Friendships, peer acceptance, and group membership: relations to academic achievement in middle school.
Friendships, peer acceptance, and group membership: relations to academic achievement in middle school.
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DOI：
10.1111/j.1467-8624.1997.tb01994.x
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发表时间：
1997-06
影响因子：
4.6
通讯作者：
K. Wentzel;K. Caldwell
中科院分区：
文献类型：
--
作者：
K. Wentzel;K. Caldwell
两个样本的六年级学生随着时间的推移，检查互惠的友谊，同伴接受和团体成员的数量与学业成绩的关系。在这两个样本中，随着时间的推移，群体成员资格是最一致的预测等级。在研究2中，亲社会行为，反社会行为和情绪困扰被视为可能解释同伴关系和学业成就之间这些重要联系的过程。纵向分析的结果支持这样一个结论，即同伴关系的各个方面与课堂成绩间接相关，通过与亲社会行为的显着关系。未来的研究可能会受益于更深入的分析青少年同伴关系的功能和过程中，他们影响的社会和学术能力的取向在学校。
Two samples of sixth-grade students were followed over time to examine relations of number of reciprocated friendships, peer acceptance, and group membership to academic achievement. In both samples, group membership was the most consistent predictor of grades over time. In Study 2, prosocial behavior, antisocial behavior, and emotional distress were examined as processes that might explain these significant links between peer relationships and academic achievement. Results of longitudinal analyses support a conclusion that aspects of peer relationships are related to classroom achievement indirectly, by way of significant relations with prosocial behavior. Future research might benefit from more in-depth analyses of the functions of adolescent peer relationships and the processes by which they influence orientations toward social and academic competence at school.