Premium
Effects of Naturally Existing Peer Groups on Changes in Academic Engagement in a Cohort of Sixth Graders
Author(s) -
Kindermann Thomas A.
Publication year - 2007
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2007.01060.x
Subject(s) - psychology , peer group , cohort , developmental psychology , homogeneous , student engagement , cognition , social psychology , mathematics education , medicine , physics , neuroscience , thermodynamics
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.