The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends.
Abstract
This research examined the degree to which children's achievement-related beliefs could be predicted from their friends' beliefs, both concurrently and over time. For 3 semesters, 4th-, 5th-, and 6th-grade students (N = 929) completed measures of their competence-related beliefs, motivational beliefs, and friendship choices. Concurrent analyses indicated that friends showed consistent, albeit modest, similarities with regard to their self-perceptions of competence, academic standards, importance of meeting standards, and preference for challenge. During the academic year, friends appeared influential with regard to children's ability attributions for success and the importance they placed on meeting academic standards. Over a grade-level transition, friends appeared influential with regard to children's ability attributions for failure. Overall, associations were stronger among reciprocated than among unilateral friends. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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In elementary school, social comparison effects on academic self-concept have been found only when comparisons were to reciprocated (as opposed to non-reciprocated) friends.
“a couple of studies have found social comparison effects in elementary school to only affect academic self-concept when comparisons were to reciprocated (as opposed to non-reciprocated) friends (e.g., Altermatt & Pomerantz, 2003;Guay et al., 1999).”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Altermatt & Pomerantz, 2003
Sharing and disclosure within children's mutual friendships make them the most psychologically meaningful and accessible target for social comparison.
“the sharing and disclosure within children's mutual friendships make them the most psychologically meaningful and accessible target for social comparison”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Altermatt & Pomerantz, 2003
Past research on social comparison has typically focused on comparisons to friends or comparisons to classmates in general.
“Past research on social comparison has typically either focused on comparisons to friends (e.g., Altermatt & Pomerantz, 2003;Guay et al., 1999) or comparisons to classmates in general (e.g., Blanton et al., 1999;Marsh, Kong, & Hau, 2000).”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Altermatt & Pomerantz, 2003
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Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015) · Handbook of Child Psychology and Developmental Science · doi:10.1002/9781118963418.childpsy405 · Cited by 430 · see citing works
Molloy, L. E., Gest, S. D., & Rulison, K. L. (2011) · The Journal of Early Adolescence · doi:10.1177/0272431610384487 · Cited by 116 · see citing works
- Authors
- Altermatt, E. R., & Pomerantz, E. M.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- Venue
- Journal of Educational Psychology
- Published
- 2003-03
- Volume
- 95
- Issue
- 1
- Pages
- 111-123
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2089663660
- Cited by
- 225
- References
- 7
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 10 · 2023: 10 · 2022: 7 · 2021: 8 · 2020: 13 · 2019: 16 · 2018: 10 · 2017: 9 · 2016: 12 · 2015: 10 · 2014: 19 · 2013: 11 · 2012: 10
- FWCI
- 3.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- competence beliefs, motivational beliefs, friendship, peer influence, ability attribution, academic standards, perceived competence, reciprocal friendship, children
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