Friendships, peer acceptance, and group membership: relations to academic achievement in middle school

Child Development
Kathryn R Wentzel, K Caldwell

Abstract

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.

References

Jan 1, 1987·Journal of Personality and Social Psychology·B B Brown, M J Lohr
Dec 1, 1985·Journal of Abnormal Child Psychology·A K Li

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Citations

Jul 22, 2005·The British Journal of Educational Psychology·Judith Ireson, Susan Hallam
May 23, 2007·Child Development·Kathryn R WentzelLisa Looney
Mar 2, 2019·The Journal of Primary Prevention·Angela K HennebergerKathleen M Zadzora
Oct 7, 2015·Frontiers in Psychology·Noelia Sánchez-PérezCarmen González-Salinas
Mar 8, 2020·Journal of Personality·Brett LaursenLi Wei
May 28, 2016·Journal of Youth and Adolescence·Olga Cuadros, Christian Berger
Feb 27, 2017·Journal of Personality·Maria GerbinoGian Vittorio Caprara
Jun 19, 2019·The British Journal of Educational Psychology·Pamela C Sheffler, Cecilia S Cheung
Jan 17, 2020·International Journal of Environmental Research and Public Health·Rubén TriguerosJosé M Aguilar-Parra
Jun 20, 2018·Frontiers in Psychology·Jeffrey M DeVriesMarkus Gebhardt

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