Peer relationships and adolescents’ academic and non‐academic outcomes: Same‐sex and opposite‐sex peer effects and the mediating role of school engagement

Abstract

Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed.

Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers

“…For the lower achievers in the low-ability stream-arguably, the most academically challenged group, it may also be fruitful to introduce them to skill-oriented programs-such as those emphasized in co-curricular activities-to provide them with opportunities to develop unique strengths of their interests, particularly in nonacademic areas (e.g., the arts, sports, leadership). By doing so, they are more likely to gradually build their personal capacity and would develop a stronger sense of school belongingness or attachment which is not only an important outcome in itself but also an affective basis of student academic success (Fredricks & Eccles, 2005;Liem & Martin, 2011). As for the higher achievers in the low-ability stream, teachers need to be cautious of the negative risk of the inflated level of academic self-concepts of this group of students.…”

The relationship between the level of adoption of social skills and academic success of students with mild and moderate intellectual disability

“…Prijateljski odnosi učenika sa vršnjacima istog i suprotnog pola vezani su za nivo samopoštovanja i za akademski uspeh (Liem & Martin, 2011). Učenici koji imaju viši nivo razvijenosti socijalnih veština i veština samoregulacije, rado se uključuju u aktivnosti vršnjačke grupe, sami iniciraju zajedničke aktivnosti sa vršnjacima i odazivaju se pozivu na igru, imaju viši nivo motivacije i istrajniji su u ostvarivanju akademskih ciljeva (Coolahan, Fantuzzo, Mendez & McDermott, 2000).…”

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

“…Literature (Carlivati, 2001;Liem & Martin, 2011) suggests that students doing well in school have been found to have a close friend than those rejected by peers. Researchers (Buote, 2002;Martin, 2012;Martin & Dowson, 2009;Stewart, 2007) noted that the involvement with positive peer group activities contributes to academic success, controls violent inclinations and increase the expression of pro-social behavior.…”