The implications of having high-achieving versus low-achieving friends: A longitudinal analysis

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In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “…transmitted directly, through mechanisms of socialization, including modeling, reinforcement, encouragement, or pressure to conform to group norms (Altermatt & Pomerantz, 2005; Harris, 1995; Kindermann, 2003; Lynch, Lerner, & Leventhal, 2013), as well as indirectly, for example, by fulfilling…”
Social Comparison in the Classroom: A Review (2008, methodology): “Altermatt and Pomerantz (2005) clearly found such a trade-off among low-achieving pupils: As low-achieving pupils had a best friend who was more high achieving, they evaluated themselves less positively but performed better than low achievers with a similarly low-achieving best friend.”
Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011, methodology): “…in academic standards and performance, or by providing models for how to complete challenging academic tasks, serving as a form of “socialization” or increased similarity (Altermatt & Pomerantz, 2005; Blanton, Buunk, Gibbons, & Kuyper, 1999; Gibbons, Blanton, Gerrard, Buunk, & Eggleston, 2000).”