Peer-perceived social competence and academic achievement of low-level educated young adolescents

The relationship between peer-rated social competence and academic success among teenagers of the lowest level of Dutch general secondary education was investigated. At this educational level, an uninterested or even a mildly depreciative attitude toward academic achievements is anticipated. As a result, it is expected that the relationship between academic performance and peer-perceived social competence should be void or even negative. A questionnaire was administered to a sample of 157 youths, aged between 14 and 17. This sample showed a predominantly negative attitude toward academic achievements. The correlations between peer-rated social competence and various measures of academic competence were absent or negative. A significant negative correlation was found with respect to achievements in mathematics and physics. The poorest achievement levels were found among a small category of children who received mainly neutral peer-judgments of social competence.