Mediators of the Relationship Between Peer Experiences and Academic Adjustment

同伴经历与学业调整关系的中介因素

• 批准号: 8436124
• 负责人: Marie-Helene Veronneau
• 金额: $ 5.12万
• 依托单位: UNIVERSITY OF QUEBEC AT MONTREAL
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-03-02 至 2016-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8436124
• 关键词: 12 year old; Academic achievement; Achievement; Adolescent; Adolescent Behavior; Adult; Affect; Age; American; Area; Attitude; Back; Behavior; Behavioral; Characteristics; Child; Clinical Services; Communities; Data; Data Analyses; Development; Education; Educational Background; Educational Status; Employment; Environment; Equation; European; Friends; Friendships; Gender; Goals; Health; Individual; Institution; Intervention; Lead; Learning; Life; Link; Mediating; Mediation; Mediator of activation protein; Modeling; Pacific Northwest; Pain; Participant; Patient Self-Report; Perception; Play; Positioning Attribute; Process; Productivity; Public Health; Reaction; Recording of previous events; Records; Recruitment Activity; Relative (related person); Reporting; Research Personnel; Risk; Role; Sampling; Schools; Screening procedure; Shapes; Socialization; Students; Testing; Theoretical model; Time; Training; Translating; Truancy; United States; anti social; deviant; early adolescence; experience; high school; improved; interest; male; middle school; neglect; peer; peer influence; prevent; psychologic; public education; reinforced behavior; social; suburb; success; teacher; transmission process; urban area

DESCRIPTION (provided by applicant): Public education is a pivotal institution in the United States because it helps children reach their full potential and progress toward a healthy and productive adult life. In that context, successful adaptation to middle school paves the way for higher educational attainment and long-term positive development. Higher levels of education are indeed related to gainful employment, good health, and positive community involvement in adulthood. Peers play a major role in young adolescents' life, and understanding the mechanisms through which they may influence academic adjustment is crucial to refining our theoretical models and developing efficient interventions to promote higher graduation rates. To better understand the contribution of peers to adolescents' adjustment, we propose 4 specific aims: (1) Test for the peer socialization hypothesis. We will investigate the position of group-level and dyadic peer experiences in the mediation chain leading to academic adjustment in middle school. We will verify whether friendships with well-adjusted peers mediate the link between peer acceptance and academic adjustment, and whether friendships with deviant peers mediate the link between peer rejection and academic adjustment. (2) Test for the norm transmission hypothesis. We will test a mediation model in which adolescents with well-adjusted friends internalize prosocial norms, which in turn leads to higher academic adjustment. We will also test for another model in which adolescents with deviant friends internalize antisocial norms, which leads to lower academic adjustment. (3) Test for the niche searching hypothesis. We will verify whether peer rejection leads to lower academic adjustment through academic disengagement, and whether peer acceptance leads to higher academic adjustment through greater academic involvement. (4) Test for the influence of peer socialization on adult educational attainment. We will test whether peer experiences in middle school predict early adult educational attainment through their positive or negative influence on academic adjustment in high school. We will conduct a secondary analysis of existing data from two samples of participants recruited at middle school entry (age 12 years). The first sample includes 997 participants (53% males) from a multiethnic, urban area of the Pacific Northwest, who were followed until age 23. The second sample includes 1,278 participants (46% males) recruited in a predominantly European American suburban area of the Pacific Northwest, who were followed until age 14. Peer acceptance and rejection, friends' characteristics, academic adjustment, and control variables were assessed through self- reports, teacher reports, peer nominations, and official school records. Mediation chains will be tested using structural equation modeling. The moderating effect of gender will also be assessed. Long-term objectives of this project include the improvement of clinical services and screening procedures for at-risk students in middle schools and a redesign of educational environments to optimize positive peer influences and to prevent harmful effects of deviancy training or peer rejection.

描述（由申请人提供）：公共教育是美国的关键机构，因为它有助于儿童发挥其全部潜力，并朝着健康和生产力的成人生活迈进。在这种情况下，成功适应中学为高等教育和长期积极发展铺平了道路。较高的教育确实与有酬的就业，良好的健康和成年社区的积极参与有关。同龄人在年轻青少年的生活中起着重要作用，并了解他们可能影响学术调整的机制对于完善我们的理论模型和制定有效的干预措施以促进更高的毕业率至关重要。为了更好地了解同龄人对青少年调整的贡献，我们提出了4个具体目标：（1）测试同伴社会化假设。我们将研究小组级和二元同伴在调解链中的地位，从而在中学进行学术调整。我们将验证与经过良好调整的同龄人的友谊是否调解了同伴接受与学术调整之间的联系，以及与异常同龄人的友谊是否可以调解同伴拒绝与学术调整之间的联系。 （2）测试规范传递假设。我们将测试一种调解模型，在该模型中，与经过良好调整的朋友的青少年内部化亲社会规范，这又导致了更高的学术调整。我们还将测试另一种模型，在该模型中，有差异朋友的青少年将反社会规范内部化，从而导致学术调整降低。 （3）测试利基搜索假设。我们将验证同伴拒绝是否通过学术脱离接触会导致学术调整降低，以及同伴接受是否通过更大的学术参与导致更高的学术调整。 （4）测试同伴社会化对成人教育成就的影响。我们将测试中学的同伴经历是否通过对高中学术调整的积极或负面影响来预测成人早期的教育成就。我们将对在中学入学时（12岁）招募的两个参与者样本的现有数据进行二次分析。第一个样本包括来自太平洋西北部多民族市区的997名参与者（53％男性），他们一直遵循直到23岁。第二个样本包括在一个主要是在主要是欧洲欧洲郊区地区的1,278名参与者（46％的男性）西北太平洋（Pacific Northwest）一直持续到14岁。同伴接受和拒绝，朋友的特征，学术调整和控制变量通过自我报告，教师报告，同伴提名和官方学校记录进行评估。调解链将使用结构方程建模进行测试。性别的调节作用也将得到评估。该项目的长期目标包括改善中学高危学生的临床服务和筛查程序，以及重新设计教育环境，以优化积极的同伴影响力并防止恶魔训练或同行拒绝的有害影响。