Two Functions of Peer Influence on Upper-Secondary Education Application Behavior

Autor/in	Rosenqvist, Erik
Titel	Two Functions of Peer Influence on Upper-Secondary Education Application Behavior
Quelle	In: Sociology of Education, 91 (2018) 1, S.72-89 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040717746113
Schlagwörter	Foreign Countries; Peer Influence; Secondary School Students; Achievement; Student Characteristics; Decision Making; Social Influences; Socialization; Track System (Education); Student Records; Student Behavior; Socioeconomic Status; Gender Differences; Immigrants; Family Structure; Employment Level; Parent Background; Educational Attainment; Statistical Analysis; Probability; Models; Teacher Characteristics; Regression (Statistics); Least Squares Statistics; Sweden + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Performance; Leistung; Decision-making; Entscheidungsfindung; Sozialer Einfluss; Socialisation; Sozialisation; Leistungsgruppe; Leistungsdifferenzierung; Schülerakte; Student behaviour; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Familienkonstellation; Familiensystem; Beschäftigungsgrad; Elternhaus; Bildungsabschluss; Bildungsgut; Statistische Analyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Analogiemodell; Regression; Regressionsanalyse; Schweden
Abstract	Peers have a paradoxical influence on each other's educational decisions. On one hand, students are prone to conform to each other's ambitious educational decisions and, on the other hand, are discouraged from ambitious decisions when surrounded by successful peers. In this study I examine how peers influence each other's decision to apply to an academic track in upper-secondary education through these two functions of peer influence. The results show that students are more likely to conform to their in-group peers. However, discouraging effects are structured differently, whereby expectations about self- and peer achievement seem to be a mediating factor. This suggests that the point of reference varies with the mechanism mediating interpersonal influence together with characteristics of both peers and egos. The analysis benefits from rich population registers covering 13 full cohorts of Swedish students, facilitating controls for several sources of endogeneity, such as unobserved time-constant school and family effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01