scholarly journals Peer acceptance/rejection and academic achievement

2003 ◽  
pp. 267-288 ◽  
Author(s):  
Vera Spasenovic
Keyword(s):  
Academic Achievement ◽  
Social Behavior ◽  
Peer Relations ◽  
Social Relations ◽  
Peer Group ◽  
Peer Acceptance ◽  
Drop Out ◽  
Group Status ◽  
Positive Effects ◽  
Stable Characteristic

Considerations of the nature and role of peer relations in child development indicate that peer interaction is an important factor in developing social and cognitive competences. Peer relations not only influence current but also subsequent academic, behavioral and emotional development. Accepted students more often display better academic achievement, whereas the status of rejection is coupled with academic difficulties and lower academic achievement. Peer rejection is a relatively stable characteristic that can be used to predict difficulties in the years to come, such as repeat of a grade, early drop out, unjustified absences, adaptability problems etc. It is considered that correlation between academic achievement and peer group status is mediated by student social behavior at school. The quality of peer relations and academic achievement are mutually influential i.e. peer acceptance serves as a social resource that facilitates academic achievement, but academic achievement has effects on student acceptance. To help students who display difficulties in social relations, various intervention programs have been well thought of so as to contribute to interpersonal efficiency promotion. Concerning interdependence of social behavior, peer status and academic achievement, it is reasonable to expect that positive changes in behavior, frequently leading to the change of rejection status, will produce, directly or indirectly, positive effects on academic achievement too.

scholarly journals The Effects of Major Selection Motivations on Dropout, Academic Achievement and Major Satisfactions of College Students Majoring in Foodservice and Culinary Arts

Information ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 444
Author(s):  
Jung Soo Kim
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Structural Equation ◽  
Career Change ◽  
Equation Model ◽  
Drop Out ◽  
Culinary Arts ◽  
Major Selection ◽  
Empirical Survey ◽  
Practical Implications

This study is aimed at figuring out the effects of major selecting motivation on dropout, academic achievement, and major satisfactions of college students majoring in foodservice and culinary arts. To accomplish this, an empirical survey was conducted through a structural equation model. These findings showed that students are likely to drop out of college due to a career change or major maladjustment if they decide their major in consideration of college reputation or department recognition rather than their aptitude. Unlike existing studies, this study has practical implications concerning the importance of these factors in that their academic achievement is affected by their relationship and perception of their major satisfactions rather than their major selection motivations.

The Power of Peers: Why Some Students Bully Others to Conform

2008 ◽  
Vol 18 (12) ◽  
pp. 1704-1716 ◽  
Author(s):  
Sharyn Burns ◽  
Bruce Maycock ◽  
Donna Cross ◽  
Graham Brown
Keyword(s):  
Group Process ◽  
Peer Group ◽  
Research Question ◽  
Psychological Theory ◽  
Social Psychological ◽  
Group Status ◽  
School Time ◽  
Individual Perceptions ◽  
Interactionist Perspective ◽  
Purposive Sample

Utilizing an interactionist perspective, two associated sensitizing constructs, and a combination of social psychological theory, this article reports on the influence of the peer group on individual perceptions, and its impact on initiation and persistence of bullying. The specific research question, “How does the need to conform with peers and the peer group influence the initiation and persistence of bullying others?” is investigated. Semistructured, one-on-one interviews with a purposive sample of 51 Grade 7 students (aged 12 years) were conducted during school time to investigate factors that influence students to bully others and what might help them to stop. Emerging from the theme of peer group was the need for belonging and group status, in particular social norms or the need to conform, which was influential when students described why they initiated and persisted with bullying others. The influence of labeling, the group process, and the aspiration to be like others within their group emerged as key constructs. The implications of these data for schools will be described and recommendations made.

A description and illustration of the Triadic Relations Model: Who perceives whom as bullying whom?

2010 ◽  
Vol 34 (4) ◽  
pp. 374-383 ◽  
Author(s):  
Noel A. Card ◽  
Philip C. Rodkin ◽  
Claire F. Garandeau
Keyword(s):  
Peer Relations ◽  
Social Relations ◽  
Fourth Grade ◽  
Social Relations Model ◽  
Interpersonal Behaviors ◽  
The Social ◽  
Peer Nominations ◽  
Dyadic Variables

Analyses of children’s peer relations have recently begun considering interpersonal behaviors and perceptions from the perspective of the Social Relations Model. An extension of this model, the Triadic Relations Model (TRM), allows for consideration and analysis of more complex three-person data to understand triadic processes; separate individual, dyadic, and triadic variance; and model co-occurrences among dyadic phenomena. The goal of this article is to provide a didactic introduction to the TRM and its potential for studying peer relations. The TRM is applied to data from nine classes (N = 162) of third and fourth grade boys and girls involving perceptions (peer nominations) of actors’ (aggressors’) behavior toward partners (victims). We report and illustrate interpretation of 7 variance and 16 covariance estimates from this TRM analysis of who perceives whom as bullying whom. In particular, triadic analyses revealed a tendency for children to perceive others as sharing the same aggressors and the same targets for aggression as themselves. We discuss implications of findings for studying aggression, as well as extensions of this model, such as incorporating multiple constructs or connecting the TRM estimates with individual and dyadic variables, and challenges of using the TRM.

scholarly journals School Dropout Intention and Self-esteem in Immigrant and Native Students Living in Poverty: The Protective Role of Peer Acceptance at School

2021 ◽  
Author(s):  
Dora Bianchi ◽  
Elisa Cavicchiolo ◽  
Fabio Lucidi ◽  
Sara Manganelli ◽  
Laura Girelli ◽  
...  
Keyword(s):  
Developmental Psychology ◽  
Immigrant Students ◽  
Peer Acceptance ◽  
School Dropout ◽  
Well Being ◽  
Self Esteem ◽  
Protective Role ◽  
Drop Out ◽  
Multilinear Regression ◽  
Immigrant Background

AbstractThe psychological well-being at school of immigrant students living in poverty is currently an understudied topic in developmental psychology. This is an important shortcoming because this population, which is rapidly increasing in many western countries, is in a double minority condition and has a greater risk of experiencing psychological distress at school, in comparison with their native peers. In order to improve our understanding on this issue, the present two-wave study investigated the prospective relationships between peer acceptance and two aspects of well-being at school—intention to drop out of school and negative self-esteem—specifically focusing on the differential effect of having (vs. not having) an immigrant background. The participants were 249 preadolescents and adolescents living in poverty (Mage = 12.76; SDage = 2.34; 41.8% girls; 19.3% immigrants) who were attending educational centres for disadvantaged minors. The poverty status of the participants was an inclusion criterion. A multilinear regression model with multigroup analysis was tested. As expected, the results showed that peer acceptance had a significant negative association with school dropout intentions and negative self-esteem only for immigrants, but not for natives. For immigrant students, the protective effect of peer acceptance was comparable to the stability over time of dropout intention and self-esteem, a result that has promising implications for prevention programs. The applied implications of the study for educational and clinical contexts are discussed.

Assessing Children's Peer Relationships

1998 ◽  
Vol 3 (4) ◽  
pp. 176-182 ◽  
Author(s):  
Debra J. Pepler ◽  
Wendy M. Craig
Keyword(s):  
Early Childhood ◽  
Present Article ◽  
Peer Relationships ◽  
Peer Relations ◽  
Middle Childhood ◽  
Peer Group ◽  
Childhood And Adolescence ◽  
Group 3 ◽  
Adaptive Nature ◽  
Interactions With Peers

Peers have both positive and negative influences on children; therefore, considerable attention has focused on assessing peer relationships and friendships through childhood and adolescence. The present article provides an overview of the main methods of assessing peer relationships. The adaptive nature of children's peer relations has been assessed through four main methodologies: (1) asking the children themselves about elements of peer relations and friendships; (2) asking children about their perceptions of others within the peer group; (3) asking adults (i.e. parents and teachers) about the peer relations skills of children in their care; and (4) directly observing children during interactions with peers. Each of these approaches is described, with attention to relative strengths and weaknesses and their suitability for assessing peer relations in early childhood, middle childhood, and adolescence.

The Rhetorical Psychology of Trumpism: Threat, Absolutism, and the Absolutist Threat

The Forum ◽  
2017 ◽  
Vol 15 (2) ◽  
pp. 313-332 ◽  
Author(s):  
Morgan Marietta ◽  
Tyler Farley ◽  
Tyler Cote ◽  
Paul Murphy
Keyword(s):  
Original Data ◽  
Perceived Threat ◽  
Economic Decline ◽  
Personal Safety ◽  
Group Status ◽  
Strategy Analysis ◽  
Rhetorical Strategy ◽  
Electoral Success ◽  
Positive Effects ◽  
Positive Character

Abstract Conventional wisdom suggests that Donald Trump’s rhetoric – aggressive, insulting, often offensive – would be counterproductive to electoral success. We argue that Trump’s surprising victories in both the primary and general campaigns were partly due to the positive effects of his appeals grounded in the intersection of threat and absolutism. The content of Trump’s rhetoric focused on threats to personal safety (terrorism), personal status (economic decline), and group status (immigration). The style of Trump’s rhetoric was absolutist, emphasizing non-negotiable boundaries and moral outrage at their violation. Previous research has shown perceived threat to motivate political participation and absolutist rhetoric to bolster impressions of positive character traits. Trump employed these two rhetorical psychologies simultaneously, melding threat and absolutism into the absolutist threat as an effective rhetorical strategy. Analysis of Trump’s debate language and Twitter rhetoric, as well as original data from political elites at the Republican National Convention and ordinary voters at rallies in New Hampshire confirm the unconventional efficacy of Trump’s rhetorical approach.

scholarly journals Effects of student physical attractiveness

2005 ◽  
Vol 37 (1) ◽  
pp. 148-174 ◽  
Author(s):  
Stevan Krnjajic
Keyword(s):  
Academic Achievement ◽  
Physical Attractiveness ◽  
Peer Acceptance ◽  
Interpersonal Perception ◽  
Social Stereotypes ◽  
First Impression ◽  
Teachers And Students ◽  
Implicit Personality ◽  
Personality Theories ◽  
Physically Attractive

Implicit personality theories suggest that people draw conclusions about other persons by using a relatively small number of visible features. The formation of "the first impression" is influenced by the factors, such as sex, age, appearances, race or nationality. Frequently, conclusions based on those factors lead to developing social stereotypes. Attractiveness is a good example of "the first impression" effect, because physical attractiveness entails the creation of impression about another person along a relatively great number of dimensions. Experimental paradigm, introduced in the sphere of interpersonal perception around the mid-20th century, led to a relatively great number of studies on stereotype based on physical attractiveness. One of the most often quoted conclusions of studies on physical attractiveness is summarized by the idiom "what is beautiful is good". For example, socially desirable personality traits (responsibility kindness, energy quality, modesty), more successful private and professional life, are all attributed to physically attractive persons. In addition physical attractiveness is coupled with positive expectations, peer acceptance, academic achievement etc. On the basis of studies on the "what is beautiful is good" stereotype, we have situated our analysis within the domain of roles regulating social interaction between teachers and students i.e. effects of physical attractiveness on teacher expectations, peer acceptance and academic achievement.

scholarly journals School Adjustment and Socio-Family Risk as Predictors of Adolescents’ Peer Preference

2021 ◽  
Vol 12 ◽  
Author(s):  
Yolanda Sánchez-Sandoval ◽  
Laura Verdugo
Keyword(s):  
Social Relations ◽  
Structural Equation ◽  
Quantitative Research ◽  
Peer Acceptance ◽  
School Adjustment ◽  
Linear Regression Analysis ◽  
Sample Selection ◽  
Entire Group ◽  
Research Approach ◽  
Family Risk

This work analyzes peer preferences at the beginning of adolescence. For this purpose, each adolescent’s sociometric status was studied in their classroom group, and attempts were made to identify indicators of academic, personal, and socio-family adjustment related to that status. Participants were 831 adolescents studying 1st grade of Compulsory Secondary Education (CSE), in 31 classrooms from 10 schools. The 31 tutors of these students also participated. Sample selection was intentional. A quantitative research approach was used. Sociometric data were collected using the nomination method. Teachers provided information about these youths’ adjustment and family risk variables. Descriptive analyses and bivariate correlations were calculated as a preliminary analysis of the study. Chi-square tests or ANOVAs examined the similarities and differences between status based on personal, socio-family, and school adjustment variables. Lastly, linear regression analysis and a Structural Equation Model (SEM) were performed. These latter analyses revealed that good performance and academic adjustment are important predictors of successful social relations. Also, the data show that the presence of personal and socio-family risk variables makes it difficult for adolescents to be accepted by their peers. The results suggest the need for school and family support to promote peer acceptance. Working on both aspects can help improve classroom coexistence. Intervention techniques are recommended for the entire group to intervene on attitudes, interpretations, and behaviors that enrich individual tools and the collective climate.

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