A Reputation for Success (or Failure) : The Association of Peer Academic Reputations With Academic Self-Concept, Effort, and Performance Across the Upper Elementary Grades

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kelly L. Rulison, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Studies of the socialization of achievement-related beliefs and academic skills typically focus on the influence of teachers and parents (Eccles, Wigfield, & Schiefele, 1998; Guay, Boivin, & Hodges, 1999; Guay, Marsh, & Boivin, 2003; Harter, 1998), but peer experiences may also play a role. For example, friends provide distinctive patterns of reinforcement for achievement-related attitudes and behaviors (Altermatt & Pomerantz, 2003; Kandel, 1978; Kindermann, 1993; Ryan, 2001; Sage & Kindermann, 1999), classmates provide evaluative feedback that predicts changes in children's academic self-concept (Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002), and peer tutoring may provide unique learning opportunities (Greenwood, Carta & Kamps, 1990). The present study builds on a prior analysis of children's academic reputations among their peers (Gest, Domitrovich, & Welsh, 2005) by testing for possible bidirectional associations between peer academic reputations (PARs) and measures of academic self-concept, effort, and performance across 3 school years.

Additional Information

Developmental Psychology, 44(3), 625-636.
Language: English
Date: 2008
Peer perception, Self-image, Academic achievement, Student motivation, Peer reputation

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