Peer Relationships, Motivation, and Academic Performance at School.

By K. Wentzel. 2005

466 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2b80569130a71c21efacc2b38c937927e670b2a1

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Citations in the corpus

What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “Particularly in adolescence, peer relationships become more salient in the classroom (Martin & Dowson, 2009; Wentzel, 2005).”
Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement. (2014, background): “Positive relationships with peers form the foundation of a psychologically safe environment for adolescents, which supports their academic motivation and achievement (Wentzel, 2005).”
Creating Small Learning Communities: Lessons From the Project on High-Performing Learning Communities About “What Works” in Creating Productive, Developmentally Enhancing, Learning Contexts (2007, background): “In addition, Wentzel (2005) concluded that adolescents who enjoy positive relationships with peers also tend to be engaged in and even excel at academic tests more than those who have peer relationships problems.”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “Interestingly, higher academic achievement may lead to social acceptance by classmates if achievement is valued by the student's peer group (Wentzel 2005).”
Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading (2007, background): “Feeling that they belong to a group enables students to undertake challenging tasks more confidently than if reading is a purely isolated endeavor (Wentzel, 2005).”
Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality (2015, background): “The importance of peers for students’ school adjustment has been widely documented (Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002; Gest, Rulison, Davidson, &Welsh, 2008; Juvonen, 2007; Kindermann, 2007; Ladd, Herald-Brown, & Reiser, 2008; Ryan, 2001; Wentzel, 2005).”
Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support (2006, background): “Peer relationships play an often unrecognized role in academic motivation and academic competence (Wentzel, 2005).”
Self-Efficacy Theory in Education (2016, background): “factors contribute to dropout, including poor academic and social skills, lack of interest in school subjects, classrooms that stress competition and ability social comparisons, low perceived value of school learning, and little sense of belonging or relatedness to the school environment (Meece, And”
The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome (2008, background): “Students’ adaptive relationship with peers is crucial because it is one of the indicators of social competence and adjustment (Wentzel, 1999) and has been found to have a positive link to school achievement (Wentzel, 2005).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “…tasks, and activities that take place in a classroom (Anderman & Gray, 2017; Linnenbrink-Garcia & Patall, 2016; Urdan & Turner, 2005), as well as the interpersonal context of the classroom (see Wentzel, 2017; Wentzel & Muenks, 2016) and forces related to school climate (Anderman & Gray, 2017).”
Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement (2016, result): “This finding is consistent with previous studies (Wentzel 2005; Wentzel et al. 2012).”
Social skills assessment and intervention for children and youth (2016, background): “The notion of academic enablers evolved from the work of researchers who explored the relationship between students’ non-academic behaviours (eg social skills and motivation) and their academic achievement (Gresham & Elliott, 1990; Malecki, 1998; Wentzel, 2005, 2009; Wentzel & Watkins, 2002).”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “As with teacher support, perceived peer support at school has been associated positively with academic engagement, performance, and classroom behavior (see also Wentzel, 2005).”
Evidence-Based Social Skills Interventions for Students at Risk for EBD (2015, background): “The notion of academic enablers evolved from the work of researchers who explored the relationship between students’ nonacademic behaviors (e.g., social skills and motivation) and their academic achievement (Gresham & Elliott, 2008; Wentzel, 2005, 2009; Wentzel & Watkins, 2002).”