Positive peer relationships and academic achievement across early and midadolescence

Main Article Content

Laura O. Gallardo
Angel Barrasa
Fabricio Guevara-Viejo
Cite this article:  Gallardo, L., Barrasa, A., & Guevara-Viejo, F. (2016). Positive peer relationships and academic achievement across early and midadolescence. Social Behavior and Personality: An international journal, 44(10), 1637-1648.


Abstract
Full Text
References
Tables and Figures
Acknowledgments
Author Contact

We explored peer acceptance and friendships during adolescence, and their relationship with subsequent changes in the level of adolescents’ academic achievement. Participants were 447 students (51% girls) aged from 11 to 16 years. The students completed sociometric assessments of their peer acceptance and friendships during the autumn semester (Time 1). Academic achievement data were also obtained from students’ report-card grades at Time 1 as well as during the spring semester (Time 2) of the same academic year. Regression analysis indicated that peer acceptance positively predicted subsequent academic achievement. This relationship was also moderated by age, with the effect of peer acceptance on subsequent academic achievement being greater during early adolescence than in midadolescence. This research deepens understanding of the mechanisms by which positive peer relationships influence adolescents’ academic achievement.

Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.

Article Details

© 2016 Scientific Journal Publishers Limited. All Rights Reserved.