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Academic Functioning and Peer Influences: A Short-Term Longitudinal Study of Network–Behavior Dynamics in Middle Adolescence
University of Groningen, The Netherlands.
Occidental College, USA.
University of Southern California, USA.
University of Groningen, The Netherlands.ORCID iD: 0000-0002-9097-0873
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2017 (English)In: Child Development, ISSN 0009-3920, E-ISSN 1467-8624, Vol. 88, no 2, 523-543 p.Article in journal (Refereed) Published
Abstract [en]

In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342;14–15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages)and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance,and connectedness. Friendships were formed and maintained when adolescents had low levels ofachievement or high levels of truancy. Friends influenced one another to increase rather than decrease inachievement and truancy. Moreover, friends’ popularity moderated peer influences in truancy in reciprocalfriendships but not in unilateral friendships, whereas friends’ acceptance moderated peer influences inachievement in both unilateral and reciprocal friendships. The findings illustrate the dynamic interplay between peer effects and academic functioning.

Place, publisher, year, edition, pages
John Wiley & Sons, 2017. Vol. 88, no 2, 523-543 p.
National Category
Sociology
Identifiers
URN: urn:nbn:se:liu:diva-142464DOI: 10.1111/cdev.12611OAI: oai:DiVA.org:liu-142464DiVA: diva2:1153529
Available from: 2017-10-30 Created: 2017-10-30 Last updated: 2017-11-14

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