijnen et al, 2019) and risk attitudes (Rambaran et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Network selection and influence effects on children’s and adolescents’ internalizing behaviors and peer victimization: A systematic review

Neal

Veenstra

2021

Developmental Review

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In interpersonal models of developmental psychopathology, friendships and affiliations with peers have been considered as both consequences and determinants of children's and adolescents' internalizing behaviors and peer victimization. Longitudinal stochastic actor-oriented models (SAOMs) allow developmental researchers to disentangle peer selection processes where children or adolescents choose friends who are similar to themselves in internalizing behaviors or peer victimization from peer influence processes where children or adolescents become more similar to their friends over time in internalizing behaviors or peer victimization. This paper highlights the methods and results from a systematic review that screened 1,447 empirical articles and located 28 using SAOMs to understand the interplay between peer social networks and internalizing behaviors or peer victimization. The results provide some evidence for both peer selection and influence related to depression, social anxiety, and peer victimization. Additionally, the results provide insight into directions for additional substantive and methodological research. Based on the findings of this review, future research is recommended that considers specific tests of peer selection and influence mechanisms, developmental and gender differences, individual and contextual moderators, multiplex relationships, methodological quality, and direct replication of prior studies.

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“…The data are analyzed using longitudinal social network analyses techniques (stochastic actor-oriented models, SAOMs). These models have only recently been introduced to the field of development psychology (Dijkstra et al, 2013;Gremmen et al, 2017;Laninga-Wijnen et al, 2019;Rambaran et al, 2017) and have a strong potential for gaining a deeper understanding of social comparison processes, that has not yet been exploited in ASC research thus far. This method allows us to investigate if different kinds of peers impose social influence (i.e., students being affected by the characteristics of their peers as a result of comparisons with their peers' achievement) while disentangling such processes from social selection processes (e.g., students with similar achievement or ASC selecting each other as friends).…”

Section: Social Comparison Effects On Academic Self-concepts -Which Peers Matter Most?mentioning

confidence: 99%

“…An old discussion in research on social ties is thus whether people select friends who are similar (social selection based on homophily) or if friends become more similar over time (social influence) or both (McPherson et al, 2001). Homophily regarding gender and ethnicity have been demonstrated to be key criteria for the selection of friends (Raabe et al, 2019;Smith, 2018), and there is evidence suggesting that academic achievement is a predictor of friendship choices, too, (Gremmen et al, 2017;Laninga-Wijnen et al, 2019) while at the same time, friendship structures affect achievement (Wentzel et al, 2018). Whereas there is a body of literature on the positive main effect of peer relationships and social support on student motivation (Wentzel et al, 2004), few studies examined homophily with regard to motivational constructs.…”

Section: Social Influence Vs Social Selectionmentioning

confidence: 99%

Social comparison effects on academic self-concepts – Which peers matter most?

Jansen¹,

Boda²,

Lorenz³

2021

Preprint

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Social comparisons with peers are important sources of self development during adolescence. Many previous studies showed that to form their academic self-concepts (ASC), students contrast their achievement with the average of their class or school (the Big-Fish-Little-Pond Effect, BFLPE). Based on social comparison theory, however, we would expect some peers to be more likely social comparison targets because they are more visible or students perceive them as similar to themselves. In this study, we used sociometric data to analyze which peers play the most important role for social comparison effects on ASC. We examined how the average achievement of friends, study partners, popular peers as well as same-gender and same-ethnic peers affect the general ASC and how these effects compare to the effect of classroom average achievement. The study was based on a German longitudinal sample of 2,438 students from 117 school classes that were followed from Grade 9 to 10. As a novelty in ASC research, we applied methods for longitudinal social network analysis. . Our results do not confirm substantial incremental effects of specific peers, while class average achievement showed a stable negative effect (the BFLPE). In addition, we could provide evidence for social selection effects based on ASC. Controlling for endogenous network processes and similarity in achievement, gender, socioeconomic background, and ethnicity, students were more likely to select peers with similar ASCs as friends. We conclude that classrooms provide a specific setting that imposes social comparisons with the “generalized peer” rather than with specific subgroups of peers.

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The role of academic status norms in friendship selection and influence processes related to academic achievement.

Cited by 27 publications

References 56 publications

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

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

Network selection and influence effects on children’s and adolescents’ internalizing behaviors and peer victimization: A systematic review

Social comparison effects on academic self-concepts – Which peers matter most?

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