Social relations and academic achievement in inner-city early elementary classrooms
| Autor: | David B. Estell, Robert B. Cairns, Thomas W. Farmer, Beverley D. Cairns |
|---|---|
| Rok vydání: | 2002 |
| Předmět: |
Social Psychology
education 05 social sciences 050301 education Peer group Academic achievement Late childhood Popularity Social relation Education Developmental psychology Developmental Neuroscience Inner city Developmental and Educational Psychology 0501 psychology and cognitive sciences Life-span and Life-course Studies Psychology 0503 education Social Sciences (miscellaneous) 050104 developmental & child psychology |
| Zdroj: | International Journal of Behavioral Development. 26:518-528 |
| ISSN: | 1464-0651 0165-0254 |
| DOI: | 10.1080/01650250143000472 |
| Popis: | There is a great deal of research documenting the relationship of peers to academic achievement in late childhood and adolescence, but little work documenting the extent to which this holds for younger children. The current research examined the classroom social structure and academic achievement of inner-city African-American early elementary schoolchildren. Ninety-two (53 boys, 39 girls) first-graders from two inner-city schools were followed for 2 years. Teacher ratings of popularity and academic ability were positively related, and distinct peer groups marked by similar levels of achievement of constituent members were identified. Longitudinal analyses found support for selective affiliation based on academic achievement. |
| Databáze: | OpenAIRE |
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