Friendships in Middle School: Influences on Motivation and School Adjustment.

By K. Wentzel, Carolyn McNamara Barry, K. Caldwell. 2004

698 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/32b1b99bd8a83d1a3512a7d475b7c2ca79d3382c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Laura M. Padilla‐Walker
2. M. Dowson
3. Larry J. Nelson
4. K. Schonert-Reichl
5. Carolyn McNamara Barry
6. Eva Oberle
7. Shannon R. Audley-Piotrowski
8. Jaana Juvonen

In Education

1. M. Dowson
2. David W. Johnson
3. Roger T. Johnson
4. Laura M. Padilla‐Walker
5. Larry J. Nelson
6. Andrew J. Martin
7. Cary J. Roseth
8. Yibing Li

In Social Psychology

1. David W. Johnson
2. Roger T. Johnson
3. M. Dowson
4. Larry J. Nelson
5. Andrew J. Martin
6. Laura M. Padilla‐Walker
7. Cary J. Roseth
8. S. Madsen

Citations in the corpus

• Relationships Among Adolescents' Perceptions of Friends' Behaviors, Academic Self-Concept, and Math Performance (2012, background): “Research indicates a relationship between adolescent friends and academic performance (Ryan, 2001; Wentzel et al., 2004), but several researchers note that the specific means by which friends alter academic outcomes are still not completely clear (Berndt, 1999; Birch & Ladd, 1996; Hartup & Stevens,…”
• The influence of personal networks and social support on study attainment of students in university education (2008, background): “Particularly the college peer group, but also teacher(s) have been reported as an important factor in the socialization and enhancement of student’s motivation and academic performance in different tracks of education and among different age groups (Berndt et al. 1990; Berndt and Keefe 1995; Davies ”
• Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “…needs is likely to enable students to negotiate the affective and social world of the classroom and school, and this enhanced affective and social integration interfaces with Martin & Dowson enhanced motivational processes (Furrer & Skinner, 2003; Weissberg et al., 2003; Wentzel et al., 2004).”
• Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. (2008, background): “…drug abuse, teenage pregnancy, depression; Barrera et al., 1993; Berndt & Keefe, 1995; Buhrmester, 1990; Cauce, 1986; DeRosier et al., 1994; Feldman et al., 1988; Goodenow, 1993; S. Harter, 1994; Marks, 2000; Parker & Asher, 1987; Resnick et al., 1997; Wentzel, 1994, 1998; Wentzel et al., 2004).”
• Relations among peer acceptance, inhibitory control, and math achievement in early adolescence (2013, background): “As past research and theory have suggested, the importance of social acceptance in the peer group rapidly increases with the onset of adolescence (e.g., see Wentzel et al., 2004; Wigfield, Byrnes, & Eccles, 2006).”