Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School
| Autor: | Joseph P. Allen, Christopher A. Hafen, Anne Gregory, Amori Yee Mikami, Erik A. Ruzek |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Male
Adolescent Social Psychology media_common.quotation_subject education behavioral disciplines and activities Peer Group Article Education Developmental psychology Interpersonal relationship Perception Developmental and Educational Psychology Humans Achievement test Interpersonal Relations 0501 psychology and cognitive sciences Students media_common Schools 05 social sciences Multilevel model 050301 education Peer group Achievement Legal psychology Test (assessment) Health psychology Adolescent Behavior Multilevel Analysis Female Psychology 0503 education Social psychology Social Sciences (miscellaneous) 050104 developmental & child psychology |
| Zdroj: | Journal of Youth and Adolescence. 46:2341-2354 |
| ISSN: | 1573-6601 0047-2891 |
| Popis: | Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents’ perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents’ perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents’ achievement. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink