Literaturnachweis - Detailanzeige
| Autor/in | Wentzel, Kathryn R. |
|---|---|
| Titel | Sociometric Status and Adjustment in Middle School: A Longitudinal Study. |
| Quelle | In: Journal of Early Adolescence, 23 (2003) 1, S.5-28 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0272-4316 |
| Schlagwörter | Academic Achievement; Adolescent Attitudes; Adolescent Behavior; Adolescent Development; Comparative Analysis; Early Adolescents; Longitudinal Studies; Middle School Students; Models; Peer Acceptance; Peer Relationship; Social Support Groups; Sociometric Techniques; Student Adjustment; Student Motivation Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Analogiemodell; Peer-Beziehungen; Social support; Soziale Unterstützung; Soziometrie; Adjustment; Studentin; Adaptation; Schulische Motivation |
| Abstract | This longitudinal study examined relations between sociometric status and school adjustment among middle school students. Findings indicated that sixth-grade sociometric status predicted eighth-grade adjustment when controlling for initial adjustment. Compared to average status students, controversial status students had lower classroom grades, rejected status students were rated as less prosocial, and rejected and popular status groups were rated as more irresponsible. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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