Peer Groups as a Context for the Socialization of Adolescents' Motivation, Engagement, and Achievement in School

By Allison M. Ryan. 2000

568 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1dfbeffc4a707cfd1b111fb2166182fde36e2e03

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Does the Ethnic Composition of Upper Secondary Schools Influence Educational Achievement and Attainment? A Multilevel Analysis of the Norwegian Case (2007, background): “Peers affect academic motivation, engagement, and achievement through information exchange, modelling and reinforcement of peer norms and values (Ryan, 2000).”
Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents (2018, background): “Different aspects of peer relations – being a member of a group, being accepted by one’s peers, and having friends – have also been linked with school achievement and adjustment (e.g., Ladd, Kochenderfer, & Coleman, 1997; Ryan, 2000; Wentzel & Caldwell, 1997).”
The impact of students' conceptions of constructivist assumptions on academic achievement and drop‐out (2007, background): “A second dimension of constructivism is cooperative learning (Slavin, 1996; Ryan, 2000).”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “Consistent with the literature that has variably used the term engagement to refer to students’ affective or emotional, cognitive, or behavioral involvement in learning (Connell, 1990; Corno & Mandinach, 1983; Greene & Miller, 1996; Guthrie et al., 1996; Ryan, 2000; Skinner & Belmont, 1993), engagem”
How Motivation Influences Student Engagement: A Qualitative Case Study. (2012, methodology): “According to Ryan and Deci (2000),”
The peer group as a context for the development of young adolescent motivation and achievement. (2001, background): “Less is known about how the peer group influences motivation and achievement (Blumenfeld, 1992; Eccles, Wigfield, & Schiefele, 1998; Kindermann, 1993; Kindermann, McCollam, & Gibson, 1996; Ryan, 2000).”
School Effectiveness Findings 1979–2002 (2002, background): “Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation,”
Adolescent Girls’ and Boys’ Science Peer Relationships and Perceptions of the Possible Self as Scientist (2005, background): “Peers have been found to influence achievement attitudes generally ( Ryan, 2000 ) and science attitudes specifically (Jacobs et al., 1998; Simpson & Oliver, 1990).”
Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates (2005, unknown): “This may be especially critical for measuring extrinsic motivation in the middle school years when students may work (or fail to work) to please their peer group (A. M. Ryan, 2000).”
Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? (2008, methodology): “In this study, we used a motivational conceptualization of engagement versus disaffection, which focuses on students' active participation in academic activities in the classroom (Pierson & Connell, 1992; Ryan, 2000; Skinner et al., 1998; Wentzel, 1993).”
The Impact of School Environment and Peer Influences on Students' Academic Performance in Vihiga County, Kenya (2014, background): “Young adults begin to ask questions such as, “Is school important to me?” and “How do I want to spend my time?” The choices that adolescents make regarding their motivation, engagement, and achievement in school (and in life) and the satisfaction they obtain from their choices depend, in part, on th”
Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom (2007, background): “, Gillies & Ashman, 1996; Hoek, Van den Eeden, & Terwel, 1999; Webb & Farivar, 1994) have shown that explicit teaching of CL skills coincides with an improvement of the quality of CL. Finally, the quality of CL is expected to be promoted by a social climate that is characterized by favorable academi”