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Gepubliceerd in: Journal of Youth and Adolescence 11/2017

28-07-2017 | Empirical Research

Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

Auteurs: Amori Yee Mikami, Erik A. Ruzek, Christopher A. Hafen, Anne Gregory, Joseph P. Allen

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 11/2017

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Abstract

Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents’ perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents’ perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents’ achievement.
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Metagegevens
Titel
Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School
Auteurs
Amori Yee Mikami
Erik A. Ruzek
Christopher A. Hafen
Anne Gregory
Joseph P. Allen
Publicatiedatum
28-07-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 11/2017
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-017-0724-2

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