The Effects of Peers' Beliefs on 8th-Grade Students' Identification With School

This study investigated two antecedents of students' identification with school-namely, academic achievement and perceived peer beliefs about school-as mediated by race and gender. Participants included 3,346 eighth-grade students from Tennessee, 74% Caucasian and 26% African American. The Iden...

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Published in:Journal of research in childhood education Vol. 17; no. 2; pp. 236 - 249
Main Author: Radziwon, Christopher D.
Format: Journal Article
Language:English
Published: Olney Taylor & Francis Group 22.03.2003
Association for Childhood Education International
Taylor & Francis Inc
Subjects:
Academic achievement
Adolescents
African American Students
Child development
Educational environment
Peer pressure
Peers
School environment
Social aspects
United States
ISSN:0256-8543, 2150-2641
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Abstract This study investigated two antecedents of students' identification with school-namely, academic achievement and perceived peer beliefs about school-as mediated by race and gender. Participants included 3,346 eighth-grade students from Tennessee, 74% Caucasian and 26% African American. The Identification With School questionnaire (Voelkl, 1996) and a Peer Beliefs questionnaire, developed for this study, were used to measure the students' identification with school and perceived peer beliefs, respectively. The Comprehensive Tests of Basic Skills (CTBS) were used to measure academic achievement. A stepwise multiple regression was used to examine the impact of the independent variables of race, gender, academic achievement, and perceived peer beliefs on the dependent variable of identification with school. Females had higher levels of identification than males, and African Americans had higher levels of identification than Caucasians. The main finding of the study, however, concerned the hypothesis that perceived peer beliefs are related to identification with school. This hypothesis was supported, with perceived peer beliefs accounting for 27% of the variation in students' identification with school, above and beyond gender, race, and academic achievement, making perceived peer beliefs a stronger predictor of identification with school than academic achievement, gender, race, or any of the interaction possibilities.
AbstractList This study investigated two antecedents of students' identification with school-namely, academic achievement and perceived peer beliefs about school-as mediated by race and gender. Participants included 3,346 eighth-grade students from Tennessee, 74% Caucasian and 26% African American. The Identification With School questionnaire (Voelkl, 1996) and a Peer Beliefs questionnaire, developed for this study, were used to measure the students' identification with school and perceived peer beliefs, respectively. The Comprehensive Tests of Basic Skills (CTBS) were used to measure academic achievement. A stepwise multiple regression was used to examine the impact of the independent variables of race, gender, academic achievement, and perceived peer beliefs on the dependent variable of identification with school. Females had higher levels of identification than males, and African Americans had higher levels of identification than Caucasians. The main finding of the study, however, concerned the hypothesis that perceived peer beliefs are related to identification with school. This hypothesis was supported, with perceived peer beliefs accounting for 27% of the variation in students' identification with school, above and beyond gender, race, and academic achievement, making perceived peer beliefs a stronger predictor of identification with school than academic achievement, gender, race, or any of the interaction possibilities.
This study investigated two antecedents of students' identification with school-namely, academic achievement and perceived peer beliefs about school-as mediated by race and gender. Participants included 3,346 eighth-grade students from Tennessee, 74% Caucasian and 26% African American. The Identification With School questionnaire (Voelkl, 1996) and a Peer Beliefs questionnaire, developed for this study, were used to measure the students' identification with school and perceived peer beliefs, respectively. The Comprehensive Tests of Basic Skills (CTBS) were used to measure academic achievement. A stepwise multiple regression was used to examine the impact of the independent variables of race, gender, academic achievement, and perceived peer beliefs on the dependent variable of identification with school. Females had higher levels of identification than males, and African Americans had higher levels of identification than Caucasians. The main finding of the study, however, concerned the hypothesis that perceived peer beliefs are related to identification with school. This hypothesis was supported, with perceived peer beliefs accounting for 27% of the variation in students' identification with school, above and beyond gender, race, and academic achievement, making perceived peer beliefs a stronger predictor of identification with school than academic achievement, gender, race, or any of the interaction possibilities. [PUBLICATION ABSTRACT]
Audience Academic
Author Radziwon, Christopher D.
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CitedBy_id crossref_primary_10_1111_josh_13216
crossref_primary_10_1002_sce_21318
crossref_primary_10_1111_j_1467_8624_2007_01116_x
crossref_primary_10_1037_1099_9809_11_4_339
crossref_primary_10_1016_j_jvb_2004_10_002
crossref_primary_10_1002_j_2161_0045_2010_tb00191_x
crossref_primary_10_1177_0013124517719972
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SubjectTerms Academic achievement
Adolescents
African American Students
Child development
Educational environment
Peer pressure
Peers
School environment
Social aspects
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Title The Effects of Peers' Beliefs on 8th-Grade Students' Identification With School
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