The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends.

By Ellen Altermatt, E. Pomerantz. 2003

230 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/94d529d154ef2c72672a1ee22dfe137db1be06fb

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In Education

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Peer relationships as a context for the development of school engagement during early adolescence (2011, background): “For example, close friendships have been found to positively predict academic motivation and achievement (Altermatt & Pomerantz, 2003).”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, background): “Confirming this, students’ perceived competence, preference for challenge and standards for performance evaluation has been found to converge within the same peer group over the school year (Altermatt & Pomerantz, 2003).”
The implications of having high-achieving versus low-achieving friends: A longitudinal analysis (2005, methodology): “However, some recent research conducted within the peer socialization tradition (e.g. Altermatt & Pomerantz, 2003; Berndt, Hawkins & Jiao, 1999) along with a host of research conducted within the social comparison tradition (see Festinger, 1954; Tesser, 1988; Wood, 1989, for reviews) suggests that…”
Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males (2013, background): “Peers and peer groups have the potential to exert significant influence over motivation for learning and for school (Altermatt & Pomerantz, 2003; Berndt & Keefe, 1995; Jones, Estell, & Alexander, 2008).”
Peer acceptance and self‐concept of students with disabilities in regular education (2010, background): “Being socially included says something about someone’s position in that particular society (Skaalvik and Skaalvik 1998 ) and classmates therefore play an important role in building (social) self‐concept (Altermatt and Pomerantz 2003 ; DuBois et al.”
The Social Position of Pupils with Special Needs in Regular Schools (2008, background): “Their choices can be based on different aspects, but especially age, gender and school attainment are important ones for schoolchildren up to early adolescence (Altermatt & Pomerantz, 2003 ; Lubbers, 2004 ; McPherson, et al, 2001 ).”
Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011, background): “Past research on social comparison has typically either focused on comparisons to friends (e.g., Altermatt & Pomerantz, 2003; Guay et al., 1999) or comparisons to classmates in general (e.g., Blanton et al., 1999; Marsh, Kong, & Hau, 2000).”