Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group?
Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group?
复制标题
学业上投入的青少年会受到同龄人群体的社会制裁吗？
DOI：
10.1007/s10964-012-9882-4
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发表时间：
2013
影响因子：
4.9
通讯作者：
Duong,MylienT
中科院分区：
文献类型：
--
作者：
Schwartz,David;Kelly,BrynnM;Duong,MylienT
现有的理论观点认为，具有高成就特征的青少年可能会经历来自同龄人的社会制裁。中心前提是，在许多北美地区，青少年同龄人群体的特点是对学校环境的负面态度。为了验证这些假设，我们研究了415名参加城市高中的青少年（193名男生; 222名女生）的低社会权力（不受欢迎和同龄人的伤害）和学术能力指标之间的关联。这所学校服务的社区的特点是适度的经济困境和学生主要是西班牙裔美国人的后裔。采用短期纵向设计，连续学年收集两波数据。青少年完成了同伴提名清单评估关系和公开受害的同龄人，不受欢迎，和社会排斥。此外，我们从学校记录中获得数学和语言艺术成绩，并通过自我报告清单评估了学校的行为参与。结构方程模型没有显示出一个强大的模式，纵向变化的社会地位与同龄人或学术功能。然而，我们发现在这两年的项目中，学业成绩和有问题的同伴关系之间存在正相关。我们还发现了性别调节这些关联的证据，其影响仅对男孩有意义。我们的研究结果提供的证据表明，在某些情况下，高成就的青少年可能容易受到同龄人的负面对待或边缘化。
Existing theoretical perspectives suggest that adolescents who are characterized by high achievement may experience social sanctions from peers. The central premise is that, in many North American settings, adolescent peer groups are characterized by negative attitudes toward the school environment. To test these hypotheses, we examined associations between indicators of low social power (unpopularity and victimization by peers) and academic competence for 415 adolescents (193 boys; 222 girls) attending an urban high school. This school served neighborhoods that were characterized by a moderate degree of economic distress and the students were predominately of Hispanic American descent. A short-term longitudinal design was used, with two waves of data collected over consecutive school years. The adolescents completed a peer nomination inventory assessing relational and overt victimization by peers, unpopularity, and social rejection. In addition, we obtained math and language arts grades from school records, and we assessed behavioral engagement in school with a self-report inventory. Structural equation models did not reveal a strong pattern of longitudinal change in social standing with peers or academic functioning. However, we found positive correlations between academic achievement and problematic peer relationships in both years of the project. We also found evidence that gender moderates these associations, with the effects reaching significance only for boys. Our results provide evidence that, in some settings, high achieving adolescents can be prone to negative treatment or marginalization by peers.