The implications of having high-achieving versus low-achieving friends: A longitudinal analysis

被引:59
作者
Altermatt, ER [1 ]
Pomerantz, EM
机构
[1] Hanover Coll, Dept Psychol, Hanover, IN 47243 USA
[2] Univ Illinois, Urbana, IL 61801 USA
关键词
peer relationships; social comparison; achievement; motivation;
D O I
10.1111/j.1467-9507.2005.00291.x
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
The present research examines the achievement-related implications of establishing friendships with high-achieving versus low-achieving classmates. Fifth- , sixth- , and seventh-grade students (N=929) participated. During the fall and spring semesters, the report card grades of children and their friends were obtained and children completed questionnaire measures of their self-evaluative beliefs and preference for challenge. Results suggest that for low-achieving students there are tradeoffs associated with establishing and maintaining friendships with high-achieving classmates. Specifically, low achievers who established and maintained friendships with high-achieving friends evaluated themselves less positively, but also performed better academically, than low achievers with similarly low-achieving friends. Fewer tradeoffs emerged for high achievers.
引用
收藏
页码:61 / 81
页数:21
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