Positive peer relationships and academic achievement across early and midadolescence

Laura O. Gallardo1, Angel Barrasa2, Fabricio Guevara-Viejo3
1Faculty of Social Sciences and Humanities, Campus Ciudad Escolar sn, University of Zaragoza, Spain
2Faculty of Social Sciences and Humanities, Campus Ciudad Escolar sn, University of Zaragozza, Spain
3Department of Engineering Studies, State University of Milagro, Ecuador
Cite this article:  Gallardo, L. O., Barrasa, A., & Guevara-Viejo, F. (2016). Positive peer relationships and academic achievement across early and midadolescence. Social Behavior and Personality: An international journal, 44(10), 1637-1648.

Volume 44 Issue 10 | e5581 | Published: November 2016 | DOI: https://doi.org/10.2224/sbp.2016.44.10.1637

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We explored peer acceptance and friendships during adolescence, and their relationship with subsequent changes in the level of adolescents’ academic achievement. Participants were 447 students (51% girls) aged from 11 to 16 years. The students completed sociometric assessments of their peer acceptance and friendships during the autumn semester (Time 1). Academic achievement data were also obtained from students’ report-card grades at Time 1 as well as during the spring semester (Time 2) of the same academic year. Regression analysis indicated that peer acceptance positively predicted subsequent academic achievement. This relationship was also moderated by age, with the effect of peer acceptance on subsequent academic achievement being greater during early adolescence than in midadolescence. This research deepens understanding of the mechanisms by which positive peer relationships influence adolescents’ academic achievement.

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