Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders
Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders
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DOI：
10.1111/j.1467-8624.2007.01060.x
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发表时间：
2007-07-01
影响因子：
4.6
通讯作者：
Kindermann, Thomas A.
中科院分区：
文献类型：
--
作者：
Kindermann, Thomas A.
本研究考察了同伴群体对11- 13岁儿童学业投入变化的影响。在一个城镇的366名六年级学生中，87%的人在学年开始和结束时参加了这项研究。使用社会认知绘图对同龄人进行了评估;作为动机的指标，教师报告了学生的课堂参与情况。同龄人群体的参与是同质的，尽管相当大的成员营业额随着时间的推移，他们的动机组成仍然相当完整。秋季的同伴群体参与水平预测了儿童动机随时间的变化。虽然影响的幅度是相对较小的，证据组的影响持续控制时，同侪选择和教师和家长参与的影响。
This study examined the effects of peer groups on changes in academic engagement in 11- to 13-year-old children. From the entire cohort of 366 sixth graders in a town, 87% participated at the beginning and end of the school year. Peer groups were assessed using socio-cognitive mapping; as an indicator of motivation, teachers reported on students' classroom engagement. Peer groups were homogeneous in terms of engagement, and despite considerable member turnover across time, their motivational composition remained fairly intact. Peer group engagement levels in the fall predicted changes in children's motivation across time. Although the magnitude of effects was relatively small, evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.