Predicting change in academic achievement : a model of peer experiences and self-system processes

Authors: Guay, FrédéricBoivin, Michel; Hodges, Ernest V. E.
Abstract: The purpose of this study was to test a model of peer experiences and academic achievement among elementary school children. This model postulates that the quality of children's social relations (e.g., social preference) in the peer group can foster or inhibit feelings of connectedness (e.g., loneliness), which in turn affects children's perceptions of academic competence. Finally, perceptions of academic competence are hypothesized to predict change in academic achievement. Participants were 397 school children (206 girls, 191 boys; mean age = 108 months, range = 88–157 months). Results from structural equation modeling provided support for the proposed model. Discussion centers on the mediational role of self-system processes between children's social relations and change in academic achievement.
Document Type: Article de recherche
Issue Date: 1 March 1999
Open Access Date: 10 May 2017
Document version: AM
This document was published in: Journal of Educational Psychology, Vol. 91 (1), 105–115 (1999)
American Psychological Association
Alternative version: 10.1037/0022-0663.91.1.105
Collection:Articles publiés dans des revues avec comité de lecture

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