Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships

May combine two claims.

Both types of dyadic ties are typically embedded within social groups, more true for interaction dyads (91%) than for friendships (70%).

“Both types of dyadic ties are typically embedded within social groups, though in the present study this is more true for interaction dyads (91%) than for friendships (70%)”

May combine two claims.

Correlations among peer profile scores ranged from r = .46 to r = .85, strongest between interaction dyads and group members and weakest between friends and group members.

“these correlations ranged from r = .46to r = .85(Table 1).Correlations were strongest between interaction dyads and group members and weakest between friends and group members.”

May combine two claims.

Patterns of overlap among peer types were similar across grade levels, except that the tendency of group members to be friends dropped from 48% in fifth grade to 26% in seventh grade.

“Patterns of overlap were similar across grade levels, except that the tendency of group members to be friends dropped from 48% in fifth grade to 26% in seventh grade”

May combine two claims.

In the present study, 61% of friends are also identified as frequent interaction dyads and 53% of interaction dyads are reciprocated friends.

“we find that 61% of friends are also identified as frequent interaction dyads and 53% of interaction dyads are reciprocated friends.”

May combine two claims.

On average, only 52% of group members are also frequent interaction dyads, and only 33% of groupmates are reciprocated friends.

“on average, only 52% of group members are also frequent interaction dyads, and only 33% of groupmates are reciprocated friends.”

May combine two claims.

Socialization effects for interaction dyads and group members were significant only in seventh grade, not fifth.

“socialization effects for interaction dyads and group members were only significant in seventh grade but not fifth”

May combine two claims.

Dyadic interaction partners most significantly influenced self-concept through both socialization and social comparison, but only among middle school youth.

“dyadic interaction partners most significantly influenced self-concept through both socialization and social comparison but only among middle school youth.”

May combine two claims.

Results provide evidence of socialization across all three types of peer relationships, with the most consistent evidence emerging in seventh grade and for peers' influence on academic effort.

“results provide evidence of socialization across all three types of peer relationships, with the most consistent evidence emerging in seventh grade and for peers' influence on academic effort.”

May combine two claims.

Youths' self-concept became most similar to that of their dyadic interaction partners during seventh grade, and this effect was strongest even when the relative strength of all three peer types was tested simultaneously.

“Youths' self-concept became most similar to that of their dyadic interaction partners during seventh grade: their effect was strongest even when the relative strength of all three peer types was tested simultaneously.”

May combine two claims.

Friends' effort was the most significant predictor of effort change in seventh grade and the only significant peer score in fifth grade.

“Friends' effort was the most significant predictor of effort change in seventh grade and the only significant peer score in fifth grade.”

May combine two claims.

Results provide some evidence of social comparison by each peer type influencing youths' academic self-concept, with an apparent shift in comparison target from friends in fifth grade to interaction dyads and group members in seventh grade.

“results provide some evidence of social comparison by each peer type influencing youths' academic self-concept, with an apparent shift in comparison target from friends in fifth grade to interaction dyads and group members in seventh grade.”

May combine two claims.

Less than two thirds of reciprocated friends are identified as frequent interaction dyads, and only about half of frequent interaction dyads are reciprocated friends.

“Less than two thirds of reciprocated friends are identified as frequent interaction dyads; and only about half of frequent interaction dyads are reciprocated friends.”

May combine two claims.

Many friends and interaction dyads share social groups, but friendship and dyadic interaction nominations within groups are relatively sparse.

“While many friends and interaction dyads share social groups, we see relatively sparse friendship and dyadic interaction nominations within groups.”

May combine two claims.

In the fifth-grade combined test, friends' contribution dropped to non-significance but friends remained the strongest predictor.

“Although their contribution dropped to non-significance in the fifth-grade combined test, friends remained the strongest predictor.”

May combine two claims.

Findings suggest some socialization of youths' achievement motivation by each of the three peer types, with variation by age and outcome in the relative strength of each peer type.

“Findings suggest some socialization of youths' achievement motivation by each of the three peer types, but with variation by age and outcome in the relative strength of each peer type.”

May combine two claims.

In seventh grade, only 26% of group members were also friends and only 48% were dyadic interaction partners.

“only 26% of group members were also friends and only 48% were dyadic interaction partners”

Probably not a substantial claim: may not pass S3 (load-bearing).

Distributions of statewide reading and math assessment scores for fifth graders at the school closely matched the distribution for the overall population of fifth graders in the state.

“Distributions of statewide reading and math assessment scores for fifth graders at the school closely matched the distribution for the overall population of fifth graders in the state.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Participation rates across all waves were high, ranging from 92% to 95% of enrolled students.

“Participation rates across all waves were high, ranging from 92% to 95% of enrolled students.”

May combine two claims.

The three methods of identifying social ties show substantial overlap yet clear distinctiveness.

“Results demonstrate substantial overlap yet clear distinctiveness among the three types of social ties.”

May combine two claims.

Altermatt and Pomerantz (2005) found that low-achieving youth in fifth through seventh grade were more likely to report a lower academic self-concept but also higher academic engagement if they had high-achieving friends than if they had low-achieving friends.

“Altermatt and Pomerantz (2005) found that low-achieving youth in fifth through seventh grade were more likely to report a lower academic self-concept but also higher academic engagement if they had high-achieving friends than if they had low-achieving friends.”

• cites Altermatt and Pomerantz (2005) sourceNot checked — no full text of the source

May combine two claims.

The results suggest unique roles of each peer relationship differentially influencing changes in youths' academic adjustment, with stronger influence effects during seventh than fifth grade.

“Results suggest unique roles of each peer relationship differentially influencing changes in youths' academic adjustment as well as stronger influence effects during seventh than fifth grade.”

The quote only partly states this claim.

Results provide more robust evidence of within-year socialization processes influencing students' academic effort in both grade levels than for academic self-concept.

“Results provide more robust evidence of within-year socialization processes influencing students' academic effort in both grade levels (Table 2).”

May combine two claims.

Early adolescent cognitive development produces greater sensitivity to peer feedback and greater skill at using social comparisons to assess one's own competence level.

“early adolescent cognitive development produces greater sensitivity to peer feedback and greater skill at using social comparisons to assess one's own competence level (Dweck, 2002)”

• cites Dweck, 2002 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Studies of adolescents find that affiliation with peers who are highly academically competent may produce benefits for academic effort by motivating improvements in academic standards and performance, or by providing models for how to complete challenging academic tasks.

“studies of adolescents find that affiliation with peers who are highly academically competent may, on the one hand, produce benefits for academic effort by motivating improvements in academic standards and performance, or by providing models for how to complete challenging academic tasks, serving as a form of”

• cites Altermatt & Pomerantz, 2005 sourceNot checked — no full text of the source
• cites Blanton, Buunk, Gibbons, & Kuyper, 1999 sourceNot checked — no full text of the source
• cites Gibbons, Blanton, Gerrard, Buunk, & Eggleston, 2000 sourceNot checked — no full text of the source

May combine two claims.

By early adolescence, youth are especially interested in and attuned to social comparisons.

“by early adolescence, youth are especially interested in and attuned to social comparisons (Dweck, 2002).”

• cites Dweck, 2002 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Festinger's original formulation of social comparison theory was based on experiments demonstrating that adults base their aspirations and self-assessments upon group members' performance.

“Festinger's (1954) original formulation of social comparison theory was based on experiments demonstrating that adults base their aspirations and self-assessments upon group members' performance.”

• cites Festinger (1954) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

No studies have examined social comparison effects among childhood or adolescent peer groups.

“as of yet, no studies have examined social comparison effects among childhood or adolescent peer groups.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Festinger's experimentally contrived social groups are quite different from the informal social groups of early adolescence.

“Festinger's experimentally contrived social groups are quite different from the informal social groups of early adolescence”

May combine two claims.

Peer influence may peak during early adolescence, as youth spend more time with peers, place increased importance on peer approval and advice, and look to peers as a source of identity.

“peer influence may peak during early adolescence, as youth spend more time with peers, place increased importance on peer approval and advice, and look to peers as a source of identity (e.g., Brown, 1990;Bukowski, Sippola, & Newcomb, 2000).”

• cites Brown, 1990Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Bukowski, Sippola, & Newcomb, 2000 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Social comparison theories assert that youth evaluate their own skill level by comparing their own abilities with those of their peers, so that youths' academic self-concept should depend on their perceptions of their own skills relative to those of their peer reference group.

“Social comparison theories assert that youth evaluate their own skill level by comparing their own abilities with those of their peers, so that youths' academic self-concept should depend on their perceptions of their own skills relative to those of their peer reference group.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The rewards of group membership may motivate individuals to earn group approval through conformity, and comfortable group interactions require the development and enforcement of group norms.

“the rewards of group membership (e.g., access to social opportunities) may motivate individuals to earn group approval through conformity, and comfortable group interactions require the development and enforcement of group norms (Thibaut & Kelley, 1959).”

• cites Thibaut & Kelley, 1959Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

School transitions have been found to increase perceived discrepancies in ability and resources among disadvantaged youth, leading to lower academic self-concepts and avoidance of challenging courses.

“school transitions have been found to increase perceived discrepancies in ability and resources among disadvantaged youth, leading to lower academic self-concepts and avoidance of challenging courses (e.g., Crosnoe, Riegle-Crumb, & Muller, 2007).”

• cites Crosnoe, Riegle-Crumb, & Muller, 2007 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S1 (asserted). May combine two claims.

Some researchers argue that adolescents are driven by a need to belong and that identification of a peer group is a major developmental task of early adolescence, with implications for youths' sense of identity and self-perceptions.

“some researchers argue that adolescents are driven by a need to belong and that identification of a peer group is a major developmental task of early adolescence, with implications for youths' sense of identity and self-perceptions (Baumeister & Leary, 1995;Brown, 1990).”

• cites Baumeister & Leary, 1995 sourceNot checked — no full text of the source
• cites Brown, 1990Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Classic social-psychological theories of social groups highlight their potential relevance to both socialization and social comparison processes.

“Classic social-psychological theories of social groups highlight their potential relevance to both socialization and social comparison processes.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Mutual reinforcement and rewards from group members are most efficient when similarity among group members is maximized.

“it has been argued that mutual reinforcement and rewards from group members are most efficient when similarity among group members is maximized (Patterson, Reid, & Dishion, 1992).”

• cites Patterson, Reid, & Dishion, 1992Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

It is not clear that Festinger's observed social comparison dynamics were specific to group-level ties; evidence for social comparison effects in studies of close friends suggests that they are not.

“it is not clear that his observed social comparison dynamics were specific to group-level ties; indeed, the evidence for social comparison effects in studies of close friends suggests that they are not.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Social comparative behaviors have been observed in early elementary years in the form of glances at peers' progress and comparative remarks.

“Social comparative behaviors have been observed in early elementary years in the form of glances at peers' progress and comparative remarks (Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002)”

• cites Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

The climate of agreement existing between friends promotes socialization toward increased similarity.

“The”

• cites Hartup, 1996Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Berndt & Murphy, 2002Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Newcomb & Bagwell, 1995 sourceNot checked — no full text of the source

May combine two claims.

The three types of social ties are both conceptually and empirically distinct and worth further investigation.

“our findings support the hypothesis that these three types of social ties are both conceptually and empirically distinct, and worth further investigation.”

May combine two claims.

School effort is an overt, observable behavior, making it a visible group norm, susceptible to reinforcement patterns within interaction dyads, and a likely area of agreement among friends.

“School effort is an overt, observable behavior, making it a visible group norm (Thibaut & Kelley, 1959), susceptible to reinforcement patterns within interaction dyads (e.g., Sage & Kindermann, 1999), and a likely area of agreement among friends (Berndt et al., 1990).”

• cites Thibaut & Kelley, 1959Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Sage & Kindermann, 1999Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Berndt et al., 1990 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

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”

• cites Altermatt & Pomerantz, 2003 sourceNot checked — no full text of the source
• cites Guay et al., 1999 sourceNot checked — no full text of the source

May combine two claims.

High rates of participation and low rates of attrition allowed examination of differences before versus after the transition to middle school.

“high rates of participation and low rates of attrition allowed us to examine differences before versus after the transition to middle school”

Classified as probably not a substantial claim.

Most developmentalists believe that dyadic-level relationship processes mostly overshadow group-level processes.

“Most developmentalists believe that dyadic-level relationship processes mostly overshadow these group-level processes”

• cites Kindermann & Gest, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Findings may indicate a shift in the developmental significance of informal social groups in middle school and a shift in the importance of frequent interaction dyads.

“Our findings may also be indicative of the hypothesized shift in the developmental significance of informal social groups in middle school as well as a shift in the importance of frequent interaction dyads”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Identification of a peer group is a major developmental task of early adolescence, with implications for youths' self-perceptions and identity.

“identification of a peer group as a major developmental task of early adolescence, with implications for youths' self-perceptions and identity”

• cites Baumeister & Leary, 1995 sourceNot checked — no full text of the source
• cites Brown, 1990Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The shift in affiliation opportunities from classroom-wide to grade cohort-wide between grade levels makes the formation of informal social groups more developmentally distinct and meaningful in early adolescence.

“the shift in affiliation opportunities from classroom-wide to grade cohort-wide between grade levels makes the formation of informal social groups more developmentally distinct and meaningful in early adolescence.”

May combine two claims.

All methods for identifying peer groups build on some form of dyadic ties, so substantial overlap between peer groups and the dyadic tie upon which group assignment is based is inevitable.

“As all methods for identifying peer groups build on some form of dyadic ties, substantial overlap between peer groups and the dyadic tie upon which group assignment is based is inevitable”

• cites Gest, Moody, & Rulison, 2006Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Greater competition for grades and a larger peer reference group may prime changes in achievement motivational patterns.

“greater competition for grades and a larger peer reference group may further prime changes in achievement motivational patterns”

• cites Crosnoe et al., 2007 sourceNot checked — no full text of the source
• cites Schunk & Pajares, 2002 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

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”

• cites Kindermann, 2007 sourceNot checked — no full text of the source
• cites Sage & Kindermann, 1999Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Friendship qualities are the strongest peer processes driving youths' engagement in school, and friends maintain their role as an important source of academic socialization across grade levels.

“such friendship qualities are the strongest peer processes driving youths' engagement in school and that friends maintain their role as an important source of academic socialization across grade levels.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Rewards provided by group membership, such as access to resources and a source of identity and status, may motivate conformity to group norms.

“rewards provided by group membership, such as access to resources and a source of identity and status, may motivate conformity to group norms”

• cites Brown, 1990Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Thibaut & Kelley, 1959Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Social groups are an important source of youths' identity.

“social groups are an important source of youths' identity”

• cites Thibaut & Kelley, 1959Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

These results highlight the usefulness of considering multiple types of social ties in studies of academic social comparison.

“These results highlight the usefulness of considering multiple types of social ties in studies of academic social comparison.”

• AssumptionRests on an assumption: Limited research has examined how social comparison processes operate among different types of peer relationships.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Youth attending much larger or more diverse schools may have different peer experiences, and the factors shaping academic views and behaviors likely also vary by school or community.

“Youth attending much larger or more diverse schools may have different peer experiences; and the factors shaping academic views and behaviors likely also vary by school or community.”

Classified as probably not a substantial claim. May combine two claims.

The time frame over which peer influence processes unfold is uncertain, and peers may have already exerted much of their influence before the first assessment date or important influence processes may be best revealed over periods of days or weeks.

“The time frame over which peer influence processes unfold is uncertain, and it may be that peers have already exerted much of their influence before the first assessment date or that important influence processes would be best revealed over periods of days or weeks.”