Classmate Characteristics and Student Achievement in 33 Countries: Classmates' Past Achievement, Family Socioeconomic Status, Educational Resources, and Attitudes toward Reading

Autor/inn/en	Chiu, Ming Ming; Chow, Bonnie Wing-Yin
Titel	Classmate Characteristics and Student Achievement in 33 Countries: Classmates' Past Achievement, Family Socioeconomic Status, Educational Resources, and Attitudes toward Reading
Quelle	In: Journal of Educational Psychology, 107 (2015) 1, S.152-169 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0036897
Schlagwörter	Peer Influence; Student Characteristics; Foreign Countries; Academic Achievement; Socioeconomic Status; Family Characteristics; Educational Resources; Reading Attitudes; Grade 4; Elementary School Students; Interaction; Reading Achievement; Correlation; Reading Skills; Family Environment; Educational Environment; Geographic Location; Cross Cultural Studies; Economic Factors; Cultural Differences; Social Values; Gender Differences; Collectivism; Power Structure; Likert Scales; Asia; Canada; New Zealand; United States; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Socio-economic status; Sozioökonomischer Status; Bildungsmittel; Reading behavior; Rading behaviour; Leseverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Interaktion; Leseleistung; Korrelation; Reading skill; Lesefertigkeit; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural comparison; Kulturvergleich; Ökonomischer Faktor; Kultureller Unterschied; Sozialer Wert; Geschlechterkonflikt; Likert-Skala; Asien; Kanada; Neuseeland; USA
Abstract	Classmates can influence a student's academic achievement through immediate interactions (e.g., academic help, positive attitudes toward reading) or by sharing tangible or intangible family resources (books, stories of foreign travel). Multilevel analysis of 141,019 fourth-grade students' reading achievements in 33 countries showed that classmates' family factors (parent socioeconomic status [SES], home educational resources) were more strongly related to a student's reading achievement than were classmates' characteristics (parent ratings of past literacy skills, attitudes toward reading). However, these classmate links to reading achievement differed across students (e.g., high-SES classmates benefited high-SES students more than low-SES students). Also, links between classmates' past reading achievement and a student's current reading achievement were stronger in countries that were richer, were more collectivist, or avoided uncertainty less. These findings show how an ecological model of family and classmate microsystems, classmate family mesosystem, and country macrosystem can help provide a comprehensive account of children's academic achievement. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01