Friend influence on achievement during middle childhood.Report as inadecuate


 Friend influence on achievement during middle childhood.


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Type of Resource: text

Genre: Electronic Thesis or Dissertation

Issuance: single unit

Date Created: Fall 2013

Date Issued: 2013

Publisher: Florida Atlantic University

Physical Form: Online Resource

Extent: 135 p.

Language(s): English

Summary: This study was designed to investigate friend influence on academicachievement and task avoidance during middle childhood in a sample of 794participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads)from four municipalities in Finland: two in Central Finland, one in Western Finland,and one in Eastern Finland. Longitudinal data were collected during the spring of 3rdgrade and 4th grade and reports were available from both members of each friendshipdyad. The Actor-Partner Interdependence Model (APIM; Kenny, Kashy & Cook, 2006)was used with a single sample of participants to estimate friend influence on academicachievement and task avoidance between two types of friendship dyads: (1) dyads thatwere distinguishable as a function of relative math achievement and relative peeracceptance and (2) dyads that were indistinguishable as a function of relative mathachievement and relative peer acceptance. The results demonstrate that when friends are distinguished by math achievement the high achiever influences the low achiever’s math achievement, but not the reverse. When friends are distinguishable by peer acceptance the high accepted partner influences the low accepted partner’s math achievement, but not the reverse. When friends are indistinguishable on the basis of math achievement and peeracceptance there is mutual influence on math achievement. There was no evidence offriend influence on task avoidance. There was no evidence of friend influence from anindividual’s own task avoidance predicting changes in friend math achievement, exceptamong dyads that could not be distinguished on the basis of math achievement. Mathachievement predicted within-individual changes in task avoidance for all friendshipdyads, except those that could not be distinguished by relative math achievement.The findings suggest that friends influence math achievement during middlechildhood. Furthermore, when friends are distinguished, relative math achievement andpeer acceptance determines who is influencing whom within a friendship dyad. The useof the APIM for distinguishable and indistinguishable dyads on a single sample ofparticipants illustrates that it is not sufficient to ignore differentiating features betweenfriends, or to discard friendships that are more similar. Implications for teachingstrategies and classroom interventions are discussed.

Identifier: FA0004015 (IID)

Note(s): Includes bibliography.Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Subject(s): Achievement in educationAchievement motivation in adolescenceAchievement motivation in childrenMotivation in educationPeer motivation in adolescencePeer motivation in children

Held by: Florida Atlantic University Digital Library

Sublocation: Boca Raton, Fla.

Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA0004015

Restrictions on Access: All rights reserved by the source institution

Owner Institution: FAU



Author: DeLay, Dawn, author Laursen, Brett Dr., Thesis advisor Charles E. Schmidt College of Science, Degree grantor

Source: http://fau.digital.flvc.org/islandora/object/fau%3A13059



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