Peer rejection and unpopularity: Associations with GPAs across the transition to middle school

By Amy Bellmore. 2011

87 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, General Health Professions

View Paper: https://www.semanticscholar.org/paper/72f9b575a72f863b775a0eee484f7fcda346d143

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. Un Fong Lam
2. Christian D. Schunn
3. Jingqiu Zhang
4. M. Slone
5. Wei‐Wen Chen
6. Ting Liang
7. P. Boxer
8. Anat Shoshani

In Education

1. Christian D. Schunn
2. E. Rudolph
3. Un Fong Lam
4. Jingqiu Zhang
5. M. Slone
6. Wei‐Wen Chen
7. Ting Liang
8. P. Boxer

In General Health Professions

1. Christian D. Schunn
2. M. Slone
3. Anat Shoshani

Citations in the corpus

• It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents (2015, background): “…research has shown that students who feel rejected in school often feel depressed and helpless while learning because of social isolation (Buhs & Ladd, 2001; Buhs, Ladd, & Herald, 2006), and they tend to have low academic achievement (Bellmore, 2011; Coie, 1990; Hinshaw, 1992; Masten et al., 2005).”
• Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences (2015, background): “For example, Bellmore (2011) found that peer rejection during the transition to middle school has been shown to predict lower academic performance.”
• Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, background): “Poor middle school adjustment has been associated with several risk factors, such as lower selfesteem, low social competence, peer rejection and unpopularity (Bellmore 2011), insecure attachment (Duchesne et al. 2009), and multiple previous transitions (Mcdougall and Shelley 1998).”
• The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “…on peer acceptance are keenly felt by students of this age and are associated with both social (e.g. anxiety, depression, self-esteem) and academic outcomes (Aikins et al., 2005; Bellmore, 2011; Kingery, Erdley, &Marshall, 2011; Waldrip & Jensen-Campbell, 2008; Wentzel, Barry, & Caldwell, 2004).”