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

DC FieldValueLanguage
dc.contributor.authorGuay, Frédéric-
dc.contributor.authorBoivin, Michel-
dc.contributor.authorHodges, Ernest V. E.-
dc.description.abstractThe 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
dc.publisherAmerican Psychological Associationfr
dc.titlePredicting change in academic achievement : a model of peer experiences and self-system processesfr
dc.typeCOAR1_1::Texte::Périodique::Revue::Contribution à un journal::Article::Article de recherchefr
dcterms.bibliographicCitationJournal of Educational Psychology, Vol. 91 (1), 105–115 (1999)fr
dc.audienceProfesseurs (Enseignement supérieur)fr
dc.audiencePsychologues de l'éducationfr
dc.subject.rvmÉlèves du primaire -- Psychologiefr
dc.subject.rvmRendement scolairefr
dc.subject.rvmPerception de soi chez l'enfantfr
dc.subject.rvmQualité des relations humainesfr
rioxxterms.versionAccepted Manuscriptfr
rioxxterms.project.funder_nameSocial Sciences and Humanities Research Council of Canadafr
Collection:Articles publiés dans des revues avec comité de lecture

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