The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Sociometric Status and Adjustment in Middle School: A Longitudinal Study
Abstract
Relations between sociometric status and school adjustment (classroom grades, prosocial behavior, and irresponsible behavior) were examined over time with a sample of 204 students. Perceived support, efforts to learn, and goals to be prosocial and to be responsible also were examined as mediators of these relations. Sixth-grade sociometric status predicted eighth-grade school adjustment when controlling for sixth-grade school adjustment. Compared to students of average sociometric status, controversial status students had lower classroom grades, rejected status students were rated as less prosocial, and members of rejected and popular status groups were rated as more irresponsible. In addition, neglected status group members perceived less peer support, controversial status group members reported less frequent efforts to learn, and rejected status group members reported less frequent pursuit of prosocial goals than did average status peers. Models, whereby perceived support and motivation explained significant links between sociometric status and school adjustment, were not supported.
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Citations
Cites
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
Self-citationDevelopmental changes in conformity to peers and parents.
Berndt, T. J. (1979) · Developmental Psychology · doi:10.1037/0012-1649.15.6.608 · Cited by 905
Students' Multiple Worlds: Negotiating the Boundaries of Family, Peer, and School Cultures
PHELAN, P., DAVIDSON, A. L., & CAO, H. T. (1991) · Anthropology & Education Quarterly · doi:10.1525/aeq.1991.22.3.05x1051k · Cited by 516
Cited by
Peer Interactions, Relationships, and Groups
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0310 · Cited by 2,755
Wang, M.-T., & Eccles, J. S. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.04.002 · Cited by 833
Moral Cognitions and Prosocial Responding in Adolescence
Eisenberg, N., Morris, A. S., McDaniel, B., & Spinrad, T. L. (2009) · Handbook of Adolescent Psychology · doi:10.1002/9780470479193.adlpsy001009 · Cited by 153
Peer relationships and depressive symptomatology in boys at puberty
Mendle, J., Harden, K. P., Brooks-Gunn, J., & Graber, J. A. (2012) · Developmental Psychology · doi:10.1037/a0026425 · Cited by 59
Andrei, F., Mancini, G., Mazzoni, E., Russo, P. M., & Baldaro, B. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.07.014 · Cited by 59
Metadata
- Authors
- Wentzel, K. R.
- Venue
- The Journal of Early Adolescence
- Publisher
- SAGE Publications
- Published
- 2003-02
- Volume
- 23
- Issue
- 1
- Pages
- 5-28
- ISSN
- 0272-4316 (ISSN-L)
- 1552-5449
- OpenAlex
- W2136986793
- Cited by
- 238
- References
- 3
- FWCI
- 6.78
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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