Predicting change in academic achievement: A model of peer experiences and self-system processes.

Abstract

The purpose of this study was to test a model of peer experiences and academic achievement among elementary school children. This model postulates that the quality of children's social relations (e.g., social preference) in the peer group can foster or inhibit feelings of connectedness (e.g., loneliness), which in turn affects children's perceptions of academic competence. Finally, perceptions of academic competence are hypothesized to predict change in academic achievement. Participants were 397 school children (206 girls, 191 boys; mean age = 108 months, range = 88–157 months). Results from structural equation modeling provided support for the proposed model. Discussion centers on the mediational role of self-system processes between children's social relations and change in academic achievement.