Effects of peer academic reputation on achievement in academically at-risk elementary students

Dyer, Nicole; Luo, Wen; Kwok, Oi‐Man

doi:10.1016/j.appdev.2008.12.008

Cited by 26 publications

(31 citation statements)

References 70 publications

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“…In other words, if a participants were initially seen as intelligent by their fellow group members, this was associated with subsequent increases in academic achievement, thus living up to their reputations. This finding is consistent with results by Gest et al (2008) and Hughes et al (2009), though we are the first ones to demonstrate this effect in an older and more selected sample (see limitations section below). We are also the first authors to control for objective intelligence in demonstrating associations with academic achievement.…”

Section: Predicting Academic Successsupporting

confidence: 81%

“…Finally, Gest and his colleagues recently provided the first empirical evidence that peer-rated ability is associated with subsequent changes in both self-concept (Gest, Domitrovich, & Welsh, 2005) and achievement (Gest et al, 2008; see also Hughes, Dyer, Luo, & Kwok, 2009). Unfortunately, however, it is not well-understood what processes mediate this association, as both changes in self-concept and effort have been empirically discounted as possible mediators in the study by Gest et al (2008).…”

Section: Outcomes Of Intelligence Perceptionsmentioning

confidence: 99%

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Antecedents and consequences of peer-rated intelligence

Denissen¹,

Schönbrodt²,

Zalk³

et al. 2016

Preprint

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The current study investigated the antecedents and consequences of peer-rated intelligence in a longitudinal round robin design following previously unacquainted members of small student work groups. Social relations analyses were used to calculate target effects as an index of peer-reputations. In addition, self-ratings, university grades, and objective indicators of intelligence were assessed. Results indicated that peer-reputations were reliable and stable and also accurate to some degree, being correlated with objective intelligence. On the other hand, they were also shown to be biased in terms of correlating with interpersonal liking (increasing across time) and idiosyncratic rating tendencies (decreasing across time). Agreement between self-ratings and peer-reputations increased, but this was likely due to "constructivist" identity negotiation processes, as peer-reputations did not become more accurate over time. Finally, it was shown that peer-rated intelligence reputations have important real-life consequences, being correlated with changes in academic achievement across two 4-month periods and with dropout from university after 8 months. Overall, the pattern of results demonstrates the utility of a socioanalytic perspective in analyzing personality and social processes.Keywords: Academic achievement, intelligence, social relations analysis, person perception, longitudinal study, interpersonal processes INTELLIGENCE PERCEPTIONS 3Much of personality psychology still uses participants' subjective reports on their own and others' personality, even though such reports have been criticized as biased (Baumeister, Vohs, & Funder, 2007;Schwarz, 1999). In the case of intelligence, the situation is strikingly different: Since the days of Binet and Simon, researchers have mostly relied on achievement tests, the outcomes of which hardly depend on participants' self-views. Because intelligence tests have a long and successful history in terms of predictive validity and objectivity (Kaufman & Lichtenberger, 2005), it seems understandable to rely on them instead of subjective perceptions of intelligence (Paulhus, Lysy, & Yik, 1998). However, there are both psychometric and substantive reasons to focus on the antecedents and correlates of peerrated intelligence, which we discuss in the following From a psychometric perspective, peer-ratings of personality have been treated more favorably than self-ratings. According to Hofstee (1994), such aggregated ratings are more reliable and valid than self-ratings and should be used as the gold standard of personality assessment (at least when it comes to traits such as the Big Five). In addition, such aggregated peer-ratings can be seen as personality reputations with important interpersonal and group outcomes (Hogan, 1996). In the case of intelligence, such outcomes may manifest themselves in the following contexts . For example subjective perceptions of other people's ability may lead to important consequences when they are formed in contexts such as unstandardized j...

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Section: Predicting Academic Successsupporting

confidence: 81%

Section: Outcomes Of Intelligence Perceptionsmentioning

confidence: 99%

Antecedents and consequences of peer-rated intelligence

Denissen¹,

Schönbrodt²,

Zalk³

et al. 2016

Preprint

View full text Add to dashboard Cite

show abstract

“…This differentiation seems important as different aspects of children's self-concept have been linked to different features of social relations in studies with parents and peers (e.g. Hughes, Dyer, Lou, & Kwok, 2009;Verschueren & Marcoen, 1999;Verschueren et al, 1996). Previous studies on the link between teacher-child interactions and children's self-concept have especially focused on one aspect of children's self-concept (frequently global or academic self-concept).…”

Section: The Present Studymentioning

confidence: 97%

Teacher–child interactions: relations with children's self‐concept in second grade

Leflot

Onghena

Colpin

2010

Infant and Child Development

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This study examined whether teacher-child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher-child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic selfconcept. Finally, these teacher-child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls.

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“…Different dimensions of peer relatedness make both shared (redundant) and nonshared (unique) contributions to different child adjustment outcomes (Ladd, Kochenderfer, & Coleman, 1997). For example, Hughes, Dyer, Luo, and Kwok (2009) found that elementary students’ peer academic reputation (i.e., the number of peer nominations as academically capable that students received) predicted changes in their academic self-efficacy beliefs, above peer ratings of liking as well as teacher ratings of students’ abilities and students’ measured academic achievement.…”

Section: Peer Perceptions Of Teacher–student Supportmentioning

confidence: 99%

Effect of peer nominations of teacher–student support at individual and classroom levels on social and academic outcomes

Hughes

Wehrly

2014

Journal of School Psychology

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This longitudinal study examined the prospective relations between 713 elementary students’ individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students’ peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students’ peer academic reputation, net the effect of PTSR and covariates. Students’ academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers’ perceptions of teacher support and of the structure of those perceptions for children’s social and academic outcomes. Implications for practice are discussed.

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Effects of peer academic reputation on achievement in academically at-risk elementary students

Cited by 26 publications

References 70 publications

Antecedents and consequences of peer-rated intelligence

Antecedents and consequences of peer-rated intelligence

Teacher–child interactions: relations with children's self‐concept in second grade

Effect of peer nominations of teacher–student support at individual and classroom levels on social and academic outcomes

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