Effects of Naturally Existing Peer Groups on Changes in Academic Engagement in a Cohort of Sixth Graders
Abstract
This study examined the effects of peer groups on changes in academic engagement in 11- to 13-year-old children. From the entire cohort of 366 sixth graders in a town, 87% participated at the beginning and end of the school year. Peer groups were assessed using socio-cognitive mapping; as an indicator of motivation, teachers reported on students' classroom engagement. Peer groups were homogeneous in terms of engagement, and despite considerable member turnover across time, their motivational composition remained fairly intact. Peer group engagement levels in the fall predicted changes in children's motivation across time. Although the magnitude of effects was relatively small, evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.
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Children come to display patterns of engagement that are similar to those of their interaction partners.
“come to display patterns of engagement that are similar to those of their interaction partners (Kindermann, 2007).”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Kindermann, 2007
Interaction dyads' potential for influence lies most clearly in socialization mechanisms such as social learning and evaluative discourse.
“Interaction dyads' potential for influence lies most clearly in socialization mechanisms such as social learning and evaluative discourse (Berndt, Laychak, & Park, 1990;Dishion et al., 1995;Kindermann, 2007;Sage & Kindermann, 1999).”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Kindermann, 2007
Interaction dyads are defined by frequent contact, and evaluative discourse and social learning processes underlie their theoretical importance in socializing academic outcomes.
“Interaction dyads, however, are defined by frequent contact; as such, evaluative discourse and social learning processes underlie the theoretical importance of these peers in socializing academic outcomes”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Kindermann, 2007
Friendship groups have an overall influence on motivation in school, students' attitudes toward school, and their personal identities.
“friendship groups have an overall influence on motivation in school, students' attitudes toward school, and their personal identities”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Kindermann, 2007
Cites
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Toward an Understanding of Definitions and Measures of School Engagement and Related Terms
Jimerson, S. R., Campos, E., & Greif, J. L. (2003) · The California School Psychologist · doi:10.1007/bf03340893 · Cited by 811 · see citing works
Exploring achievement values among ethnic minority early adolescents
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Peer Relationships in Adolescence
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Understanding Processes of Peer Clique Influence in Late Childhood and Early Adolescence
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Understanding Participation in Secondary Music Classes: A Literature Review
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- Authors
- Kindermann, T. A.
- Affiliations
- Portland State University (US)
- Corresponding author
- Kindermann, Thomas A
- ORCID
- Kindermann, Thomas A
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2007-07-01
- Volume
- 78
- Issue
- 4
- Pages
- 1186-1203
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2097541853
- Cited by
- 449
- References
- 7
- Citations by year
- 2026: 8 · 2025: 11 · 2024: 12 · 2023: 97 · 2022: 17 · 2021: 11 · 2020: 18 · 2019: 24 · 2018: 22 · 2017: 20 · 2016: 34 · 2015: 29 · 2014: 32 · 2013: 30 · 2012: 21
- FWCI
- 15.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (1r15hd037848-01, 1r15hd031687-01)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (1R15 HD37848-01, 1R15HD31687-01)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- peer groups, academic engagement, student motivation, sixth grade students, peer group composition, peer selection, teacher and parent involvement, elementary school students
- MeSH terms
- Adolescent, Child, Culture, Educational Status, Female, Humans, Longitudinal Studies, Male, Mathematics, Motivation, Peer Group, Sex Factors, Social Facilitation, Social Identification, Social Support, Sociometric Techniques, Friends
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