Peer effects, motivation, and learning

A holistic perspective on career development in UK female soccer players: A negative case analysis

“…via tactical overload in a small-sided game). To support this aspect of the theoretical proposals, drawing on literature from education settings that has demonstrated the role of peers in enhancing academic achievement and motivation (e.g., Eisenkopf, 2010) we argue this would have challenged higher performers further whilst also maintaining their presence as a learning resource from which lower performers could develop. We contend that enhancing this capacity to learn may facilitate dual careers in soccer and education.…”

“…Initially we focussed this review on studies that demonstrated positive cases of talent development in soccer (e.g., Gledhill & Harwood, 2014;Holt & Dunn, 2004) or factors considered important for talent development in soccer (e.g., Mills et al 2012;Morley et al 2014). This was followed by a broader consideration of wider literature associated with developmental considerations presented through the grounded theory, such as; learning (e.g., Eisenkopf, 2010), self-regulation (e.g., Toering et al 2009), role strain (e.g., Goldberg & Chandler, 1991), career transitions (e.g., Stambulova et al 2012) and dual career experiences (e.g., . In doing so, this allowed us to permeate into our analysis the second viewpoint of the cultural praxis of athletes' careers paradigm (Stambulova & Ryba, 2014).…”

Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

“…Neidell and Waldfogel (2010) find that the unruly behavior of children with limited self-control or discipline has a bad influence 9 on their peers. Other studies investigate how educational outcomes are affected by peer groups defined by race (Link and Mulligan, 1991), parents' education level (McEwan, 2003), social proximity (Foster, 2006), and ability or achievement (Arnott and Rowse, 1987;Lefgren, 2004;Eisenkopf, 2010).…”

A Model about the Impact of Ability Grouping on Student Achievement

“…For example, -types may benefit from ℎ-types trough collaborations/study partnerships ( Carrell, Fullerton, and West 2009;Arcidiacono et al 2012;Jain and Kapoor 2015). Exposure to ℎ-types may also have a positive effect on -types' effort levels ( Eisenkopf 2010, Foster and Frijters 2010, and Bursztyn and Jensen 2015. Generally speaking, ℎ-types may serve as role models.…”