The peer group as a context for the development of young adolescent motivation and achievement.

By Allison M. Ryan. Child Development, 2001

958 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8aee9aaedf104b0f183239805ce0dc8994947358

How researchers see this paper

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

In Education

In Safety Research

In Social Psychology

Citations in the corpus

Homophobic name-calling, peer-groups, and masculinity: The socialization of homophobic behavior in adolescents (2015, methodology): “The homophily hypothesis has been used to examine a number of sociodemographic characteristics (McPherson, Smith-Lovin, & Cook, 2001) including gender (Ibarra, 1992), race (Mollica, Gray, & Trevino, 2003), education and occupation (McPherson & Smith-Lovin, 1987), and attitudes and behaviors such as ”
The Green Purchase Behavior of Hong Kong Young Consumers: The Role of Peer Influence, Local Environmental Involvement, and Concrete Environmental Knowledge (2010, background): “Past studies have shown that peers can influence each other both in risk-taking behaviors (Urberg, Degirmencioglu, and Pilgrim 1997) and in positive traits (Kindermann 1993; Ryan 2001).”
Willingness to Intervene in Bullying Episodes Among Middle School Students (2012, background): “The homophily hypothesis has been examined in relation to numerous characteristics including sex (Ibarra, 1992; Kandel, 1978), race (Mollica, Gray, & Trevino, 2003), attitudes, and behaviors such as achievement (Lin, 1999; Portes, 1998; Ryan, 2001; Wentzel & Caldwell, 1997), aggression (Espelage, Ho”
Peer Context of Mathematics Classroom Belonging in Early Adolescence (2005, background): “Finally, we extend our focus on peer relations to include naturally occurring social networks as a context of mathematics classroom belonging, given growing evidence of the significance of this level of peer relations to adolescents’ motivation and achievement (e.g., Kindermann, 1993; Ryan, 2001).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “The norms and characteristics of peers profoundly influence adolescent academic achievement, beliefs, and behaviors (Berndt & Murphy, 2002; Ryan, 2001; Wang & Eccles, 2012; Wentzel, 1998).”
The theoretical and empirical links between bullying behavior and male sexual violence perpetration (2009, background): “Peer groups during late childhood and early adolescence form based on behavioral similarities (Ennett & Bauman, 1994) and academic achievement (Ryan, 2001).”
School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement * (2016, background): “Otherwise, changes in the peer group structure or lack of peer group can lead to a lowered level of school belonging, less positive feelings toward school, and academic disengagement (Ryan, 2001).”
Adaptive and Nonadaptive Help Seeking With Peer Harassment: An Integrative Perspective of Coping and Self-Regulation (2008, background): “The importance of mature emotion regulation is probably most evident in situations where peers encourage bullies ( Salmivalli, 2001 ) and during adolescence, when students are especially concerned about how others perceive them ( Espelage & Holt, 2001 ; Rubin et al, 2006 ; Ryan, 2001 ).”
School functioning in early adolescence : Gender-linked responses to peer victimization (2007, background): “Their peers might also reinforce behaviors that are incompatible with learning activities, such as truancy (Ryan, 2001).”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “Finally, Ryan (2001) found that peers’ achievement can influence other peers’ achievement.”