The DOI matches its Crossref record; 52 of the 52 references it cites were found in a registry or an index.
Classroom Social Experiences as Predictors of Academic Performance.
Abstract
A model linking children's peer acceptance in the classroom to academic performance via academic self-concept and internalizing symptoms was tested in a longitudinal study. A sample of 248 children was followed from 4th to 6th grade, with data collected from different informants in each year of the study to reduce respondent bias. A path analysis supported the model; a lack of peer acceptance in the classroom in 4th grade predicted lower academic self-concept and more internalizing symptoms the following year, which in turn, predicted lower academic performance in 6th grade. An alternative path with internalizing symptoms predicting declines in peer acceptance was tested and received some support as well. Implications of the findings for schools are discussed.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Tabachnick, B. G., & Fidell, L. S. (1983) · Cited by 79,866
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Cohen, P., Cohen, P., West, S. G., & Aiken, L. S. (2014) · Psychology Press eBooks · doi:10.4324/9781410606266 · Cited by 20,737
A comparison of methods to test mediation and other intervening variable effects
MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002) · Psychological Methods · doi:10.1037/1082-989x.7.1.83 · Cited by 9,406
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Kemp, F. (2003) · Journal of the Royal Statistical Society: Series D (The Statistician) · doi:10.1046/j.1467-9884.2003.t01-2-00383_4.x · Cited by 9,293
A test of missing completely at random for multivariate data with missing values
Little, R. J. A. (1988) · Journal of the American Statistical Association · doi:10.1080/01621459.1988.10478722 · Cited by 8,963
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
Manual for the Teacher's Report Form and 1991 Profile
Achenbach, T. M. (1991) · Medical Entomology and Zoology · Cited by 2,024
Social relationships and motivation in middle school: The role of parents, teachers, and peers.
Wentzel, K. R. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.202 · Cited by 1,828
Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996) · Child Development · doi:10.1111/j.1467-8624.1996.tb01791.x · Cited by 1,442
Multifaceted impact of self-efficacy beliefs on academic functioning
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996) · Child Development · doi:10.2307/1131888 · Cited by 1,080
Cited by
Blackhart, G. C., Nelson, B. C., Knowles, M. L., & Baumeister, R. F. (2009) · Personality and Social Psychology Review · doi:10.1177/1088868309346065 · Cited by 504
Handbook of Research on Schools, Schooling and Human Development
(2010) · Routledge eBooks · doi:10.4324/9780203874844 · Cited by 502
Moilanen, K. L., Shaw, D. S., & Maxwell, K. L. (2010) · Development and Psychopathology · doi:10.1017/s0954579410000337 · Cited by 439
Hughes, J. N. (2011) · The Elementary School Journal · doi:10.1086/660686 · Cited by 332
Samara, M., Da Silva Nascimento, B., El-Asam, A., Hammuda, S., & Khattab, N. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18052209 · Cited by 117
Metadata
- Authors
- Flook, L., Repetti, R. L., & Ullman, J. B.
- Venue
- Developmental Psychology
- Published
- 2005-03
- Volume
- 41
- Issue
- 2
- Pages
- 319-327
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2123288785
- Cited by
- 286
- References
- 52
- FWCI
- 38.16
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Classroom Social Experiences as Predictors of Academic Performance. https://app.cochat.ai/papers/10.1037/0012-1649.41.2.319
- The paper
- Flook, L., Repetti, R. L., & Ullman, J. B. (2005). Classroom Social Experiences as Predictors of Academic Performance. Developmental Psychology. https://doi.org/10.1037/0012-1649.41.2.319
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
