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

Auteur(s): Guay, FrédéricBoivin, Michel; Hodges, Ernest V. E.
Résumé: 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.
Type de document: Article de recherche
Date de publication: 1 mars 1999
Date de la mise en libre accès: 10 mai 2017
Version du document: AM
Lien permanent: http://hdl.handle.net/20.500.11794/14010
Ce document a été publié dans: Journal of Educational Psychology, Vol. 91 (1), 105–115 (1999)
https://doi.org/10.1037/0022-0663.91.1.105
American Psychological Association
Autre version disponible: 10.1037/0022-0663.91.1.105
Collection :Articles publiés dans des revues avec comité de lecture

Tous les documents dans CorpusUL sont protégés par la Loi sur le droit d'auteur du Canada.