Peers and academic functioning at school.

By K. Wentzel. 2009

249 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/af8734859156cf36a2c72632db7a16802b27126c

How researchers see this paper

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

Citations in the corpus

Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “high-quality teacher-student relations (Fredricks, 2014; Taylor & Parsons, 2011), using collaborative learning (Wentzel, 2009), creating meaningful activities in school (Fredricks et al.”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “From this perspective, high quality student-teacher relationships, characterized by involvement and affection, are a foundation upon which the development of motivation and engagement depend (Eccles & Roeser, 2009; Reeve, 2012; Wentzel, 2009a; Wigfield et al., 2015).”
Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment Across the Middle School Transition (2011, background): “According to Wentzel (2009), there are several mechanisms that link peer relationships with academic functioning.”
Social-emotional competencies make the grade: Predicting academic success in early adolescence☆ (2014, background): “Social and emotional skills are critical during this time because they contribute to positive functioning in the school and classroom context, help young people to form healthy relationships with peers and teachers, and can thus foster positive developmental pathways throughout adolescence (Graber &”
Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness (2017, background): “There is considerable research suggesting that preschool children learn important skills from positive peer interactions (Coplan & Arbeau, 2009; Wentzel, 2009).”
Evidence-Based Social Skills Interventions for Students at Risk for EBD (2015, background): “The notion of academic enablers evolved from the work of researchers who explored the relationship between students’ nonacademic behaviors (e.g., social skills and motivation) and their academic achievement (Gresham & Elliott, 2008; Wentzel, 2005, 2009; Wentzel & Watkins, 2002).”
Social skills assessment and intervention for children and youth (2016, methodology): “The notion of academic enablers evolved from the work of researchers who explored the relationship between students’ non-academic behaviours (eg social skills and motivation) and their academic achievement (Gresham & Elliott, 1990; Malecki, 1998; Wentzel, 2005, 2009; Wentzel & Watkins, 2002).”
Relations among peer acceptance, inhibitory control, and math achievement in early adolescence (2013, background): “…that peer acceptance – the degree to which a child is socially accepted and liked by his or her peers – emerges as a core indicator for social and emotional well-being and academic success during the early adolescent years (Nangle & Erdley, 2001; Oberle et al., 2010;Wentzel, 2003, 2005, 2009).”
The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience (2014, background): “…out (Berndt & Keefe, 1996; Birch & Ladd, 1996; Hymel, Comfort, Schonert-Reichl, & McDougall, 1996; Juvonen, Espinoza, & Knifsend, 2012; Klem & Connell, 2004; Ladd, Herald-Brown, & Kochel, 2009; Martin & Dowson, 2009; Newcomb & Bagwell, 1995; Pianta, Hamre, & Allen, 2012; Wentzel, 2009a, 2009b).”