Enhancing Peer Cultures of Academic Effort and Achievement in Early Adolescence: Promotive Effects of the Seals Intervention

Autor/inn/en	Hamm, Jill V.; Farmer, Thomas W.; Lambert, Kerrylin; Gravelle, Maggie
Titel	Enhancing Peer Cultures of Academic Effort and Achievement in Early Adolescence: Promotive Effects of the Seals Intervention
Quelle	In: Developmental Psychology, 50 (2014) 1, S.216-228 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0032979
Schlagwörter	Peer Groups; Peer Influence; Early Adolescents; Academic Achievement; Adjustment (to Environment); Peer Acceptance; Rural Education; Teacher Role; Intervention; Program Effectiveness; Classroom Observation Techniques; Surveys + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Schulleistung; Ländliche Erwachsenenbildung; Lehrerrolle; Survey; Umfrage; Befragung
Abstract	Peer cultures of effort and achievement influence early adolescents' academic adjustment. A randomized controlled trials design was used to test the extent to which aspects of peer cultures of effort and achievement were enhanced following teachers' participation in the Supporting Early Adolescents' Learning and Social Success (SEALS) intervention. Observational and survey data from teachers (N = 188) and survey data from 6th-graders (N = 2,453) in 36 rural schools across the United States were analyzed. Results indicated that in SEALS versus matched control schools, social prominence was more favorably associated with effort and school valuing, and peer group injunctive norms were more supportive of effort and achievement. Findings indicate that aspects of peer cultures respond to the school context and provide evidence of the efficacy of the SEALS model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11